Songs and Poetry Essay Example for Free

Songs and Poetry Essay Develop a kit which contains the following : * One song ( of a duration of 3 – 5 minutes ) and one poem ; * For the song, you may either retain an established tune and create your own original lyrics or create your own tune as well as original lyrics ; * Your song and poem must meet the requirements of the syllabus and the curriculum standards of the primary ESL Classroom; * Provide a brief rationale/justification for your selection. * One lesson plan for a duration of 60 minutes for each of the selected song and poem. * Your lesson plan should include worksheets, task sheets, etc. All teaching aids are to be submitted together with the lesson plan. Your kid will be assessed on the following criteria : * Suitability of the song and poem selected in relation to the lesson planned; * Originality and creativity of teaching ideas / activities designed; * Evidence of a gradation of activities that lead to successful learning of the intended learning outcomes; * Appropriate and a variety of teaching materials. You may present your kit in the following ways : * In booklet form ; * In a ring file with clear separator; * Any other presentations which you deem to be effective and attractive. Justification / rationale for the selection of song . Song: Old Pak Karim Had A Farm ( Adapted from Old Macdonald Had A Farm ) Genre: Nursery Rhymes * Age * The song is suitable with the targeted group, year 3 KSSR because it contains a little vocabulary and the students are familiar with the words used in the song. For an example, cow, duck and pig. * Content * Teacher should choose a poem that encourage and motivates the students. So I personally belief that the song that I have chose will motivate and  engage the students in the lesson as it focuses on different types of animals and the sounds they make. * Proficiency level * The rationale of choosing this song to be taught to a Year 3 students is also because of their proficiency level. At this primary level, I feel that the students are not exposed to difficult vocabularies but to only certain comprehensible words. So, this important element fulfills the choice of my song that is ‘’Old Pak karim’’ because it contains simple words . Not only that, the rhythm and the tempo of the song is also on par with the students’ proficiency level. It does not have a fast tempo and complicated music which will bore the students. * Interest * The song that I have designed for the Year 3 KSSR students, develops motivation among the students, develop imagination among them about animal, stimulates curiosity, draw on personal experience. I belief that when a teacher proposes the students with a stimulus that the students have experienced before, it will make them to indulge in that particular lesson because it is something of their interest. Directly this song will encourage active participation among the students, and create desire to continue learning. * Culture * This song will create a phenomena to expose the students whom are from urban areas and had never seen farm animals such as cows, pigs and so on. By using this song, teacher will be able to expose the students with a farmer’s lifestyle and their culture. He/ she may explain the daily routine of a farmer or different types of animals that can be found in a farm. * Resources * This song can be easily found in the internet and teachers could simply download the song and have an interesting lesson in the classroom. Lesson plan Date | 21st March 2013| Time| 10. 00 – 11. 00 am| Class | Year 1| Number of students| 25 students | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| Animals and the sounds they make. | Focused / Main skill| Language Arts | Integrated skills| Listening, speaking and writing | Curriculum Specification| 1. 1. 3 Able to listen to, say aloud and recite rhymes or sing songs with guidance. 1. 1. 4 Able to talk about a stimulus with guidance3. 1. 1 Able to demonstrate fine motor control of hands and fingers by : ( a ) handling objects and manipulating them. 4. 1. 1 Able to enjoy nursery rhymes, jazz chants and action song through non-verbal response. 4. 1. 2 Able to recite nursery rhymes, jazz chants and sing action songs with correct pronunciation and rhythm. 4. 3. 1 Able to produce simple creative works with guidance based on : ( a ) nursery rhymes 4. 3. 