Documentos de Académico
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Internet, books
People
Interviews
Observation
Detective work
My biggest point
Story and photos by Ken PaulmanHedrick's practice sessions maintain a lighthearted atmosphere.
It is 5:30 p.m. on a Thursday, and Jasmine Hedrick is gathered with nine of her students in a classroom at the
University of Oregon School of Music. Hedrick, who is pursuing a doctorate in flute performance, teaches
private lessons to all of the flutists in the room. The Thursday night gatherings offer the students the
opportunity to perform before an audience and learn from one another's successes - and mistakes.
Hedrick, an accomplished musician by any standard, is most passionate about teaching. She is very much at
home in front of the classroom, leading students one at a time through exercises that are one part instruction,
one part standup comedy routine.
Hedrick's techniques, some of which may appear unorthodox, seem to be quite effective. One student is
instructed to stoop over backwards in a "limbo" position and lean against the door while playing in order to
open up her airway. Another plays an excerpt while Hedrick is simultaneously poking her sternum and
jabbing a flute into her abdomen.
But Hedrick is not trying to torture her students. At first, the students laugh at the awkward positions. Then,
the notes that had previously sounded airy and off-key come out crystal clear, and the method behind the
madness becomes clear. Each student receives a round of applause when she is finished, partly for being a
good sport, but primarily for showing remarkable improvement.
"The main reason I wanted to get a doctorate was so I could teach," she said. "I like pushing people to think outside of the
normal threshold of just playing notes and think about what music really means."
Hedrick was born in Houston, lived in upstate New York as a child, and spent her teenage through college years in Flagstaff,
Ariz. She got into music at the age of 8, after getting a perfect score on a third grade musical aptitude test. Her first choice of
instrument, somewhat arbitrarily, was the flute, which she has been playing - and studying - ever since.
After completing her BA in Flute Performance at Northern Arizona University, she moved to Lawrence, Kan., with the intention
of pursuing graduate studies at the University of Kansas, but she changed her mind after meeting the instructor. A year later,
she came to Eugene after a professor in the music school was so impressed with her audition tape that he offered to give her
free lessons for a year while she became eligible for in-state tuition (on the condition she practiced three hours a day). After
completing her master's degree, she was offered a fellowship to begin the doctoral program. She is the principal flutist in the
University Orchestra, and also plays with the Eugene Symphony, the Oregon Mozart Players and the Eugene Opera.
A focus on a single instrument, however, isn't as limiting as it sounds. Hedrick can also play other woodwinds, many of which
have similar key structures to the flute, as well as percussion and string instruments.
"I can play almost every other instrument a little bit," she said. "I can even play a tiny bit of banjo."
Despite her accomplishments, Hedrick doesn't have her sights set on fame and glory.
"It's not gonna happen. Believe me - I practice constantly, but I can't imagine I'll be the next Paula Robison," she said, referring
to the renowned classical flutist.
Hedrick said she does not have a natural talent for music. She has had to work hard every step of the way to get to where she
is today, something she considers an advantage for someone who wants to use her experience to help others become better
players.
"A really gifted and talented person who never really had to work very hard
doesn't make a very good teacher," she said. "I'm certainly not one of those gifted
and talented people. I've had to figure it all out for myself."As her tenure as a
student comes to a close, Hedrick is trying to find work, something that is never easy
for a musician. She has been sending out recordings and resumes for teaching
positions, as well as auditioning for jobs as a professional flutist. While her true
desire is to work in academia, she said she is willing to jump on whatever
opportunity presents itself.
However, a recent disappointing audition for an orchestra in Buffalo, N.Y., has
reaffirmed Hedrick's desire to teach.
"I like teaching so much better than going up there for three minutes and getting
'Thank you very much,'" she said.
She describes her ideal life as teaching at a college or university, while playing in a
local ensemble or orchestra, much as she's doing in Eugene. While this may seem
like a modest goal, it's something that will require even more work, more patience,
and more sacrifice.
"It's not a very money making career," she said. "You've got to really like it."
10. Movie Review
Provides a short description of a film and includes the reviewers opinion about it.
It assesses the movies overall quality and determines whether or not the film is
worth recommending. A film review can be formal or informal. When talking
about an academic writing assignment, a scholarly film review should definitely
use formal language.
The Basics
Select a film and watch the film at least twice.
Read about the story behind the film. Include interesting and peculiar facts about the
production process, the basis of the story, the cast and the crew, the budget, and location.
Take note of critical scenes of the characters.
Introduction includes the basic information of the film.
Main body includes the analyses of the story as a whole. Include scenes from your notes.
State the audiences and the critics perception. Express your personal opinion and either
recommend or not the film.
11.Interview
Conversation in which one person asks
questions of another for the purpose of
obtaining information