I’ve been working for quite some time now, on a book that is a long way from being finished and I get frustrated because I find so little time to work on it. Frequently, I stop and go back to the beginning, or some point in the middle and read through what I’ve already written, particularly when I feel stuck, (I do this with blog posts too) and every time I find something that could be fine tuned or cleaned up in some way or another. I’ve been told that it’s better just to get the whole thing down on paper and then go back through and make the changes I want to make, but I find that the fine tuning as I go process is one that helps me to feel more confident in the writing and ultimately find my way to the goal, the finished product. Perhaps my two favorite lines from your essay: “And the books that read better are ones the writer read often while writing it. Better writers might simply be better readers.”
Longer essays may also contain an introductory page that defines words and phrases of the essay's topic. Most academic institutions require that all substantial facts, quotations, and other porting material in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention helps others (whether teachers or fellow scholars) to understand the basis of facts and quotations the author uses to support the essay's argument and helps readers evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.
Andrea Huelsenbeck, Teacher of General Music at Weinberg, had this to say about the presentation: "Weinberg Elementary has been a beneficiary of the Arizona Classic Jazz Society sponsored concerts for many years, and they are consistently excellent. This year’s addition of professional dancers to the 52 Street Band, demonstrating the Charleston, Lindy Hop and other dances, created another layer of experience for our students, many of whom might never have an opportunity to hear jazz music performed live. To see the delight on the faces of the students and teachers alike brings joy to my heart. Thank you so much for coming."
This 45 minute (or 1 hour) Jazz History program was developed to educate children about the origins and early stages of jazz and dance history. Jazz is defined as improvisation, syncopation and swing, accompanied by dances such as the Charleston, Balboa, Lindy Hop and Collegiate Shag. Through songs representing the jazz era, the relationship of jazz and dance development are tied to major events in American History during the first half of the twentieth century: such things as early days in New Orleans, WWI, the first jazz recording, prohibition, major migration of blacks from the south to Chicago, organized crime impact during the roaring twenties, musician migration to New York, and the reasons for the decline of dancing to jazz music.
Schools interested in this free program may contact Helen Daley at (480)620-3941 for details.
Arizona Classic Jazz Society