2 Able to take part with guidance in a performance based on : ( a ) nursery rhymes | General objective| To expose students with different types of animals and the sounds they make. | Specific Objectives| By the end of the lesson, students should be able to : 1. Listen to the song and take part in an oral activity with 100 % accuracy. 2. Enjoy and sing the song with 100 % accurate pronunciation. 3. Follow the actions and movements. 4. Create a simple creative work, face mask according to their characters they are appointed to. | CCTS| None| Grammar| Verbs | Vocabulary| Cluck, oink, quack, woof , moo| Teaching aids| 1. Pictures of different types of animals. 2. White board 3. Song clip 4. Speakers 5. Computer 6. Manila cards 7. Marker pens 8. String | Moral values| Love the animals. Cooperation. Group work. Sharing. | Previous knowledge | Students are exposed to several types of animals and they have been taught to do animal masks. | Stage / Time| Content| Teaching Learning activities| Remarks / Rationale| Set induction( +- 5 minutes ) | Talking about oneself. | 1. Teacher gets into the class and capture the students’ attention by asking them few question about themselves. Ex : Hello students, how are you all feeling today? * Do you have any pets at your house ? * Can you name some of the farm animals that you know. 2. After having the students to respond, teacher proceed to the next stage of the lesson. | Rationale The rationale for having a two way interaction during a set induction is to ensure that the students are ready physically and mentally. Having a two way communication will give a room for the students to speak out about themselves and motivates them to learn the lesson that has been designed for them for that particular day. | Pre stage ( +- 10 minutes ) | Introduction of a character. Different animals. | 1. Teacher paste a male character on the board and introduce him briefly to the students ( Refer to appendix 1 ) 2. Next teacher pastes pictures of various animals on the board. ( Refer to appendix 2 ) 3. The teacher points out few students and get them to name the animals that has been pasted earlier. 4. Then, the teacher asks the students to make the sounds that the animals make. 5. Teacher observes the students’ participation in the classroom. | Remarks-Now let me introduce Pak Karim. He has few animals with him. | While stage ( +- 20 minutes )| Listening comprehension -Cow, Duck, Chicken, Pig, Dog. | 1. Teacher plays a song clip ( Refer to appendix 3 ) and requires the students to watch and listen to him/ her. 2. Next, teacher plays the song clip and the students will have to sing the song along with the teacher. 3. Then, the teacher plays the song again and this time with few movements and actions that is suitable with the animals. 4. Students mimic the actions and the movements done by the teacher and moves around the classroom to do the actions and movements together with the sound clip. 5. Once the song has been sung, teacher ask few WH- question to the students. Ex : what is the sound made by a dog? * What is the sound that a cow makes? * Oink, oink,oink is made by which animal? 6. Teacher calls out few students, one at a time and ask them to make sound and actions of certain animals that they have learnt earlier. 7. Energetic performance will be rewarded with claps. | Rationale -This is to ensure that the students have listen and comprehended the song well. -Claps are considered as a positive reinforcement for the students which will encourage and motivate them to stay active and participate in the lesson. | Post stage ( +- 20 Minutes )| Language arts | 1. Teacher divides the students into 5 groups and appoint them to the animal characters that is involved in the song entitled â€Å" Old Pak karim Had A Farm†. 2. Each group must have 1 beginner, 2 intermediate and 2 advanced students. 3. Teacher distributes 5 pieces of A4 sized manila cards, strings and few marker pens to each groups. 4. Once the teacher is done with the distribution, she / he will have to give a clear instruction on what has to be done by the students. 5. Teacher walk around the classroom from one group to another to monitor the group activity. 6. After 15 minutes, teacher ask the students to wear the mask that they have created and get them to make the sound of the animals by pointing to one group to another. 7. Then the teacher proceeds to the next stage of the lesson. | RemarksThe students will have to share some of the materials among the group members. This will indirectly teach them how to be tolerant and to work in a group. | Closure( +- 5 Minutes ) | Let’s sing along | 1. Teacher asks the students whether they are ready to sing a song. 2. Teacher ask the students to stand up and sing along the song with the teacher. 