Thursday, 29 December 2011

English Speech Radio show Faith and Doubt- c+

English Speech
Radio show Faith and Doubt

Good morning/afternoon everyone, my name is Erin. To start with I'd like to thank you for inviting me to speak on your radio program. As you are aware we are currently talking on the subject of faith and doubt. Today we will be looking at how an adverse human experience can shake or even shatter a person’s faith. We will be doing that by looking at two poems the first of which will be Natures questioning by Thomas Hardy and the second will be Casimir Pulaski day by Sufjan Stevens.

The first poem was written by a Christian man after his wife died; this poem is a result of him trying to work out why we are here, what had happened and why god would let such terrible things happen. The second poem is actually a song about a young girl who had cancer of the bone better known as leukaemia. In this song her and her boyfriend are Christians at the beginning but by the end of the song the boyfriend believes god is just a horrible thing that and I quote “takes and he takes and he takes”.

We can see throughout the poem Natures Questioning how a Christian man’s faith is shaken and shattered. The first three stanzas of this seven stanza poem are describing how this man feels; he does this by using imagery and similes.  The first three lines are imagery and they say “when I look forth at a drawing pool, field, flock and lonely tree all seem to gaze at me”. This means that when he looks out his window instead of him looking out at a beautiful site it seems to him that they are all staring at him. This is followed up by a simile; “like chasing children sitting silent in a school.” That line also uses alliteration. The next two stanzas are explaining these children in the school. It explains how these children are miserable and are following their masters and the final line of the third stanza is “we wonder, ever wonder, why we find us here!” that line is the poet asking why are we alive, what is the point of our existence.

The next three stanzas are his ideas as to why we are here. His first idea is; “has some vast imbecility, mighty to build and blend but impotent to tend, framed us in a jest and left us now to hazardry.”  These lines of the poem is him saying has some extremely stupid idiot great enough to create us but not great enough to look after us brought us here as a joke and left us here to live by chance. He then moves on to another idea “or are we live remains of godhead dying downwards brain and eye now gone.” This put forward the idea that we were part of some great gods plan but now the plan and the god is failing and we are just the left over’s left here to live a life not worth living. He continues like this coming up with ideas of why we exist but then immediately dismissing them and moving on to a new idea.

After going through many ideas about why we are here he comes to the final stanza where he says “thus things around, no answers I” this is him deciding that he has no answers as to why we are here there is no god and the final line is “and life and death are neighbours nigh” and that is him saying if we live we are just waiting to die.  At this point his faith is shattered all because of an adverse human experience.

The second poem Casimir Pulaski Day shows how a young man’s faith is shattered as his girl friend dies of leukaemia. This poem starts when he first finds out his girlfriend has leukaemia the first stanza says “goldenrod and 4-H stone, the thing I bought you when I found you had cancer of the bone.” Goldenrod and the 4-H stone are gifts that he gave to his girl friend when they found out she had cancer. Goldenrod is just a flower. 4-H is a farming club for kids, similar to Boy Scouts, the stone is something he made for her in 4-H. The 4-H symbol is the four leaf clover the symbol of luck. Throughout the poem the line “all the glory that the lord has made” is used quite often this ids referring to the girl and how beautiful she is. It tells us that this man did believe in god and was completely in love with his glorious work.  The forth stanza of this poem is “Tuesday night at bible study we lift our hands and pray over your body but nothing ever happens.” This is when he first thinks that god isn’t as great as he thought he was; he starts to wonder why god would let such a horrible thing happen to such a lovely girl and why he won’t fix it when he is asked.

 In the middle the middle of the poem there is a couple of stanzas with movement similar to this stanza, “all the glory when you ran outside with your shirt untucked and your shoes untied.” These stanzas have a running rhythm to them and it symbolises the cancer running through her body out of control and taking over.

In the eleventh stanza when the girl dies the man loses faith and feels like all is lost. “In the morning when you finally go the nurse comes in with her head hug low and the cardinal hits the window.” This means that when she dies and he gets the news all hope is lost and the cardinal hitting the window is sudden and unexpected just like cancer. This is the point where all is lost. The final stanza says, “All the glory when he took our place, but he took my shoulders and he took my face, and he takes and he takes and he takes.” This is the man saying that god has taken everything from him that is worth living for and still he continues to take. This man’s faith is also shattered by an adverse human experience.

