JUNG Embouts

PSYCHOLOGY TEST #1 — COMPLETE STUDY NOTES Test Format (40 Marks) Part A: Fill in the Blank — 10 marks (Knowledge) Part B: Identification — 10 marks (Inquiry) Part C: Short Answer — 10 marks (Communication) Part D: Theory Application — 10 marks (Application) 1. THE PHYSICAL HUMAN BRAIN Frontal Lobe Functions: Controls higher thinking skills, decision-making, problem-solving, planning, attention, intelligence, personality, emotions and voluntary movements. Associated disorders: ADHD, schizophrenia and bipolar disorder. Damage can cause: Paralysis, mood changes, personality changes, difficulty speaking, loss of spontaneity and unusual social behaviour. Remember: Frontal = Thinking and personality. Parietal Lobe Functions: Processes sensory information, especially touch. Helps with spatial awareness, balance, recognizing objects and understanding surroundings. Associated disorders: Alzheimer's disease, ADHD and schizophrenia. Damage can cause: Sensory difficulties, disorientation, poor coordination and difficulty recognizing or locating objects and body parts. Remember: Parietal = Touch and surroundings. Occipital Lobe Functions: Processes visual information, including colours, shapes, movement and objects. Responsible for vision. Associated disorders: Schizophrenia, bipolar disorder, autism and depression. Damage can cause: Blindness, visual hallucinations and difficulty seeing colours or movement. Remember: Occipital = Vision and seeing. Temporal Lobe Functions: Responsible for hearing, recognizing faces and objects, understanding language, learning, memory and emotions. Associated disorders: Schizophrenia, Alzheimer's disease and autism. Damage can cause: Memory loss, speech difficulties, difficulty understanding language, difficulty recognizing faces and objects, and changes in behaviour. Remember: Temporal = Hearing and memory. Cerebellum Functions: Controls balance, posture, coordination, voluntary movements, reflexes, motor skills and timing. Associated disorders: Autism, schizophrenia and dyslexia. Damage can cause: Poor coordination, tremors, dizziness, difficulty walking and slurred speech. Remember: Cerebellum = Balance and coordination. Brain Stem Functions: Controls automatic body functions such as breathing, heart rate, blood pressure and digestion. Also helps regulate sleep, alertness and balance. Associated disorders: Autism and sleep disorders such as insomnia. Damage can cause: Organ problems, sleep difficulties, balance problems and serious problems with automatic body functions. Remember: Brain Stem = Keeps you alive. Quick Memorization: Frontal = Thinking. Parietal = Touch. Occipital = Vision. Temporal = Hearing and memory. Cerebellum = Balance. Brain Stem = Automatic functions. 2. SIGMUND FREUD Who was Sigmund Freud? Austrian neurologist and psychologist. Founder of psychoanalysis. Believed the unconscious mind strongly influences human behaviour. Believed childhood experiences help shape personality. Freud's 7 Main Theories 1. Psychoanalysis A method of studying and understanding the unconscious mind. Freud believed hidden thoughts, feelings and childhood experiences influence behaviour. Used therapy to help people understand their unconscious thoughts. Example: Someone may have a fear without understanding where it originally came from. 2. Three-Part Psyche Freud believed personality was made up of three parts: the Id, Ego and Superego. Id Represents biological wants and desires. Follows the pleasure principle. Wants immediate satisfaction without thinking about consequences. Example: Eating all the cookies because you want them. Remember: Id = Wants. Ego Balances the Id and Superego. Follows the reality principle. Makes realistic decisions and considers consequences. Example: Deciding to eat one cookie instead of all of them. Remember: Ego = Reality. Superego Represents your conscience. Tells you what is right and wrong. Develops through experiences, rules and values. Example: Knowing you shouldn't take someone else's cookies. Remember: Superego = Morals. 3. Oedipus Complex Freud believed young children experience unconscious feelings of attachment toward the parent of the opposite sex and rivalry toward the same-sex parent. Named after the Greek character Oedipus, who unknowingly killed his father and married his mother. Remember: Opposite-sex parent = Attachment; same-sex parent = Rivalry. 4. Sexual Desires (Libido) Freud believed sexual energy, called libido, influences human personality and behaviour. He believed frustration of desires could affect mental health. The term Freudian slip comes from his ideas about unconscious thoughts accidentally appearing in speech. Example: Accidentally saying what you were actually thinking instead of what you meant to say. 5. Examination of Dreams Freud believed dreams were a window into the unconscious mind. He thought dreams revealed hidden thoughts, feelings and desires. Example: A dream might represent a hidden fear or worry. 6. Stages of Development Freud believed personality develops through five stages. Each stage focuses on a different area of pleasure. Oral Stage (0–18 months): Pleasure comes from the mouth, such as sucking and feeding. Anal Stage (18 months–3 years): Focuses on toilet training and control. Phallic Stage (3–6 years): Focuses on the body and awareness of gender differences. Latency Stage (6–puberty): Sexual urges are less noticeable. Children focus more on friendships, school and learning. Genital Stage (puberty–adulthood): Focuses on mature relationships and sexual interests. Remember the order: Oral → Anal → Phallic → Latency → Genital. 