3. Each groups will have to make sound when their respective characters appears in the song. 4. Teacher ends the lesson by instilling moral values among the students. Ex :- You should always love the animals. * You should not torture or kill them. | RemarksThe students sing the song together with the masks that they have designed and created. | Appendix 1 Old Pak Karim Appendix 2 Pictures of different animals . Rationale / Justification for the selection of the poem. * Age * This poem is suitable with the targeted group which is Year 3 students. Not only that, I belief that this poem can be proposed to the students because the students will be able to comprehend its content. Adding to that, students of this age will enjoy this poem because its a narrative poem which tells a story on a trip to a Zoo and revolves around animals. * Content * I feel that the content of this poem will engage the students and they will enjoy it because it is a narrative poem which narrates a trip to the zoo. So, directly it will provide a room for the students to develop their imagination regarding the topic. Not only that, the author has used simple language; students will not face difficulties in understanding this poem. Adding to that, this poem contains only 6 stanzas with four lines each. So the length of the poem will not bore the students and it is evident that students will be bored and demotivated if they are given a epic or long poem in this young age. Because, at this point of age, students will be looking forward for poems which is short in length but a quality one. The content of the poem revolves around a theme in the curriculum which is world of knowledge and it is applicable to Year 3 students as it gives information and students gain new knowledge from it. * Proficiency level * This poem is suitable with the students proficiency level. They will be able to digest and understand the meaning that is conveyed in the poem by the author. Not only that, students of this age will be able to appreciate this poem and will be able to take part in the activities that is done by teacher using this poem. * Interest * Not only that, according to Hickman ( 2003 ) illustration, color, format, length and type of print can also influence children’s choice. â€Å"A trip to the zoo† could definitely influence and capture the students attention because of the illustration at the bottom of the poem. The illustrations are colourful and mind captivating. * Values * Apart from teaching the students with different animals that can be found in the zoo, teachers could instill moral values among the students through this poem. Teachers can list out and teach the students with several good values that need to be practiced by every human beings in the world such as love the animals, animals are humans best friend and so on. So using this poem teachers could mould the students into betterment. Lesson plan Date | 21st March 2013 | Time| 10. 00 – 11. 00 am| Class | Year 3| Number of students| 25 students | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| A Trip To The Zoo| Focused / Main skill| Reading | Integrated skills| Listening, speaking, writing and language arts | Curriculum Specification| 1. 1. 3 Able to listen to, say aloud and recite rhymes, tongue twisters and sing songs paying attention to pronunciation, rhythm and intonation. 1. 1. 4 Able to talk about a stimulus with guidance. 2. 2. 2 Able to read and understand phrases and sentences in linear and non – linear texts. | General objective| To expose students with different types of animals and have an interesting lesson using a poem. | Specific Objectives| By the end of the lesson, students should be able to : 1. Listen and enjoy the song and take part in an oral activity with 100 % accuracy in pronunciation. 