הגעתם לדף שאינו קיים, או לקישור שבור
לדף הבית לחצו כאן
|
נודה לכם אם תיידעו אותנו על הקישור,
לדיווח על הקישור לחצו כאן
|
|
|
|
description
:YONATAN MIDDLE SCHOOL IS THE CLASSICAL MUSIC RINGTONE CHAMPION.
|
|
|
|
text
: THE RAANANA SYMPHONETTE'S UNIQUE PROJECT EXPOSED THE CITY'S YOUNG PEOPLE TO THE WORLD OF CLASSICAL MUSIC
BEHIND THE RINGTONES ON THEIR CELLULAR PHONES
Yonatan Middle School students were crowned the classical music ringtone champions, after receiving the most points at the ringtone competition for middle school students that took place last week.
The competition was the pinnacle of the unique program, the first of its kind in Israel, which connects classical music, its history, composers, compositions and styles to the younger generation through their cellular telephone ringtones. During the competition, students were introduced to selected compositions performed by a live orchestra. Representatives of the middle schools displayed extensive knowledge, by identifying the ringtones and answering questions about the period in which the musical composition was written.
Hundreds of spectators and listeners, including Mayor Nahum Hofree; the director of the Raanana Symphonette; the regional supervisor of music education; educators; and students of the city's middle schools, all listened to the competitors and were impressed with their familiarity with the musical material and the orchestra's musical interludes.
Mayor Nahum Hofree: "Music is part of our lives and opens up a magical and fascinating world to us. Exposure to classical music has opened up a new musical world to you, students, and also a new world of values based on central and important themes of tolerance and patience."
All the participants in the project and the competition agreed that the real prize is the ringtone, which has opened up a new and fascinating world of the arts to the young people, as well as values of tolerance and patience. Winners of the competition, students of Yonatan Middle School, were awarded a price for their victory.
|
|
|
|