7. Defence Mechanisms Freud believed the mind uses defence mechanisms to protect itself from uncomfortable thoughts and feelings. They happen unconsciously. Important examples: Denial: Refusing to accept reality. Example: Saying you didn't fail a test when you did. Repression: Pushing upsetting memories out of awareness. Projection: Blaming others for your own feelings. Example: Calling someone jealous when you are jealous. Displacement: Taking your feelings out on someone else. Example: Being upset at school and snapping at a family member. Rationalization: Making excuses for behaviour. Example: Saying a test was unfair because you didn't study. How Freud Applies to Psychology Helps explain how the unconscious mind influences behaviour. Helps explain how childhood experiences affect personality. Studies how dreams and hidden feelings may affect people. Explains how defence mechanisms protect people from uncomfortable emotions. Influenced the development of psychotherapy and talk therapy. 3. CONDITIONING Conditioning is a type of learning where behaviour changes through experiences and associations. There are two main types: Classical and Operant Conditioning. A. Classical Conditioning Learning through association. Happens when someone connects two stimuli. A person learns to associate something with a natural response. The response eventually becomes automatic. Example: Pavlov's Dogs Pavlov rang a bell before giving dogs food. Food naturally caused the dogs to salivate. Eventually, the dogs started salivating just from hearing the bell. Four Important Terms: US (Unconditioned Stimulus): Something that naturally causes a reaction. UR (Unconditioned Response): The natural reaction to the stimulus. CS (Conditioned Stimulus): Something originally neutral that becomes associated with the unconditioned stimulus. CR (Conditioned Response): The learned reaction to the conditioned stimulus. Example from your notes: Toilet and Shower Every time someone flushes a toilet, the shower becomes very hot. Eventually, the person jumps back just from hearing the toilet flush. US: Hot water. UR: Jumping back. CS: Toilet flushing. CR: Jumping back when hearing the toilet flush. Remember: Classical = Association. B. Operant Conditioning Learning through rewards and punishments. Behaviour changes depending on its consequences. People learn which behaviours lead to positive or negative outcomes. Usually involves voluntary behaviours. Four Types of Operant Conditioning: 1. Positive Reinforcement Adding something pleasant to increase a behaviour. Example: Getting a reward for good grades. 2. Negative Reinforcement Removing something unpleasant to increase a behaviour. Example: Homework stops once you finish your chores. 3. Positive Punishment Adding something unpleasant to decrease a behaviour. Example: Getting extra chores for breaking a rule. 4. Negative Punishment Removing something pleasant to decrease a behaviour. Example: Losing phone privileges for breaking a rule. Important to Remember: Positive = Adding something. Negative = Removing something. Reinforcement = Increases behaviour. Punishment = Decreases behaviour. Positive does NOT mean good, and negative does NOT mean bad. Classical vs. Operant Conditioning Classical = Learning through association. Operant = Learning through consequences. Classical = Usually automatic responses. Operant = Usually voluntary behaviours. Classical example = Pavlov's dogs. Operant example = Getting rewarded for good grades. 4. COGNITIVE BIAS What is Cognitive Bias? The way we personally see and interpret the world. Everyone processes information differently. Our perceptions can influence our behaviour and decisions. Many biases happen unconsciously, without us realizing. Example: Two people experience the same situation but remember and interpret it differently. Confirmation Bias The tendency to look for and remember information that supports what you already believe. People often ignore information that goes against their beliefs. Example: You believe someone is rude, so you only notice when they act rude and ignore when they are nice. Tests That Measure Cognitive Bias 1. Rorschach Inkblot Test People look at inkblots and explain what they see. Their interpretations are recorded and analyzed. Remember: Inkblots = What do you see? 2. Thematic Apperception Test (TAT) People look at a series of pictures and create stories about them. The stories are analyzed to understand their thoughts and feelings. Remember: Pictures = Tell a story. 3. Word Association Test People are given words and respond with the first word that comes to mind. Responses can be analyzed to explore subconscious thoughts. Remember: Words = First thing that comes to mind. 4. Graphology The study of handwriting and how it may relate to personality traits. Remember: Graphology = Handwriting. 5. ETHICS IN PSYCHOLOGICAL STUDIES Ethics are rules that protect people who participate in psychological research. Five Ethical Principles 1. Minimizing Harm - Participants should not experience unnecessary physical or emotional harm. 2. Informed Consent - Participants must understand the study and agree to participate. 3. Confidentiality and Anonymity - Personal information and identities must be protected. 4. Avoiding Deception - Researchers should not mislead participants unnecessarily. 