47,257 research outputs found

    Angklung and Local Wisdom Values

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    Angklung performance in Indonesia has been growing since hundreds of years ago. It was carried out by the villagers as an expression of amusement on important days after harvest. The subsequent Angklung development is a transformation into performing arts. In addition to the aesthetic element, it also explores the communicative elements. This research uses experimental methods and pedagogic analysis. The research shows that when people study or perform Angklung, they are actually learning a lot of values. Students are not only adjusting the arm movement with the music, but also, adjusting the time to practice, conformity to rules, and teamwork. Thus, Angklung Performance in Indonesia provides local wisdom and can be a media for character education, especially to raise good values, tolerance, and good teamwork. Keywords: Angklung, Indonesia, performing arts, local wisdom, value

    Creative exchange: a multi-disciplinary learning and teaching innovation

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    For some time employers have identified that one of the most sought after graduate attributes is the ability to function as an effective member of a team. In the creative and performing arts disciplines, which are often individually oriented in nature, the development and implementation of curricula that enable students to attain high-level teamwork skills suitable for participation in multi-disciplinary collaboration is not only necessary but it can be challenging for both educators and students. Indeed the ability to evidence where and how students develop teamwork or collaborative skills will become increasingly critical, as a result of the impending standards framework that is soon to be implemented by the Tertiary Education Quality Standards Agency (TEQSA). This paper overviews the ways in which Creative Exchange, a multidisciplinary teaching and learning capstone subject offered by the School of Creative Arts at James Cook University since 2009, provides direct evidence of the ways in which students develop strong teamwork skills and attributes. In addition to teamwork skills, students also continue to develop discipline-specific knowledge as well as insights into industry and community settings, given the work-integrated learning orientation of the projects themselves. Data obtained from creative and performing arts students and alumni who previously participated in Creative Exchange are analysed, in order to report on the extent to which they had achieved appropriate standards required for industry. In addition, ongoing benchmarking of the Creative Exchange model via consultations with national and international industry practitioners is presented to further contextualise the findings. The paper concludes by discussing future applications of the framework as well as a range of additional research directions and opportunities

    A report on an internship with KID smART

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    KID smART is an arts organization with a main focus in Arts Integration. Arts Integration is the fusing of the arts with education. This can be achieved through one teacher in the classroom, or two teachers co-teaching in the classroom. It presents academic subjects through art, while meeting state and district standards for the art form and the academic subject. Arts Integration is not a new method of teaching, but it is something that is very new in the city of New Orleans. KID smART’s mission is stated as KID smART teaching under-served children positive life skills through hands-on arts activities. By introducing children to the arts, KID smART provides a safe, nurturing place for children to learn valuable skills that will make them more successful in all spheres of life: discipline, self respect, teamwork, creative problem solving and pride of accomplishment. Through its mission, KID smART hopes to use Arts Integration to boost the academic and artistic success of school-age children in the City of New Orleans. KID smART employs teacher training and instruction by teaching artists in both the visual and performing arts (see APPENDIX 1A). KID smART also uses classroom programming, professional development for educators, after-school programs and other community-based projects to collaborate with professional artist educators, school administrators and classroom teachers to promote discipline, self-respect, teamwork, creative problem solving and pride of accomplishment within students

    A three-stage process of improvisation for teamwork: action research

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    This study examines street performing arts students’ responses to using improvisation for teamwork during a first year, non-placement, work-integrated learning (WIL) experience. The aim of the study was to investigate: (1) students’ perceptions of improvisation and (2) ways in which to design teamwork assessments that utilise improvisation. Data was collected through surveying students and via a recorded, focus group discussion. The results highlighted students’ understanding of how improvisation works, how it is learnt and that it requires risk taking. From the findings, specific recommendations for designing teamwork assessments that utilise improvisational processes are made via a three-stage model. While the three-stage model presented in this study is intended to advance the field of performance arts education research, the findings are relevant to learning and teaching where improvisation for teamwork is offered

    From Out of Sight to \u27Outta Sight!\u27 Collaborative Art Projects that Empower Children with At-Risk Tendencies

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    Children with at-risk tendencies are often left out of sight/ site/ cite because of their potential for academic and social failure. Like all children, children with at-risk tendencies have something of value to contribute to society and yearn for opportunities to show of their talents. This article discusses how three different groups of children with at-risk tendencies in Florida and Tennessee participated in site specific community art projects that targeted their needs. Although each student population worked a different theme, the children expressed similar learning outcomes when describing their involvement with the project. This study demonstrates how collaborative community art projects engage students in constructive behaviors that help prepare them for life. The success they gain from their participation in these projects can be transferred to other areas of their lives and show society that they are truly outta sight individuals

    Inside a cultural agency: team ethnography and knowledge exchange

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    This article undertakes an auto-critical analysis of the research team's ethnographic study of Cultural Enterprise Office (CEO), a Scottish creative business support agency. We discuss the team's composition and how this relates to other analyses of ethnographic teamwork. Our research is situated in the wider policy context of the “creative-economic” turn in the UK's research funding. This has been accompanied by increased emphasis on “knowledge exchange” and “impact” in the drive for greater accountability in higher education. The team's evolution in the course of undertaking research is illustrated by reference to four “pivotal moments,” which illustrate how we “performed” knowledge exchange

    Work-related learning with the arts: developing work skills with the performing and visual arts

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    the last decade there has been a trend to incorporate the arts into work-related learning. The purpose of this study was to explore work-related learning utilising the arts to determine the benefits of this approach to learning. This study was designed to investigate how work related learners, predominately adult learners, could benefit from learning with artistic processes. This study contributes to the body of knowledge and current limited research available on learning with the arts for work related development. Qualitative research was conducted in two arts environments, visual and performing, that offered work-related learning opportunities. This was undertaken using case study design where nine cases provided a snapshot of what was experienced when involved in work-related learning experiences. An analysis of nine participants’ perceptions of learning with the arts was undertaken firstly by exploring the individual learning from the personal, sociocultural and physical perspective using the Contextual Model of Learning developed by Falk and Dierking (2000). Secondly, to discover the potential of learning with the arts for work related skill development an analysis of the participants’ reflections describing what was gained in these arts learning environments were analysed using the Employability Skills Framework (DEST, 2002). Significant benefits for the individual adult learner are explored as a result of this study. For the workplace, this research presented evidence, based on participant perceptions, that employability skills could be developed when learning with the arts. Such skills identified during this study included assistance in the development of communication, initiative and enterprise, teamwork, self-management and lifelong learning skills

    Priestley College: report from the Inspectorate (FEFC inspection report; 48/94 and 41/98)

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    The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98

    Inspection report: Itchen College

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    Dates of inspection: 1–5 March 200

    A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

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    Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics
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