8,128 research outputs found
"Integrated Arts" Pedagogy and Philosophy
This dissertation proposes and discusses the pedagogy and philosophy behind an original method titled IAM (Integrated Arts Method), which is an alternate experiential, integrated, conducive, and student-centered music and arts pedagogical method that can facilitate effective teaching for effective learning. Three key philosophical principles and a number of general techniques and attitudes are suggested as contributing factors to observed success of IAM. These generalized contributing factors, the IAM pedagogy and philosophy, are comparable with existing related pedagogical methods, which offer indirect explanation and support for the success of IAM. In turn, these pedagogical principles and attitudes allow generalization of IAMs advantages to other subject areas. IAM pedagogy contributes to the field of education generally, and arts education specifically, with original music and interdisciplinary programs, materials, compositions, and procedures, which represent practical and effective tools for both educators and students success.
The three key principles of IAM pedagogy suggest that learning can be effective if it is: 1) physical experience based, 2) with synthesis of related subjects, and 3) taught in a positive and stimulating atmosphere. Accurate facilitation of these key principles involves techniques, aspects, and pedagogical attitudes which this dissertation specifies and explains.
IAM pedagogy is embodied through a set of general principles, specific attitudes, and practical tools for achieving required emotional, mental, physiological, and psychological functioning of both learner and teacher for their mutual effectiveness. Results of real world IAM programs in subject areas of music and arts suggest that the pedagogy of IAM contributes to effective, enjoyable, and memorable education. Explanation and support of this contribution stem from scientific, educational, sociological, philosophical, neuroscience, cognition, and music and arts literature. Hence the research conducted in this dissertation has been from real world practice toward grounded theory.
IAM programs have been conducted 7 times with success (in 2007-2009 public school based extracurricular settings), with the aid of original pedagogical programs and materials developed for these programs. These specific programs and their parameters and materials will be offered in the dissertation as concrete sample pedagogical solutions to practical application of the proposed principles in music and integrated arts education
A survey of selected business offices in Modesto with implications for curriculum and guidance at Modesto Junior College
This survey of one hundred business offices in Modesto was conducted for the purpose of determining whether the office training curriculum offered by the Modesto Junior College adequately prepares students to successfully enter the office occupations in the community
Contextualizing Generic Pedagogical Knowledge through Tension-focused Reflection: A Self-study
A major concern in recent decades is that teachers are equipped with pedagogical knowledge through pre-service teacher education programs but know nothing about how to put pedagogical knowledge into their own teaching scenarios. Hence, an increasing attention has been attached to teachers’ contextualized understanding of pedagogical knowledge for effective teaching. Reflection has often been recommended as an instrument for constructing teachers’ context-specific knowledge of teaching. This self-study has identified an approach of reflection by which I, as a beginning Chinese language teacher-researcher, employed to develop contextualized understanding of a generic pedagogical model known as Quality Teaching (QT). The essence of such reflection, named as tension-focused reflection, is to reflect on and then manage tensions arising from implementing the generic pedagogical model in my own teaching. Tension-focused reflection enhanced my contextualization of QT in Chinese language classroom by prompting deep thinking about the contextual restrictions for implementing QT, the subject-specific usefulness of QT, and the consequences of such implementation on subject-specific practice. Yielded by such thinking was my contextualized application of QT that was useful for my teaching Chinese as a foreign language. While unfolding the process of developing and applying tension-focused reflection, this self-study also confirmed the value of teacher reflection for beginning teachers’ development and encouraged teachers’ innovative approaches of reflection which meets their own needs
Selections from Hermann Ritter’s Viola Alta Repertoire: A 21st Century Rendition of 19th Century Repertoire
abstract: This research paper provides a revised version of viola alta compositions by
Hermann Ritter. These original compositions, written for viola alta, were published between 1878 and 1900. Without further reprint, these works are largely unknown by this generation of violists. Yet, these works are precious examples of viola alta repertoire from the late nineteenth century.
The viola alta was designed by Hermann Ritter with an instrumental length between 17 and 19 inches. Another version of this instrument was constructed with five strings, adding a high E-string. Higher pitches could then be played with relative ease in lower positions. Compositions for the viola alta often feature brilliant passages in the treble register and rarely showcase the sonority of the lower strings. Many of Ritter’s scores for the instrument are notated in the alto clef and contain numerous ledger lines. Due to the difficulty of reading the music and handling such a large instrument, the viola alta had a relatively short existence and its repertoire was soon forgotten.
