Skip to main content

Home/ Diigo In Education/ Group items matching "facilitation" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
meghankelly492

"Can't We Just Change the Words?": EBSCOhost - 1 views

web.b.ebscohost.com/...detail

Music Theory Test Review UFMUE

shared by meghankelly492 on 24 May 19 - No Cached
  • The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
  • However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
  • The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
  • ...10 more annotations...
  • how does each author use authenticity as a strategy for making or justifying decisions in music education?
  • authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
  • since the original loses some of its essential qualities in a simplification.5
  • His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
  • Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
  • Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
  • Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
  • Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
  • Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
  • "World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
Sharin Tebo

Education in the United States and Finland: What is and what can be | CTQ - 36 views

www.teachingquality.org/...d-finland-what-and-what-can-be

Global education philosophy SDW Finland United united states

shared by Sharin Tebo on 22 Oct 15 - No Cached
  • The simple answer is this: Finland’s cultural values and priorities are manifested in its system of education: “to guarantee all people…equal opportunities and rights to culture, free quality education, and prerequisites for full citizenship.”
  • Finland aims to uplift everyone in society; in Finland’s case, this vision can be achieved by providing equitable access to education and other social benefits. 
  • Finnish students do not begin their formalized education until the age of 7, standardized testing is unheard of in the formative years, and autonomy and play are encouraged throughout the curriculum.
  • ...13 more annotations...
  • At the foundation of Finnish educational success are two core values: trust and equity. 
  • Finland’s educational system had become more decentralized and decision-making occurred at the local level.
  • local autonomy
  • Constraints on control and standardization facilitated greater flexibility, freedom, and the teaching profession became more supported, trusted, and respected.
  • Love of Learning
  • growth
  • relationships
  • personalized learning
  • n such a climate, adult stakeholders ostensibly trust one another, causing classroom environments to be less controlling and more collaborative in nature. 
  • With trust and equity as twin pillars of the educational system, it is unsurprising that Finland is able to focus on learning processes for civic engagement and development rather than on expending unnecessary energy for checklists, data, and oversight. 
  • Too many of our communities, schools, and students remain constrained and marginalized by poverty, lack of access, and limited opportunities.  Too many of us are focused on extrinsic motivators that inevitably lead to competition, compliance, expediency, sanctions, disengagement, and a diminished love of learning. 
  • “we’re measuring a lot of things in education today,” and wondered, “how are we measuring care?” 
  • perhaps we should be focusing less on Finnish education and more on the cultural values and conditions that make it possible.
Nadjib Aktouf

NZ Interface Magazine | Eight habits of highly effective 21st century teachers - 7 views

www.nz-interface.co.nz/articles.cfm

teaching 21stCentury habits 21stcenturylearning 21stcenturyteacher teachers 21stCenturyskills education

shared by Nadjib Aktouf on 08 May 09 - Cached
  • 4. Taking risksThere’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students.
    • jordyn bibiloni
      jordyn bibiloni on 08 May 09
       
      I see this so much in those teachers who are afraid to miss a day of class if something doesn't work as planned. Years go by, and all those neat lessons they'd like to do, remain untried. Teachers end up disappointed they weren't able to update their teachings, and students are disappointed with the redundant, "safe" lessons.
    • John Evans
      John Evans on 09 May 09
       
      We all need to take little risks each day in how we teach. Reach out try something new, how else will we grow in our practice. Darren Kuropatwa says it best in his Awakening Posibilities Presentation: 5 Minutes to Make a Difference - http://lwictpln2009.wikispaces.com/Professional+Learning "No such thing as Best Practice, it's all Beta practice!" John Evans
  • jordyn bibiloni on 08 May 09
     
    8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
  • John Evans on 09 May 09
     
    8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
« First ‹ Previous 121 - 123 of 123
Showing 20▼ items per page