5. Right to Withdraw - Participants can leave the study at any time without being forced to stay. Remember: Harm, Consent, Privacy, Honesty, Withdraw. Controversial Experiments 1. Milgram Obedience Study (1963) Researcher: Stanley Milgram. Purpose: To investigate how far people would obey authority, even when it went against their conscience. What happened? Participants were told they were taking part in a learning experiment. They were assigned the role of the teacher. They were instructed to give increasing electric shocks to a learner for incorrect answers. The learner was actually an actor, and the shocks were fake. Many participants continued because an authority figure told them to. Main takeaway: - People may obey authority even when they believe their actions are wrong. Ethical issues: - Deception and psychological stress. 2. Stanford Prison Experiment (1971) Researcher: Philip Zimbardo. Purpose: To investigate how people behave when placed in positions of power or powerless situations. What happened? Participants were randomly assigned to be prisoners or guards. The experiment was designed to imitate a prison. Some guards began treating prisoners unfairly. The experiment became harmful and was stopped early. Main takeaway: - Situations and social roles can influence human behaviour. Ethical issues: - Psychological harm, lack of protection and insufficient oversight. Difference Between the Two Experiments Milgram = Obedience to authority. Stanford = Power and social roles. Milgram = Stanley Milgram, 1963. Stanford = Philip Zimbardo, 1971. 6. ALFRED ADLER AND CARL JUNG Both were psychologists who studied personality. They were originally influenced by Freud but disagreed with some of his ideas. A. Alfred Adler Who Was Alfred Adler? Austrian psychologist born in 1870. Founder of Individual Psychology. Believed people are motivated by the desire to improve themselves and overcome feelings of inferiority. 1. Inferiority Complex Adler believed people naturally experience feelings of inferiority or not being good enough. People try to overcome these feelings through self-improvement and achievement. Example: Someone who struggles in school works harder to improve their grades. 2. Compensation Trying to overcome a weakness by improving another area of life. Example: Someone who struggles with sports focuses on becoming better at music. 3. Napoleon Complex Describes someone who overcompensates because they feel inferior due to a perceived disadvantage. Often associated with people who are shorter in height. Example: Someone acts overly aggressive to prove themselves. 4. Fictional Finalism (Fictional Story) Adler believed people create an idea or goal about who they want to become at a young age. This imagined goal influences their decisions and behaviour throughout life. Example: A child believes they will become a doctor and makes decisions based on that goal. 5. Birth Order Adler believed birth order could influence personality and behaviour. Being the oldest, middle or youngest child may affect how someone develops. 6. Three Major Life Tasks Occupational Tasks: Career, education and work. Societal Tasks: Friendships and social connections. Love Tasks: Relationships, marriage and family. Remember: Work, Friends, Love. B. Carl Jung Who Was Carl Jung? Swiss psychologist born in 1875. Originally influenced by Freud. Agreed that the unconscious mind influences behaviour. Disagreed with Freud's strong focus on sexuality. Often included spirituality and the soul in his psychological theories. 1. Collective Unconscious Jung believed all humans share a deeper unconscious mind. It contains universal symbols and patterns passed down through generations. These universal patterns are called archetypes. Example: Different cultures have similar ideas about heroes, mothers and villains. 2. Introvert vs. Extrovert - Jung developed a personality theory based on where people direct their mental energy. Introverts: Focus their energy inward toward themselves. Prefer reflecting on their own thoughts and feelings. Draw energy from their inner world. Extroverts: Focus their energy outward toward people and their surroundings. Direct their attention toward the outside world. Important: Introvert does not automatically mean shy, and extrovert does not simply mean outgoing. 3. Psychological Balance Jung believed people need balance between opposite personality traits. Understanding different sides of your personality helps with personal development and mental health. Difference Between Freud, Adler and Jung Freud = Unconscious mind, childhood experiences and sexual energy. Adler = Inferiority, compensation and self-improvement. Jung = Collective unconscious, archetypes and introversion/extroversion. MOST IMPORTANT THINGS TO MEMORIZE If you are short on time, make sure you know these: Brain Parts Frontal = Thinking. Parietal = Touch. Occipital = Vision. Temporal = Hearing and memory. Cerebellum = Balance. Brain Stem = Automatic functions. Freud Id = Wants. Ego = Reality. Superego = Morals. Oral → Anal → Phallic → Latency → Genital. Defence mechanisms = Protect the mind from uncomfortable thoughts and feelings. Conditioning Classical = Association. Operant = Consequences. Positive = Add. Negative = Remove. Reinforcement = Increase behaviour. Punishment = Decrease behaviour. Cognitive Bias Confirmation bias = Looking for information that supports your beliefs. Rorschach = Inkblots. TAT = Pictures and stories. Word Association = Words. Graphology = Handwriting. Ethics Minimizing harm. Informed consent. Confidentiality and anonymity. Avoiding deception. Right to withdraw. Experiments Milgram = Obedience to authority. Stanford = Power and social roles. Adler Inferiority complex = Feeling inferior. Compensation = Overcoming weaknesses. Fictional finalism = Goals that guide behaviour. Three tasks = Occupational, societal and love. Jung Collective unconscious = Shared unconscious patterns. Archetypes = Universal symbols and characters. Introvert = Focuses inward. Extrovert = Focuses outward.