2. Understand the poem and be able to complete a task with 100 % accuracy. | CCTS| None| Grammar| Verbs ( Trick , Waddle , Chewing , Swing )| Vocabulary| Muddy Pen, Cage, Feed, Rope. | Teaching aids| 1. Video Clips ( 1 song and 1 video clip on Madagascar ) 2. Speakers 3. Computer 4. White Board 5. A big picture of a Zoo scenario 6. Task sheet 1 | Moral values| Love the animals. | Previous knowledge | Students are exposed to different kinds of animals that can be found in the mother earth. | Stage / Time| Content| Teaching Learning activities| Remarks / Rationale| Set induction( +- 5 minutes ) | Sing A song Entitled â€Å" Going To The Zoo Tomorrow â€Å"| 1. Teacher enters the classroom and captures the students’ attention by asking them few question. Ex : How are you feeling today? * Are you ready to learn today? * Can you name some animals that you are familiar with. 2. After that, the teacher plays a video clip on â€Å" Going To The Zoo Tomorrow† ( Refer to appendix 1 ) and gets the students to sing along. 3. Once the song has been sung, the teacher asks the students whether they enjoy the song and why they enjoy the song and then proceeds to the next stage of the lesson. | Rationale The rationale for having a two way interaction during a set induction is to ensure that the students are ready physically and mentally. Having a two way communication will give a room for the students to speak out about themselves and motivates them to learn lessons that has been designed for them for that particular day. Adding to that, having a song in the set induction is a great way to ignite the interest among the students. | Pre stage ( +- 10 minutes ) | A Zoo Scenario | 1. The teacher paste a big picture of a scenario at a Zoo ( Refer to appendix 2 ) on the whiteboard. 2. Teacher will have to get the students to talk about the stimulus given. 3. Teacher should ask few questions as follows 🙠 a ) What can you see in the picture? ( b ) Name the animals in the picture. ( c ) Do you like these animals? ( d ) which animal would u like to keep as a pet ? Why? 4. Teacher observes the students’ participation in the classroom. | | While stage ( +- 20 minutes )| Reading comprehension Muddy Pen, Cage, Trick, Waddle, Chewing, Swing| 1. Teacher gets the students to settle down and distributes a reading text which is a poem entitled â€Å" A Trip To The Zoo† ( Refer to Appendix 3 ) 2. Teacher reads the poem and the students repeat after her/ him. 3. Teacher stops and explains the meanings of several difficult words which are the new grammar and vocabulary that the students might encounter in the poem. 4. Teacher ask the students to write down the meanings of the words by the side of the poem. 5. Once the poem has been read, teacher ask few WH- question to the students. ( a ) Do you understand the poem? ( b ) Who wrote this poem? ( c ) How many animals are mentioned in the poem ? ( d ) What is the meaning of waddle? ( e ) Which animal has a long neck and can reach very far ? ( f ) Which animal is so colourful and beautiful ? ( g ) what are the characteristics of these animals ? | Rationale -This is to ensure that the students have comprehend and understand the poem very well. | Post stage ( +- 20 Minutes )| Individual self assessment | 1. Teacher distributes task sheet 1 ( Refer to Appendix 4 ) to each students. 2. Once the teacher is done with the distribution, she / he will have to give a clear instruction on what has to be done by the students. 3. Teacher walk around the classroom to monitor the students and guide them if they could not accomplish the task given. 4. After 15 minutes, teacher checks the answer together with the students. 5. Teacher point out certain student to read the question and the answer. 6. Students whom manage to get all correct answers will be rewarded with handclaps. | RemarksTask sheet will be distributed together with a sheet of paper contains pictures of different animals ( Refer to appendix 5 ) | Closure( +- 5 Minutes ) | Let’s watch a cartoon | 1. Teacher asks the students whether they are ready to watch a cartoon. 2. Teacher puts up the cartoon / video clip on Madagascar. ( Refer to appendix 6 ). 3. Once the cartoon has end, teacher recalls the animals that they have learned for that day. Ex : what are the animals that you saw in the cartoon ? * Do you want to go to a Zoo and watch these animals in the future, during the holidays perhaps. 4. Teacher ends the lesson by instilling moral values among the students. Ex :- You should always show some care and love towards the animals. | Rationale The rationale of having the students to sing the song again is to end the lesson for that day in a more interesting way rather than ending the lesson with tons of homework. | Appendix 1 Video clip Title: We Are Going To The Zoo Tomorrow Appendix 2 Picture of Scenario at the Zoo Appendix 4 Paste the correct picture of animal in the space provided and write the name of the animal below the picture. 