These two poems have shown us that when people go through tough times the can begin to question their faith and loses faith completely. Thank you for listening today I hope that I have shed some light on how adverse human experiences can shake and shatter a person’s faith.

English speach on ducumentarys-B+

Good morning/ afternoon everyone as you are all aware today’s lecture will be on documentaries. We are going to look at the statement “The medium is the message.” Said by Marshal McLuhan in understanding media: the extensions of man. So what does this statement mean? The medium is the single for of media in this case meaning the documentary there for the documentary is the message. To full understand this statement we need to fully understand the nature of a documentary. Documentaries by nature suggest a truthful account of some real life issue, and we as the audience naturally want to learn more about the issue, so consequently we believe what is said, unfortunately though what we learn from documentaries is exadurated, manipulated and warped versions of the truth. Documentary makers take events that have happened and things people have said and they edit and manipulate these things to get their point across.
We are now going to take the two documentaries, Fahrenheit 9/11 by Michael Moore and Michael Moore hates America by Michael I don’t know his last name and look at the techniques they used to manipulate reality to persuade people into believing what they believe.
The first thing we are going to look at is music, documentary makers add music to parts of their documentaries to set a mood and make us feel a certain way about things. We first see this right at the beginning of Fahrenheit 9/11 when Moore is talking about George Bush he plays hill billy music he does this in an attempt to make us thick that George bush is a hill billy. He also does it when he is telling everybody that Bush spends too much time on vocation he plays a light jumpy music and makes it sound like a big joke and we therefore think that bush as a president is a big joke. Another time through the documentaries that this is done quite well is during the scene when he explains how Bush flew all the Bin Laden’s out of America after 9/11 he plays the song we gotta get outta this place by the animals which has the same effect as the song played during the vocation section once again it makes us think that George Bush is a big joke.
Another technique that documentaries makers use is editing. This is where the makers either cut thing out of a piece of footage or swap between two pieces of footage and take things out of context. In the documentary Michaela Moore hates America                          points out that in one of Michael Moore's documentaries he took two speeches made by Charlton Heston and cut and pasted bit together to make it look like one speech he did this by cutting to the audience every time he inserted a new clip, this worked quite well and many people don’t know that that was two speeches made into one. We also see this when                             shows Moore saying ‘the last thing you want to do is become more like Americans’ although Michael Moore says this it does not show the context in which he says it. When things are taken out of context they can be made mean very different things.
One thing that we see quite often in these two films is the film makers bombarding us with the same stamen being said by multiple people. We see this in Moore's documentary when he shows us that no one could get their objection signed by the senate, we see about ten different people saying the same thing. This makes us think that everybody has the same opinion on it and therefore we too should have that same opinion.  A similar technique to this is playing the same clip constantly though the film this is very obvious in Michael Moore hates America the clip that says “Guns don’t kill people, Americans kill people.” Is play very regularly in an attempt to drum into that Moore says careless things like this.
Another common technique used is the attempt at comedy. In                     documentary we see this when he has a pretend game show to show us how stupid Michael Moore’s opinion is, he does this by extreme sarcasm to the point where it just becomes stupid.
What we have learnt from this is that although documentaries have aspects of truth in them the aspects are manipulated to convince the audience on the maker’s opinion of the matter. So now we can see that the meaning of the statement ‘the medium is the message” is the message we are getting is a twisted warped and manipulated version of the truth made to persuade us to believe the film makers beliefs.