Séquence 1 : Les Animaux en Inde et Le Livre de la Jungle

Urban jungle or city of the future

Junie B. in Jingle Bells, Batman Smells! Mr. Scary Lines

Max Lines for "Jingle Arrgh the Way"

Carl Jung AO1

Carl Jung AO2

Carl Jung

Der gelbe Junge, S. 23-24

Theories of Personality: Freud, Jung, Adler, Klein, and Horney

[midterms] freud, adler, & jung

Clasificarea mediilor geografice – Mediul ecuatorial I. Clasificarea mediilor geografice 1. Mediile geografice se clasifică în: medii continentale; medii ale bazinelor oceanice. 2. Mediile continentale se împart în: medii zonale (izonale) – determinate în principal de climă; medii azonale – determinate de factori locali, precum relieful și apele. II. Mediile calde A. Mediul ecuatorial 1. Localizare - Între 5° latitudine nordică și 5° latitudine sudică, în apropierea Ecuatorului. 2. Elementele mediului a) Clima ecuatorială Temperaturi medii anuale: 25–27°C. Amplitudinea termică anuală este foarte mică, de aproximativ 1–2°C. Precipitații medii anuale (PMA): aproximativ 2.400 mm/an. Ploi torențiale zilnice, însoțite de fenomene orajoase. Vânturile sunt foarte slabe, zona fiind caracterizată de calmuri ecuatoriale. b) Vegetația Pădure ecuatorială foarte deasă, luxuriantă, înaltă și veșnic verde. Exemple: liane, palmieri, abanos, mahon, caju, orhidee și ferigi. c) Fauna America de Sud (Amazonia): anaconda, șarpele boa, capibara, pasărea colibri, delfinul roz, piranha, maimuțele urlătoare. Africa: gorile, cimpanzei, pitoni. Asia: giboni, urangutani, păsări ale paradisului. d) Solurile - Soluri roșii, numite și feralitice. De ce sunt solurile roșii și slab fertile? Solurile sunt roșii din cauza oxizilor de fier care se formează și se acumulează în condițiile climatului cald și umed. Sunt slab fertile deoarece ploile abundente spală substanțele nutritive din sol, prin procesul de levigare, iar materia organică se descompune rapid. e) Intervenția antropică - Este slabă și punctiformă, manifestându-se mai ales prin defrișări. Observație: Jungla este o vegetație secundară, apărută după defrișarea pădurii ecuatoriale. Este mai scundă și mai deasă decât pădurea inițială.