1. Huge animal in the world. It has a long trunk and it does tricks at the zoo. Which animal is this ? | | 2. Its feathers are so colorful and has a long neck. It walks slowly and beautifully. | | 3. This animal is so old and sleeps in a very muddy pen. They are so smelly. | | 4. He is the king of the jungle. He loves to eat meat. He sits on some big rocks in his cage. Who is this ? | | 5. It is the tallest animal in the world. It comes over and eats the food from our hand and has a long neck that he can reach far. | | 6. These animals waddle around in their cold spot. They are black in colour. | | 7. It do not have legs like other animals. It makes ‘’hiss’’ sound and they are poisonous. | | 8. These animal swings in a rope and it swings way over the small ponds. | | Appendix 5 Pictures of animals that need to be pasted in task sheet 1. | | | | | | | | Appendix 6 Video Clip on a cartoon â€Å"Madagascar† Appendix 3 Poem entitled â€Å" A Trip To The Zoo† A TRIP TO THE ZOO Author: Deenadevy IT IS SUCH A BEAUTIFUL DAY WE WANT TO GO TO THE ZOO, PACK A PICNIC LUNCH GRAB A HAT SEE LOTS OF ANIMALS BIRDS TOO. WE WILL STOP AND VISIT THE ELEPHANT WATCH THEM DO A TRICK OR TWO, WALK PAST THE ZEBRAS. THERE STANDS FOUR SEE THE PEACOCK FEATHERS SO BLUE. THERE LIES TWO OLD HIPPOPOTAMUS SLEEPING IN A VERY MUDDY PEN, WE SEE THE LION SITTING ON SOME ROCKS IN HIS CAGE I HAVE NEVER BEEN. WE GET TO FEED THE GIRAFFE HE COMES OVER AND EATS FROM OUR HAND, WITH HIS LONG NECK HE CAN REACH VERY FAR ON HIS TONGUE MY FINGERS OFTEN LAND. WE SEE LOTS OF SNAKES, TURTLES AND SPIDERS WE VISIT THE PENGUINS IN THEIR COLD SPOT, IT IS FUN TO WATCH THEM WADDLE AROUND FLY TO THE OUTSIDE, THEY CAN NOT. WE PAST BY THE CAMELS CHEWING SOME FEED SEE MONKEYS SWINGING ON A ROPE, THEY SWING WAY OVER THE SMALL POND INTO THE WATER, THEY NEVER FALL-I HOPE.

Joyces Clay an Explication Essay -- essays papers

Joyces Clay an Explication Maria is a humble woman leading a life tinged with longing. She recognizes and values her independence, yet at the same time moves in a tide of inevitability towards the place molded out for her within the relatively staunch social caste system of Dublin. The substance of her individuality is put in jeopardy by is plasticity to external forces; she is a woman made of clay. It seems her calling within society is that of a nun, however it is evident that still flickering insider her is the dream to escape this imposed destiny, to live a life like the one depicted in the song she sings, I Dreamt that I Dwelt. The fundamental conflict between Maria's individuality and the pigeon holing forces of society is the underlying tension of the story. Joyce makes us feel that her chances are slim in standing against the currents leading her towards life in a convent. However, Maria's destiny is far from written, both literally and metaphorically, and so we are left with the esperance, however sm all, that she may break of the manacles of her born position and dare to lead a truly independent life. Maria is all things of a woman predestined to enter a convent. Even her name, meaning Mary, points to this ecclesiastical inertia. Early in the story it is Joe who says of her, "Mamma is mama but Maria is my proper mother." (Joyce, 96) Joyce knows in writing this the probability that all our minds will immediately spring to the a likely connection: that of the Mother Mary. Adding to this composite portraiture are Maria's tendencies of phrase, "Yes, my dear and No, my dear" (Joyce, 95) which, in our minds, easily adapt to the cliches of the convent Yes, my child and No, my child. Further, Maria is regarded as a "ver... ...use of selfless and humble nature of Maria, to wish for her the life she sings of in I Dreamt that I Dwelt. We fear however, that the likelihood of her ever leading a life so full of freedoms is made slim by her tragic inability to assert herself. Joyce forces the attentive reader to consider her place in society, and to examine how the balance plays out between the inner forces of self and the outer forces of society. In the end, after Maria has omitted the second verse of her song, the narrator tells us that "no one tried to show her her mistake." We are left to wonder if this instance is to be understood as representative of what the future holds for her. Will Maria ever be shown her mistake? Will she come upon it herself in a moment of introspection? Joyce is only mute to these queries, leaving us gently where he picked each of us up, to our own imaginations.