Investigative analysis-Tech studies-B

*there where graphs where the spaces are
Investigative analysis
Communication
The average person of this day and age take things like talking on the phone, texting and emailing for granted but where did this technology come from? This report will look at how communication technology has developed to what we have today. We will also investigate the impact it has on the environment, the harm it can cause to people who spend too much time using it and what the future of this technology may be.
If we go back around 100 years the most efficient way that people had to communicate with others a large distance away was sending hand written letter via the postal service which took a very, very long time, however the technology we have today has advanced to mobile phone and computers which enable us to send text messages, emails, make phone calls and interact using social networking site with people on the other side of the world in the matter of a few seconds.
This technology can be wonderful it has many benefits such as, it allows businesses to keep in touch with their employees, the normal everyday people to keep in touch with friends or family living a long way away and it also makes it possible for parents to know where their children are and make sure they are ok. So as we can see mobile phones and computers both have some good benefits but they also have negative aspects as well. Pollution caused by the production of computer hardware, as well as the cleaning agents used to clean computers, is a great hazard to the environment and the people that live in it. People leave their computers on 24/7 resulting in a lot of energy consumption. Another problem is the materials used to produce these mobile phones and computers, there are many valuable and dangerous minerals and materials in both mobile phones and computers the circuit board alone contains arsenic in chips made from gallium arsenide, antimony, beryllium, brominated flame retardants (can cause cancer) lead (we all know how dangerous lead can be), silver and more. The brominated flame retardants and the lead have the worst impact on the environment due to the high levels of toxins they contain. If we move on the LCD screen we can find more toxic substances such as mercury. The batteries on mobile phones also contribute greatly to environmental and health hazards, they contain cadmium, nickel, zinc, copper which can pose as a hazard to our health. The charges although they are not a large risk to our health they are a large wast that contain large amounts of copper and gold that when the phone is no longer being used they get thrown out. The plastic used on the exterior of computers and mobile phones is also quite dangerous they contain brominated flame retardants to reduce the risk of them catching fire however they can be dangerous to our health and can cause diseases such as cancer. Another large problem facing society today is that so many people spend so much of their time on computers and phones and are not doing their school work or doing the exercise needed to stay healthy or going to bed which is resulting in a bunch of uneducated, unhealthy tired generation.
 So is there anything that is being done or can be done to fix these problems? Most people are aware that the government is always advising people to turn their computers along with other electrical devises off when they are not being used to prevent such a large waste of energy. Some schools have also made school sports compulsory to help solve the problem off not exercising and becoming unhealthy. Another thing that would be beneficial to solving these problems is recycling phones although this does not get rid of the toxic substances it does result in less of them being used which can only be beneficial to the environment and human kind. As for the problem of people spending time using these instead of going to bed at a reasonable hour it is really up to them to fix if it is children parents may confiscate them at night and if it is adults they need to manage their time better.
Although these problems are prominent today they may not be in the future. There are scientist and computer manufactures that are currently working on creating computers and communicating devices that use less energy and also are lighter and more portable so they can be used while moving helping to eradicate the problem of wasting energy and not doing any exercise.  There are also manufactures currently working on a foil display system for the screens of mobile phones which are said to be more environmentally and health friendly.
So as we can see technology of communication has developed quite a lot over the years. It has benefited society greatly making it easier to get into contact with others but has also created quite a few problems in society. However these problems are either fixable or controllable and in the future we could quite possibly see technology that helps to lesson or remove these problems.

The graph above shows which parts of phones and computers do the most damage to the environment and people.

How obesity has increased over the years
From the graph above we can see that as the years go by and the technology increases so does obesity.





Bibliography



English film study People are treated badly because they are different - B


*WE had to explain how film techniques were used to portray themes and values
  
Film Study
Society still tends to show prejudice against those who are different. Films which ridicule such prejudice and abuse benefit society.

Erin Ireland

Education Queensland

Harry Potter and the Deathly Hallows
Mean Girls

Date: 21/10/11


Contents page

Page 1...........................................................Title Page
Page 3...........................................................Summary
Page 4...........................................................Plot summaries
Page 5-6........................................................Discussion
Page 7………………………………………………………Recommendations
Page 8...........................................................References/Bibliography
Summary
In this report we will be analysing two films that can be studied in schools that show students how people who are not considered normal or are different in any way have trouble fitting into society and therefore get treated badly. Using the films Harry Potter and the Deathly Hallows a Warner Brothers film directed by David Yates and Mean Girls a Paramount film directed by Lorne Michaels we will see how film makers use certain film techniques to convey themes of the film. These are both very popular films and would be great for analysing film techniques. However as both of these films are rated M they should not be viewed until the students are in high school and the students should have parental permission since Harry Potter and the Deathly Hallows may have themes that conflict with certain world views


Plot summaries
Harry Potter and the Deathly Hallows:
In this film Harry Potter is a 17 year old boy who is on the run from the most feared dark wizard of all time (Lord Voldermort), with his best friends Ron Weasly and Hermione Granger. Harry is considered to be different because he has a scar on his forehead which connects him to Lord Voldermort. Voldermort does not like this connection and therefore wants Harry dead and because the entire wizarding world is following Voldermort at the time they are all willing to help. Harry, Ron and Hermione spend the next year hiding from Lord Voldermort and the rest of the world while at the same time trying to find a way to defeat Voldermort.

