Neil Young - Heart Of Gold

Só e apenas porque sim!

Lascia ch'io pianga (Rinaldo)

Hoje 23 de Fevereiro, aniversário de Haendel





Também gosto muito desta interpretação:

Rimsky-Korsakov Quintet in B flat major

Uma música que me põe invariavelmente bem disposta.
De um compositor pouco conhecido pela maioria das pessoas não ligadas à Música, mas que vale a pena conhecer.

O Carnaval dos Animais

Já que não fui ao Carnaval, trouxe o Carnaval para cá!
É uma peça de referência quando se fala em ironia relacionada com a música, na minha modesta e subjectiva opinião.
Deixo também todas as informações e créditos que estão publicados no canal do  Youtube de onde retirei o vídeo e a música.





Carnival of The Animals Complete Full Version Le Carnaval des Animaux Complet by Camille Saint-Saëns. The Carnival of the Animals (Le carnaval des animaux) is a humorous musical suite comprising 14 movements by the French Romantic composer Camille Saint-Saëns. The movements are listed below with the French translation in brackets and a clickable time menu: 00:00 1. Intro & Royal March of the Lion (Introduction et marche royale du lion) 01:44 2. Hens and Roosters (Poules et Coqs) 02:32 3. Wild Asses:Swift Animals (Hémiones:Animaux Véloces) 03:07 4. Tortoises (Tortues) 05:03 5. The Elephant (L'éléphant) 06:33 6. Kangaroos (Kangourous) 07:29 7. Aquarium (Aquarium) 09:59 8. Personages with Long Ears (Personnages à Longues Oreilles) 10:46 9. The Cuckoo in the Depths of the Woods (Le coucou au Fond des Bois) 13:12 10. Aviary (Volière) 14:20 11. Pianists (Pianistes) 15:27 12. Fossils (Fossiles) 16:43 13. The Swan (Le Cygne) 19:20 14. Finale (Final)

The work has grown in popularity and is now won of Saint-Saëns’s most well known works. It is often recorded along with Prokofiev's Peter and the Wolf or Britten's The Young Person's Guide to the Orchestra. Camille Saint Saens was born on 9th October 1835 in Paris and showed early aptitude for music and he drew comparisons with Mozart at the same age. He made his solo concert debut at 10 and became a church organist, first at Saint-Merri, Paris, and then at La Madeleine, the official church of the French Empire. His most popular compositions include Introduction and Rondo Capriccioso (1863), the Second Piano Concerto (1868), the First Cello Concerto (1872), Danse macabre (1874), the opera Samson and Delilah (1877), the Third Violin Concerto (1880), the Third ("Organ") Symphony (1886) and The Carnival of the Animals (1886). He died suddenly of a heart attack on 16th December 1921, and the age of 86 and after a state funeral he was buried at the Cimetière de Montparnasse. The video images show various animals from the 14 movement, with all images supplied by: Can Stock Photo http://www.canstockphoto.com Video edited by Vuetunes.   CREDITS AND MUSICAL ATTRIBUTION: Work: “Carnival of the Animals” Category: Musical Suite Movements: Complete Work with all 14 Movements Composer: Camille Saint Saens Completed: 1886 Performers: 1. Seattle Youth Symphony Orchestra 2. Schumann Sisters (Movements 4 and 11) 3. Tiiu Haamer & Norman Reintamm (Movement 9) 4. John Michel (Movement 13) Images: Various Animal Images Image Supplied by: Can Stock Photo http://www.canstockphoto.com

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The art of reflection: how to become a more thoughtful educator

Eis um bom artigo, retirado daqui muito importante e interessante, para professores, essencialmente nos dias stressantes que correm. Vivemos sempre a correr e pressionados. Já ninguém sabe parar, reflectir e controlar a sua própria vida. 
Faço minhas as palavras de Jamie Thom. 
De certeza que são mais explícitas .
Boa leitura e boa reflexão!

Reflecting on how you’re doing in the classroom can help you take ownership of your teaching and identify areas for improvement

• More from the Teacher’s Blog

In an effort to improve my teaching practice, I’ve made some pretty unattainable teaching resolutions in the past. I’ve told myself I’ll conquer all behaviour management issues; work-life balance will be my new middle name; and the marking pile will be seamlessly controlled. But such resolutions are usually made during the holidays, and it doesn’t take long for them to dissipate once I’ve returned to the classroom.

Most teachers are passionate about what they do. But research suggests that after the first few years of teaching they can begin to stagnate in their practice. It’s easy for frustrations about making the same mistakes to creep in, and we often look for quick fixes. As Dylan William suggests: “Teachers are like magpies. They love picking up shiny little ideas from one classroom; taking it back to their classroom; trying it once, and then moving on to the next shiny idea.”

So how can teachers energise themselves and become more thoughtful educators? I’ve found that taking control of my development through regular reflection and follow-up actions has helped me take ownership of my teaching and better understand how I can improve. Here are four tips for doing the same.

Ask yourself how you want to improve

Teaching is a remarkably complex, multifaceted skill, and there is never a sense of having “mastered” it. While this could be an intimidating idea, it’s actually one of the most energising and exciting things about the profession.

Realising this begins to remove the stress and competitive element of the job. The goal becomes more simple: to be one step better than you were before. Ask yourself what aspect of teaching you want to improve on. How will you do this? Consider the impact of any changes you’re making in the classroom. Picking a pedagogical focus for each half term is a useful approach: last term I focused on the impact of refining different questioning styles.

Track your progress

Regularly recording your thoughts can help you track progress and make informed decisions about how to move forward. Writing a diary is one option, or you might prefer to join the huge number of teachers sharing their ideas more publicly with online blogs (anonymous or otherwise).

If you are dealing with stress, for example, recording your thoughts over time could help identify the source of the difficulty and what you might do to cope. Or in looking at your students’ understanding of your subject, you might reflect on your ability to give clear explanations, and then experiment with the pace and words you use.

I’ve found that taking 10 minutes to write at the end of the school day is useful for understanding interactions between myself and my students.

Read around your subject

Individual observations can only go so far. There are a range of educational books and a growing body of educational research that can help to fuel this more thoughtful approach to teaching.

Last year, I decided to read 12 books to guide my efforts towards self-improvement. I had to make time in a full timetable, but the process helped me think more clearly about what I wanted to change.

One book a term can provide a roadmap to stimulating reflection; as you read you experiment in your classroom and consider the impact. It can be very motivating to see the small gains in your teaching as your repertoire of skills continues to develop

Find a coach

Coaching can help too. Primary assistant headteacher Aidan Severs has written about how his school’s coaching model is inspiring teachers to fine-tune their practice.

If your school doesn’t have a formal coaching structure, you could look at starting an informal coaching relationship with a colleague. Sometimes we need others to guide our thinking through questioning and probing, and a coaching relationship can motivate you to improve.

Jamie Thom is an English teacher and the author of Slow Teaching: on finding calm, clarity and impact in the classroom, published in March. He blogs atwww.slowteaching.co.uk and tweets @teachgratitude1