Introduction to Sociology

05/12/2011 Oana Cristina Merca Introduction to Sociological Themes and Perspectives The word â€Å"sociology† has its roots from the Latin â€Å"socius† which means â€Å"companion† and the Greek â€Å"ology† which means â€Å"the study of†. So basically, Sociology is one of the social sciences which aim is to explain human behaviour. Unlike Psychology, Sociology is much more concerned about social group’s behaviour including whole societies and even international and global groups. Of all the social sciences it is Sociology that most closely scrutinizes change and conflict in the wider society. The range of the discipline, and the importance of the arguments that are disputed within it, still make it the most exciting of the social sciences. However, it was not until the nineteenth century, as a consequence of industrial revolution, that we see a concern with society as a direct object of study. We could then determine, once and for all, what sort of social changes were possible. In its present form, Sociology embraces a range of different views concerning both what a social science should compromise, and what might be the proper subject-matter of Sociology in particular. The latter provides perhaps the best way of making sense of the discipline. This essay will explain, compare and contrast three of the main perspectives in Sociology: Functionalism, Marxism and Feminism. The founder of the Functionalism perspective was Emile Durkheim (1858-1917), whose theory was then further developed by Robert Merton (1910-2003). The Functionalist looks at society as a body where everything has a function. There are formal organizations as law, education, the family, the media, political system and informal social actions such as suicide, love, and crime. Altogether serve a function and have consequences on society. Crime is normal and found in every society. It shows us what is acceptable or not. Crime produces rituals as court processes and boundaries which show us who is in and who is out. Durkheim believed that a very high rate of crime or deviance shows that something had gone wrong with the society. Suicide is a social phenomenon which can be explained by things such as religion, economic situation, social structure, sexual orientation. Suicide is higher in protestant than catholic countries, more common among single people than married, more common in military than among civilians, rates of suicide drop in time of ar and they are higher in times of economic crisis. The anomie theory of Robert Merton (1957) is distinguished between cultural goals (material possessions, status symbols) and institutional means (opportunities to achieve these goals in a socially acceptable way). The situation where is too much emphasis on the cultural goals and not enough on the institutional means is known a s anomie. Talcott Parsons (1951) is talking about two basic functions of the family: the reproduction and the stabilisation of adult personality.

The Destruction of Guilt in Macbeth by William Shakespeare

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William Shakespeare s Romeo And Juliet - 2207 Words

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If the actors could have change it the english if they wanted to.The use of the old english is unuseful at the point now. The story has no sense of humor, it just has depression and inexperienced love for two young people Romeo Juliet. The depression between the two makes no sense if you love someone why would you make them sad. That s what people don t get Juliet was depressed about Romeo After he killed her cousin. If you love me why would you kill your family. Romeo cannot stopShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. 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Methods Of A 200 Mg Caffeine Pill - 1093 Words

Methods A 200 mg caffeine pill was cut in half with a razor. Next, one of the halves was then crushed using a mortar and pestle; the final measurement was 100 mg of caffeine. The 100 mg of caffeine was then dumped into 100 ml of distilled water in a 250ml beaker. Using a stirring rod, the caffeine was then diffused into the water by stirring the mixture for ten minutes. Four 40 ml beakers were then collected and labeled with tape. The beakers were labeled as the control (0.0% caffeine), 0.1% of caffeine, 0.01% of caffeine, and 0.001% caffeine. 10 ml of distilled water was placed into the beaker labeled ‘control.’ The other three beakers were filled with 9ml of distilled water. 1 ml of the water-caffeine mixture was sucked into a pipette, and was then dropped into the beaker labeled 0.1% caffeine. 1 ml of the 0.1% caffeine was sucked into the pipette, and then placed in the beaker labeled 0.01% caffeine. 1 ml of of the 0.01% caffeine was then sucked into the pipette and placed i nto the beaker labeled 0.001% caffeine. Four test tubes were then collected and labeled with tape as control, 0.1%, 0.01%, and 0.001%. Using a sterile swab, the inside of a human mouth was swabbed. This was then mixed with 2 ml of distilled water. In each test tube, 0.5 ml of the bacteria solution was added with a pipette. Then, in the test tube labeled control, 0.5 ml of the distilled water was added. 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Creativity Research Paper Free Essays