Psychology Personality Theories: Freud, Jung, Adler, and Assessment Methods

Ein Junge aus Ostdeutschland

Los Animales de la Selva (jungle)

Los Animales (farm, jungle, domestic, mountain)

Psychology Review: Maslow, Rogers, Freud, Skinner, Jung, and Key Terms

Complete Middle Ages and Renaissance Music Study Guide This version combines your written notes with the clues from your crossword worksheet. I’ve organized the material by topic and included a crossword answer key so you can study both the concepts and the vocabulary. Part 1: Historical periods Period Dates Main ideas Middle Ages 450–1450 Church influence, Gregorian chant, monasteries, feudalism Ars Nova Around 1300s New musical notation and rhythmic developments Renaissance 1450–1600 Rebirth of ancient ideas, humanism, polyphony, instrumental music Middle Ages society Feudalism: Land exchanged for service. Nobility: Wealthy, powerful social class; nobles often lived in castles. Peasantry: The largest and generally lowest social class. Clergy: Religious leaders, including priests and monks. Monasteries: Places where monks lived, studied, copied books, and preserved writings. Liturgy: The official rituals and services used in religious worship. Rote: Learning by repetition or copying. Part 2: Medieval music Gregorian chant Religious singing in Latin. Traditionally associated with Pope Gregory I. Monophonic: One melodic line. A cappella: Without instrumental accompaniment. Non-metrical rhythm: No regular beat; the rhythm flows freely. Usually has a narrow pitch range and moves mainly by steps. Creates a calm, reverent, otherworldly atmosphere. Used in church worship. The Catholic Mass The Mass has two main sections: Proper: Changes with the church calendar. Ordinary: Stays the same throughout the church year. Prayer Meaning Kyrie Lord, have mercy Gloria Glory to God on high Credo We believe in one God Sanctus Holy, holy, holy Agnus Dei Lamb of God Requiem Mass: A funeral Mass. Dies irae: A text about the Day of Wrath; associated with judgment and death. The traditional Requiem omits the Gloria and Credo. Other medieval music terms Secular music: Nonreligious music. Organum: Medieval music that adds another melodic line to chant. Polyphony: Two or more independent melodic lines. Drone: A long, sustained note beneath a melody. Church modes: Scales used in medieval sacred music, such as Dorian. Dissonance: Sounds that create tension or instability. Cantus firmus: A pre-existing melody used as the basis for a composition. Motet: A polyphonic vocal work, often with a sacred text. Purest voice: A treble voice before puberty. Part 3: Important composers and musicians Hildegard of Bingen (1098–1179): German mystic, healer, poet, and female composer. Wrote Ordo Virtutum, an early morality play. Léonin and Pérotin: Composers associated with the Notre Dame School; helped develop organum and rhythmic notation. Guillaume IX: Early troubadour from southern France. Beatriz de Dia: Female troubadour who wrote songs addressing men. Guillaume de Machaut: Medieval French poet and composer; wrote the Messe de Nostre Dame. Francesco Landini: Blind Italian medieval composer. Giovanni Pierluigi da Palestrina: Renaissance composer whose sacred music became an important model of Catholic church music. Thomas Weelkes: English Renaissance composer who wrote As Vesta Was from Latmos Hill Descending. John Dowland: English Renaissance composer known for lute songs, including Flow My Tears. Leonardo da Vinci: Renaissance artist and example of a Renaissance man. Part 4: Secular music and medieval composers Term Definition Chanson French song, often about courtly love Troubadour Poet-musician from southern France Trouvère Poet-musician from northern France Minnesinger German courtly love poet-musician Jongleur Traveling entertainer who could sing, juggle, and perform Estampie Medieval dance Courtly love Idealized romantic love expressed in songs and poetry Notre Dame School Center of early polyphonic music in Paris Ars Nova “New art”; musical developments around the 1300s Part 5: Renaissance music Renaissance: Means “rebirth,” with renewed interest in ancient Greek and Roman civilizations. Humanism: Focus on human potential, learning, and achievement. Gutenberg's movable type: Helped books and knowledge spread. Renaissance man: Someone skilled in many areas, such as Leonardo da Vinci. Polyphonic texture: Multiple independent melodic lines. Word painting / text painting: Music illustrates the meaning of the words being