Mean Girls:
The movie Mean Girls is about a middle school girl Cady (pronounced Katy) who moves from South Africa to America, she has been home schooled all her life and now she has to try and fit in, in a normal American school. At first she really struggles to fit in and doesn’t understand the teacher student relationship but the longer she is there the more she believes she is fitting in, however what she doesn’t realise is that she is slipping in to the typical American poplar mean kid stereotype and as she does that people begin to hate her even more. Throughout the whole film every time someone is angry or upset with her and wants to be nasty they always resort back to making mean jokes about where she came from and her weird way of life.


Discussion
Themes and value:
In Harry potter and the Deathly Hallows the theme is about a young man who is out cast because he is different and it is his story of how he struggles against society to defeat complete evil. The values that create this theme are prejudice, fear, abuse and loneliness. The theme in Mean Girls is a girl who has been moved away from her home and tries to fit in her new environment, the film shows her making mistakes because she is getting miss treated and she does silly things to try and fit in. The values that create this film are also fear, abuse loneliness and prejudice.
Fear:
In Harry Potter there is a scene where Hermione nearly gets caught by snatchers in this scene there is no non-diegetic sound, this makes it obvious to us that it essential for Hermione to be completely quiet because the snatchers are listening hard for any sounds and as she is an outcast and a person they are looking for, having them being aware of her presence could be potentially fatal. The diegetic sound in this scene consists of Hermione’s heavy breathing, this shows that Hermione is very aware of what may go wrong and is scared.
There is a scene in Harry Potter and the Deathly Hallows When Harry, Ron and Hermione are walking through a field, we see this from a bird’s eye view showing us they are all alone in the field and it also shows us that they are small and insignificant. This shot type is also used just before the battle, there is a bird’s eye shot of Harrys army followed by a birds eye shot of Voldermorts army clearly showing that Voldermorts army is much bigger and that people would rather follow Voldermort than support Harry because they are too scared to go against Voldermort.
Loneliness:
A slow motion special effect is used in Harry Potter when Harry is in the forbidden forest to meet Voldermort, he knows he is going to die and as he walks and thinks about his life he is walking at a normal pace and everything around him is in slow motion. This is him realising that everyone else’s life is going to continue as normal and his is about to end. He is the only one moving at normal pace and the rest of the world is slow motion showing us that he is all alone and separated in his journey.
In Mean Girls there is a fight between Cady, Damien and Jenas-Ian. It occurs at night and Jenas and Damien drive away leaving Cady alone in the darkness. Darkness symbolises loneliness therefore when we see Cady standing by herself in complete darkness we can naturally tell that she feels very lonely and like no one wants anything to do with her.
Loneliness is also represented this way in Harry Potter when Harry is standing alone in the graveyard at night. He can’t see anything around him apart from his parents’ grave stones and is worried that he is being watched by death eaters, he has no one but himself to rely on and keep him safe and the lake of light enforces that.
Prejudice and abuse (mistreatment):
There is use of non-diegetic sound in mean girls when Cady realises that something that someone said to her that she thought was nice was actually not. Regina tells Cady that she likes her bracelet Cady says thanks and walks away. Later in the film Cady sees Regina and her friends at the shops and hears her tell a girl she likes her skirt and as she walks away Regina says “that is the ugliest f’in skirt I have ever seen.” At this point Cady flashes back in her mind to when this was said to her and realises that she was being mistreated as usual.
In Mean Girls when Cady (Lindsay Lohan) first introduces herself, the camera angels down when she is speaking and up when the other person is speaking. This give the impression that Cady is less important and the person she is speaking to is more superior. A little bit later in the film it is lunch time and nobody will let Cady sit with them, as she walks around looking for a lunch table she is in the middle of the screen, as we know from the rule of thirds this position makes the character look out of place and awkward which is exactly how Cady would be feeling when she’s treated like this.
In Mean Girls we clearly see prejudice in diegetic sound when Karen says rudely “If you’re from Africa why are you white?”
We see prejudice in Harry Potter when Hermione is held at knife point simply because she is a muggle born. We are shown how she feels through a bird’s eye view which gives the feeling of being small and insignificant.
Elaboration:
In both of these films we are led to believe that the person who is different is worthless compared to the ‘normal’ people, this is shown to us not only from the dialog but from film techniques such as camera angel, shot size, screen position, diegetic and non-diegetic sound.
Recommendations
I believe after analysing these films that they should be studied in Queensland secondary schools to show the students that people become outcasts and are treated badly because they are different. It is clear that these films portray their themes well by using cinematic techniques to support the dialog and actions between the characters. Harry Potter and the Deathly Hallows and Mean Girls also have characters that the students will be able to connect with as they have a lot of similar problems as teenagers do today. This connection will help them understand that the people who are different and miss treated do have quite a few characteristics that they would consider normal. I believe this film will help students understand the way people are treated for their differences and see that these people really aren’t as different as they are thought to be and therefore treat people better knowing that underneath there appearance there is a perfectly normal person.