David Andrade 10/29/10 Enc1101 Creativity Paper David Andrade 10/29/10 Enc1101 Creativity Outline Thesis: The purpose of this paper is to define the research and the positive and negative effects on creative persons. I. Research A. We will write a custom essay sample on Creativity Research Paper or any similar topic only for you Order Now Military 1. Military research was one of the earlier researches it was financed by the U. S department of defense, seeking new technology and more creative leaders in the wake of World War II (Roark). 2. Since the time of the ancient Greeks there has been many suppositions as to why some individuals are remarkably creative, one of these speculations were that it was a gift from the gods. II. Positive Aspects of Creative People A. Working till the end. 1. Creative persons are usually totally into their work until the end. 2. A creative person can usually see a project until the end. (Glover) 3. Creative people can usually dismiss any other stuff until their work is complete. (Glover) B. Taking Control 1. Creative people tend to be more comfortable with taking care of tasks when there are no clear explanations for instructions. (Glover) 2. Creative persons tend to feel that they can control what happens to them in life. (Glover) 3. Creative people in general, like to take risks. (Glover) III. Negative Aspects of Creative People A. Mental disorders 1. Psychiatrists have noticed that among distinguished artists, manic and major depression is ten to thirty percent as common. (â€Å"Mad Genius†) 2. Many artists have been diagnosed with different types of depression. 3. According to Arnold Ludwig from the University of Kentucky Medical center, fifty nine to seventy percent of the 1004 artists, writers, and musicians suffered from mental illness. (Scholten) 4. Many creative people suffer from Bipolar as well. (Scholten) B. Moods 1. Psychiatrists have noticed that among distinguished artists, manic and major depression is ten to thirty percent as common. â€Å"Mad Genius†) 2. More people with mood swings and mental disabilities have been found in the arts. (Roarke) 3. Dr. Andreason found that eighty percent of writers were depressed at some point in their lives. (Roarke) There are many different types of people in this world, one of them are creative people. Creative people have been around forever a nd are the people that have made this world evolve. The purpose of this paper is to define the research and the positive and negative effects on creative persons. Many Researches have been conducted on creativity. Military research was one of the earlier researches it was financed by the U. S department of defense, seeking new technology and more creative leaders in the wake of World War II (Roark). Over year’s scientist have conducted many tests to evaluate the level of creativity. The level of creativity on certain individuals has been a mystery to many scientists, for example why was it that while Leonardo Da Vinci could paint the Mona Lisa other normal individuals were barely able to draw stick figures, or why was it that Albert Einstein revolutionized the world of physics while other didn’t even know how to use car radios. There have been many speculations made of why some human beings are remarkably creative. Since the time of the ancient Greeks there has been many suppositions as to why some individuals are remarkably creative, one of these speculations were that it was a gift from the gods. Some modern thinkers believe that it was just a combination of lucky genes, coincidence. Creative people may have certain inherited talents or biologically controlled predilections a painter, for example, might have peculiar sensitivity to the light; a musician, an unusual awareness of sound; a dancer, a certain physical size or muscle mass (Roark). Creative people have always needed to be an essential part in our society back in the day and even today. We can always improve and come out with new technologies and ideas and the people that come out with these products are the entrepreneurs who are generally for the most part creative thinking people. Now that we have seen how creative studies in the past were made and how creative people have been linked back for millions of years I will talk about the positive aspect of creative people. Creative people for the most part, are very concentrated thinking people. They set their mind to something and they do not stop until it is complete. In the book â€Å"A Creative Person Tends to Be This Way† John Glover states that creative people can usually see a project through the end and can put aside anything that will distract them from getting their goal done. Another very good aspect of the creative thinker is that they can very easily take control of situations. In his book, John Glover states that creative thinker tends to be more comfortable in an environment where the directions are not clear. He can think for himself and come up with an alternative even though the steps on how to get those alternatives or solutions may not be clear. As well, Glover states that the creative thinker can usually feel that they are in control of their lives. They feel as if they can control what will happen