sung. Vernacular: The everyday or native language of a region. Palestrina: Famous for Renaissance sacred music. Renaissance Mass: Often set the Ordinary to music and used multiple vocal parts. Renaissance dances Pavane: A solemn dance in duple meter, or groups of two beats. Galliard: A lively dance in triple meter, or groups of three beats. Instruments to recognize Instrument Key fact Recorder Woodwind instrument Bladder pipe Wind instrument similar to a bagpipe Sackbut Early trombone Serpent Low-pitched wind instrument Lute Plucked string instrument; early guitar-like instrument Viola da gamba Bowed string instrument similar in role to a cello Organetto Small portable organ Organ Keyboard instrument using pipes Harpsichord Keyboard instrument that plucks strings Dulcimer String instrument played by striking its strings Crumhorn Curved wind instrument with a buzzing tone Hurdy-gurdy String instrument played with a hand-cranked wheel Lyre Ancient string instrument Cornett Historical wind instrument Fiddle Bowed string instrument Part 6: Ancient Greek and Roman music Greeks: Used music in dramas and cultural events. Romans: Used music in the military and public events. Lyre: Ancient string instrument dating back thousands of years. Animal gut: Historically used to make some instrument strings. Part 7: Crossword answer key These answers follow the Across and Down clues visible in your worksheet. A few answers depend on how the clue is worded, so I’ve included the most likely answer. Across No. Answer What to remember 2 Recorder Common Renaissance instrument 6 Bladder pipe Similar to a bagpipe 10 Polyphony Texture of organum 12 Credo “We believe in one God” 13 Léonin Notre Dame composer 15 Jongleur Traveling entertainer 16 Palestrina Renaissance sacred composer 17 Motet Polyphonic sacred choral work 19 Sackbut Early trombone 22 Estampie Medieval dance 23 English Language of Weelkes's music 29 Polyphonic Multiple vocal lines 32 Virtutum Ordo Virtutum 33 Vernacular Native language 34 Serpent Bass wind instrument 39 Liturgy Prescribed worship rites 41 Rhythmic notation Represents musical rhythms 43 Drone Steady, sustained sound 44 Vernacular Native language 45 Monophonic One melodic line 46 Viola da gamba Bowed string instrument 48 Organum Chant with an added melody 50 Thomas Weelkes Composed As Vesta Was Descending 52 Francesco Landini Blind Italian medieval composer 58 Leonardo da Vinci Painted the Mona Lisa 59 Chant Melody used as a cantus firmus 62 Proper Mass section that changes 63 Renaissance Means “rebirth” 65 Peasantry Lowest major social class 66 Modes Scales used in chants 67 John Dowland Composer of Flow My Tears 69 Text painting Music depicts the words 70 Review the crossing letters The clue is unclear in the photo 72 Treble voice Voice before puberty 73 Recorder Early reed/woodwind instrument 74 Geometry Study of shapes and measurements 75 Humanism Focus on human life and achievement Down No. Answer What to remember 1 Music Essential part of education 3 Lyre Common ancient instrument 4 Mona Lisa Famous Renaissance painting 5 Military How Romans used music 7 Sistine Michelangelo's chapel 8 Gregory I Associated with Gregorian chant 9 Jousting Armed competition in the Renaissance 11 Ordinary Mass section that stays the same 14 Mass Reenactment of the Last Supper 18 Galliard Renaissance dance in triple meter 20 A cappella Without accompaniment 21 Courtly love Idealized love and manners 24 Harpsichord Renaissance keyboard instrument 25 Lute Early guitar-like instrument 26 Ars “New art” in Ars Nova 27 Pavane Solemn dance in duple meter 28 Gurdy Hurdy-gurdy 30 Cathedral Major church building 31 Sanctus “Holy, Holy, Holy” Part 8: What to memorize first If you have limited study time, focus on these: Dates: Middle Ages 450–1450; Renaissance 1450–1600; Ars Nova around the 1300s. Textures: Monophonic = one melody; polyphonic = multiple independent melodies. Gregorian chant: Latin, religious, monophonic, a cappella, free rhythm. Mass prayers: Kyrie, Gloria, Credo, Sanctus, Agnus Dei. Mass sections: Proper changes; Ordinary stays the same. People: Hildegard, Léonin, Pérotin, Machaut, Landini, Palestrina, Weelkes, Dowland, Leonardo da Vinci. Music terms: Organum, motet, drone, cantus firmus, word painting, vernacular. Dances: Pavane = duple; galliard = triple. Instruments: Recorder, sackbut, serpent, lute, viola da gamba, harpsichord, crumhorn, hurdy-gurdy. History: Feudalism, monasteries, humanism, Gutenberg, and the Renaissance

los animales de la selva / jungle