References/Bibliography
·         Mean Girls 2004, Paramount pictures, Lorne Michaels
·         Harry Potter and the Deathly Hallow 2011, Warner brothers pictures, David Haymen (hayday films.)
·         Film techniques handout, Mr Bogan
·         How to write a report handout, Rachelle Salkaled

Computerised Software Payroll Report-acounting- A-

Computerised Software Payroll Report




Content page
Page 1                                                                 title page
Page 3                                                                 introduction
Page 4                                                                 past and present payroll
Page 5                                                                 impact and conclusion
Page 6                                                                 bibliography
Introduction:
In the recent years computers and computerised software have made a great difference to accounting. Working in payroll was once a extremely time consuming job with a much higher chance of human error, however the introduction of programs such as MYOB have made payroll much quicker and lessened the chances of making a mistake.




Past and present payroll
How payroll was done in the past:
In the past payroll was all done manually in large books, these were carbon paper books as every time something was written to give to an employee the company needed to keep it to so they would write it in carbon paper books to save having to write it twice. The person/people working in pay roll either had to know each employee’s pay rate, the allowances and deductions they were entitled to and whether the employee was casual or permanent, or look these details up every time their pay was done.
The payroll specialist (1987-1991) at Bells Asbestos removal and installation explained how their pay roll was done. She said that every calculation that they did was done by hand or on a calculator, and she needed to know all the different rates of pay within the business, and for each person she paid if they were trades men, sheet metal workers, labourers or builders (as each job had a different rate of pay), the deductions each employee had taken out of their pay such as union fees, superannuation and child support, she also needed to know their allowances, some of these were living away from home, meal allowances and different allowances for different sites they were working on. She also had a tax schedule/table with the rate of PAYG tax a person must pay for what he/she earns and from that she had to manually work out the tax and take it from the pay each fortnight. The company also had a card for every employee with all their information on it if anything ever had to looked up and on the card was a record of how many days personal/holiday leave they had taken.
How payroll is done now:
Now a day’s things such as pay rates, employee information (holidays, allowances, awards and deductions) are all stored in programs on the computer, when a employee is paid the computer will automatically work out from the information stored in it how much a person is paid, how much will be taken out in deductions, how much will be added on in allowances and awards (such as overtime and public holidays) and how much tax the person pays.




The impact computers have made:
Having computerized software doing all the calculations mentioned above automatically means the payroll process is now much, much quicker than it used to be, there is also less chance of human error and less paper wastage as so much of the information is stored on the computer. One negative to having everything on the computer is that it is much easier to lose all your files and information (if the system crashes), however this can be fixed by ensuring you have a backup copy of all your files on another computer preferably off base.

Conclusion:
The introduction of computerised software such as MYOB to improve accounting practices has improved the payroll process greatly. It is now much easier to do a person’s pay as all their details such as pay rates, awards, allowances and deductions are stored on the program and no longer need to be memorised.