in their lives in the future. The last very good aspect of the creative thinker is that he is a risk taker. Glover states that most creative thinkers have a risk taking attitude. In life to get to a great goal, we must take risks. If there is no risk there is no reward. That is why we see all these entrepreneurs like Bill Gates the developer of Microsoft and Steve Jobs the developer of Apple for example. They had to take a huge risk in putting their time and money into a project as big as the ones they have. So the creative person is generally more of a risk taker that the average person. Now that we have spoken about the positive aspects of creativity, let’s talk about the negative aspects of creativity and how having a creative mind has affected many people around the world and can be affecting you even. When we usually think of the word â€Å"creative† we usually think of it as a positive word, a good thing for society. But what people don’t know is that behind many creative thinking people a lot of problems occur. Such problems include mood swings, bipolar problems and several types of depression such as major and manic depression. Let’s talk about the depression and how it affects the creative person. In the article â€Å"Mad Genius’ is no myth, scientists now agree† it states that psychiatrists have noticed that among distinguished artists, manic and major depressions are ten to thirty percent as common. Many artists have been diagnosed with several different types of depressions. According to Arnold Ludwig from the University of Kentucky Medical Center, fifty nine to seventy percent of the 1004 artists, writers and musicians suffered from some type of a mental illness as well as bipolarity (Scholten). Also very common among creative persons are mood swings. Mood swings are when you are acting one way and then start acting in another way the next. This is very common in most creative thinker’s minds. In the Article â€Å"Mad Genius’ is no myth, scientists now agree† is stated that more people with mood swings and mental disabilities have been noticed and reported in the arts. Dr Andreason found that eight percent of writers were depressed at some time in their lives. Psychiatrists have noticed that among certain artists, mood swings and mental disorders are very common. Now that I have discussed the negative effects of the creative thinker in general, I would like to explain further the different types of depressions that I mentioned so that people may have a better understanding of what these depression and mood swings they get are. First let’s talk about manic depression and what it is. Manic depression varies when people are at the very peak of a mood which would be the manic stage and the very low point of a mood which would be the depression. This is one of the most common types of depressions in the creative persons. This type of depression is also known as bipolarity. This disorder may be linked genetically which back to what I discussed in how the creative mind came about saying that creative thinkers usually have had someone in their bloodline that also was a creative thinker may have also had manic depression or bipolarity. Major depression is very different than manic depression. Major depression is also much known as clinical depression and requires monitoring and medication. This type of depression is basically a more up scaled more dangerous type of depression compared to the manic depression. Many artists, writers, poets, and creative people in general have had to go through this type of depression. Most people that get this type of depression just feel very sad all the time and cannot really enjoy life nor can enjoy the things that perhaps at one point in their lives made them feel very happy. So now to conclude, I hope that I have explained well how the roots of creativity was formed and how the early uses of creativity was formed and how the early uses of creative minds were put into play in the world. I also hope you understand the positive and negative effects that creativity has on the creative mind. Also, to further understand, I explained the different types of depression that many creative thinkers have experienced at some point in their lives. Being a creative person has benefited very much to society and will continue to benefit society to come up and develop new technologies and products. But although the creative thinker has been traced back to the beginning of time we must also remember the negative effects that has come over the years with the creative thinker. Work Cited Glover, John A. A Creative Person Tends To Be This Way, Florida, 1969. Print â€Å"Mad Genius’ is no myth, scientists now agree. † Business week 4. May 1922: Pages 20-22 Print. Roarke, Anne. â€Å"Creative people suffer higher rates of mental illness, studies confirm. † New York Times July, 2004: pages 20-26 Print. Roarke, Anne. â€Å"Scientists Search For The Roots of Creativity. † Lose Angeles Times 20. 6(2 July 1984). Web 16 Oct. 2004. http. //www. Losangelestimes. com/456j24z Scholten, Amy. â€Å"Creative and Depression: Is There a Link? | ThirdAge Articles. † Baby Boomer Health, Aging Retirement| Midlife Caregiving Relationships| ThirdAge. Web. 11 Oct. 2010. . How to cite Creativity Research Paper, Essays