Hermann Ritter actively promoted the viola alta during the late nineteenth century. His compositions featured the range of the instrument and captured the emotion and character of the late Romantic era. Ritter contributed a wealth of repertoire for the viola alta to increase its significance and importance. For today’s violist, it represents a body of work from the nineteenth century, and adds to the repertoire many wonderful, short, character pieces.
This document consists of a brief discussion of Hermann Ritter’s career and his contributions to the viola alta. Six of Ritter’s viola alta works are presented in order of difficulty with bowings and fingerings, along with a performer’s analysis and performance instructions. To aid ensemble issues, the revised version includes simplified piano parts. It is the author’s hope that this volume increases repertoire options for violists and becomes a valuable pedagogical resource.Dissertation/ThesisDoctoral Dissertation Music 201
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The Foundations of Teaching Chinese as a Foreign Language: An Investigation of Late 19th Century Textbooks
Although the field of Teaching Chinese as a Foreign Language (TCFL) is still a relatively emerging one, its history runs much longer than we expect. As early as the mid to late 19th Century, Chinese was being shown in way that had not been done before – as textbooks. More importantly, these textbooks were created by non-native speakers. Yet their value as historical documents and as foundation pedagogical resources has not yet been fully recognized. The present study is an initial conversation of four late 19th century textbooks and how they pioneered presenting Chinese to a Western audience. After discussing the theoretical differences between China and the West that led to the need for textbooks, the four textbooks will be compared on how they addressed the aspects of pronunciation, tones, characters and the skills of reading, writing and speaking to their respective audiences. Such comparisons should reveal that by understanding the learner’s perspective and utilizing non-native knowledge, these textbook authors were able to teach Chinese as a pedagogically progressive, learnable language. This study should not only add depth to our knowledge of the historical foundations and teaching precedents, but will also highlight the ways Chinese was instructed and how this can positively impact our modern teaching
Mandarin Chinese Teacher Education Issues and solutions
Mandarin Chinese is the most widely spoken language in the world, and in a rapidly globalizing environment, speaking it is an increasingly important skill for young people in the UK. 'Mandarin Chinese Teacher Education' stems from the work of the UCL Institute of Education Confucius Institute, which supports the development of Mandarin Chinese as a language on offer in schools as part of the mainstream curriculum. This edited collection brings together researchers, teachers involved in action research and student-teachers, in an effort to address the current lack of literature specifically aimed at supporting Chinese language teachers. It features: • practical ideas for teachers of Chinese to implement in their own classrooms • evaluation of differing strategies and approaches unique to teaching Chinese • examples of using action research to help teachers reflect on their own practice while informing practice across the discipline. The book will be useful for PGCE Mandarin students, teacher trainers and those involved in the development of Mandarin Chinese in schools across the UK and further afield
EJC Bulletin 1948-1949
https://scholarworks.utrgv.edu/edinburglegacycatalogs/1016/thumbnail.jp
Teach yourself Chinese--how? The history of Chinese self-instruction manuals for English speakers, 1900-2010
This paper examines the history of self-instructional manuals of (Mandarin) Chinese published in Britain between 1900 and 2010, one of the main ways of learning Chinese for most of the 20th century in Britain, when Chinese instruction was virtually non-existent in schools and barely available in adult education classes. It thus contributes to the history of the prolific but under-researched genre of teach-yourself language manuals. More importantly, it aims to promote critical reflection on the aims and means of teaching Chinese to Eng-lish-speaking learners today, by examining how the authors of such manuals tackled the task in the past. After an overview of the history of Chinese language learning in the UK, the article examines the differing approaches to teaching Chinese in these texts (particularly varied in the first half of the 20th century), with particular focus on pedagogical approaches to the spoken and written language, to the grammar of Mandarin Chinese (including claims made about Chinese grammar, terminology and concepts used, and the presentation of measure words), and to representing Chinese culture. The paper concludes with some thoughts on how knowledge of the past can inform critical reflection on current materials and practice in Chinese as a Foreign Language
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