Bibliography
Step by step approach to processing payroll, Mirian Brown, software publications Pty. ltd. 2011
Interview with pay roll specialist, bells asbestos removal and insulation 1987-1991 (Debbie Ireland)

Mozart’s sonata in A major K331 first movement evaluation-music-B+

* where there are gaps there was pictures with examples
Mozart’s sonata in A major K331 first movement
Mozart’s Piano sonata K133 is written in the key of A major the first movement is set out as theme and variations, in this case having 6 variations. This analysis is going to look at how musical elements are changed and manipulated in each variation to change the mood of the piece; it will also point out ways in which the composer connects the theme to each variation.
There are some characteristics a good theme should have such as; it should be short, simple, homophonic and easy to remember. This theme fits all these requirements. It is written in 6/8 timing (compound duple), the form is rounded binary and is written to be played andante grazioso meaning moderately slow and graceful. The rhythm is made up of quavers, semi quavers, crotchets, and dotted quavers.
The accompaniment from bars 1-8 is simple and based around the primary chords the chord progression being, A (tonic), E 2nd inversion (dominant), A (this bar finishes in A, however there is a lead into it using the leading note), I – V64 – I. The simple accompaniment based around the primary triads keeps the theme simple and easy to remember.
There are slurs at the beginning of nearly every bar during the theme which helps to keep it calm. In bars 1-2, 5-6 and 13-14 there is use of sequences as shown below. This helps to make the theme easy to remember which as mentioned before one of the characteristics of a good theme is.

The mood of the theme is peaceful and calm. This is made clear to us by the use of a number of different things, the slow tempo marking. The themes dynamic marking is piano nearly the whole way through with only two bars of forte at the end leading into the first variation. The melody is mainly step wise and any leaps are only small. Keeping it stepwise keeps it flowing and therefore more peaceful. It has descending A major triads in bars 11 and 12.
This is a very effective theme as it fits the prerequisites very well. The peacefulness is created by a mixture of, small slurs, sequences, simple accompaniment, chord progressions and soft dynamics.
In the first variation the mood becomes agitated, there is a lot of use of chromatic auxiliary and passing notes we see these in bars 19-24, 27-28 and 31-34 (which naturally creates aggravation and agitation as they involve semi tones.) At the beginning of this variation the right and left hand play separately which resulted in the stress/chords being played on off beats and once again creating agitation.
The rhythm has changed to nearly all semi quavers. In bars 23-26 the accompaniment consists of repeated staccato semi quavers and the dynamic become forte which greatly aids the shift in the mood. This also occurs in bars 35 and 36, As seen below.

Like the theme variation one has similar sequences in bars 19 to 21 and 30 to 33, this helps to keep the connection with the theme. The melody is all stepwise from bars19-29 and from bars 30-36 it’s a mixture of stepwise and broken chords. This also helps to keep the tune recognisable.
The use of lots of accidentals in the form chromatic auxiliary and passing notes, repeated staccato semiquavers and a change from piano to forte, makes variation one much more agitated than the theme however there is still connections between the two.
Variation two is light and bouncy and at the same time there is an aspect of business to it. It has a lot of ornamentation; there are trills in bars 37, 38, 39, 45, 46, 49, 50, 51 and 52. There are also acciaccaturas in bars 41, 42, 43, 44, 53 and 54. This obviously makes it very busy.
The accompaniment in bars 37-41 are step wise semi quavers. In bars 41-42 the accompaniment is octaves.  The stepwise accompaniment creates business and the octaves make it light and bouncy.
This variation changes dynamics more than the theme and variation 1, bars 37-40 are piano then in bars 41-44 are forte then bars 45-52 it returns to piano then bars 53-54 return to forte. There is a crescendo in 48. This assists in creating a light and bouncy mood. In this variation the rhythm is also varied to help manipulate the mood, it changes from mostly semiquavers to a mixture of quavers, semi quavers and demi-semi quavers.
The majority of this variation is made up of sequences these keep it well connected to the theme. There is a fair bit of step wise melody which helps to keep the theme recognisable.
The demi-semi quavers, trills, acciaccaturas and the changing dynamics make this variation sound light and bouncy but at the same time very busy.
Variation 3 modulates from A major to A minor this moves the feeling of the piece from light and bouncy to sad and angry. In this variation the theme has become quite hard to hear.
 The rhythm in both the accompaniment and the melody line are nearly all semiquavers (helps to make it sound angry). In bars 59-62 the melody is played in octaves. This also happens in bars 71 and 72 this helps simulate anger and gives the piece depth.
There is a lot less ornamentation in this variation then the last one, there is only an acciaccatura in bar 66. This eliminates the business from the last variation and helps to change the mood.
The articulation in variation 3 is all slurs this give a sudden change from the bouncy light feeling earlier and helps to create the sadness.
The change to the minor key, the dynamics and the slurs make this a sad variation the octaves in the melody and the forte in bars 59-62 make that part of the variation sound angry as well as sad.

Variation four is much brighter than variation three; it creates a light bright and happy mood. It changes back to the original key of A major eradicating the sadness from the previous variation. In the majority of this variation the right hand plays the accompaniment as well as the melody with the left hand playing chords occasionally. The accompaniment being in the treble clef automatically creates a light happy atmosphere. The left hand is playing A (tonic) and E (dominant) octaves and the right hand accompaniment is playing step wise major thirds interrupted by a repeated E, this along with the chord progression consisting of primary chords gives the listener a happy and jolly feeling.
In the second part of this variation starting at bar 81 the left hand has more of the accompaniment which is broken chords. The chord progression is, A (tonic), D (subdominant) A (tonic), these are primary chords. At bar 84 it then repeats the beginning of the variation. These changes make it slightly more bold than light.
The use of the primary chords keeps a connection with the theme. From bars 81 to 83 there are scalic passages and sequences which are keeping the theme slightly recognisable.
The rhythm of this variation is mostly quavers and semiquavers with demi-semi quavers for the scalic passages. There are a lot of slurs in this variation. The dynamics are mostly forte through this section sforzandos followed instantly by a piano in bar 83 and a forte piano in bar 84.The high ranged accompaniment, the change back to the major key and semi quavers and demi semi quavers make this variation bright, light and happy.
In variation 5 the theme becomes unrecognisable. The speed changes to adagio meaning slowly and the mood returns to calm and peaceful (basically the only thing connecting it back to the theme.) however there are stabs of anger throughout. The rhythm is nearly all demi semi quavers. In bars 91 and 92 the accompaniment is broken chords. There is a lot more changing between forte and piano in this variation, the sudden changes to forte create sudden shocks or stabs of anger. There is a fair bit of ornamentation (which keeps it calm, peaceful and pretty.) In bars 98a, 98b, 103, 104, 106, and 107 there are appoggiaturas. There are also more staccatos, repeated notes and scalic passages in this variation, the scalic passages keep it flowing and peaceful.
In bars 95 and 96 it has repeated demi semi quavers which has an octave leap in the accompaniment, this is similar to the accompaniment we saw in variation to create anger and agitation one and gives the effects of stabs of anger.
This variation is calm and peaceful due to the new adagio speed and the flowing scalic passages. However it seems to have stabs of anger when it is forte and there are a group of repeated notes at the same time. In this variation the theme can hardly be found at all.
Variation Six is very light and jumpy, it is the final variation. In this variation the time signature changes to common time (simple quadruple.) In this variation you can hear the theme coming through it.
The tempo changes to allegro meaning fast and lively which perceptibly makes it light and jumpy. Bars 109-112 are piano, bars 113-116 are forte, then bars 117-124 return to piano and then bars125 and 126 are forte again From 127-129 are piano then finally 130-133 are forte ending the piece on forte the constant changes in dynamics help create the jumpiness. The rhythm is mostly quavers and semi quavers making it sound faster and therefore jumpier. In bars 113 and114 there are rolled chords in the accompaniment, making it light and pretty.
There are acciaccaturas in bars 109, 110, 112, 121, 122, 123, 124, 128, 129, and 130. These kinds of ornamentations naturally create a light jumpy feeling.
The accompaniment in bars 125-126b is arpeggios in ascending order going, A B C D E then the dominant and tonic, E A. This creates a jumpy atmosphere.
The piece ends on a perfect cadence (dominant [E] to tonic [A]).
This variation is very light and jumpy due to the change to allegro, the amount of acciaccaturas/ ornamentation, the ascending arpeggios and the constant change in dynamics. It is also more connected to the theme than the majority of the previous variations.
It is clear that by manipulating the elements of music such as tempo, dynamics, rhythm, melody, and harmony the composer can convincingly create and change the mood of a piece.



Bibliography
Piano sonatas, wiener urtext edition copy right 2003.
Music appreciation eighth edition roger kamien, Christopher feritag, copyright 2004.