Canonized repertoire as conduit to creativity

2019 ◽  
Vol 37 (3) ◽  
pp. 407-424
Author(s):  
Julia Maurine West
Keyword(s):  
Music Education ◽  
Participant Observation ◽  
Art Music ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Creative Development ◽  
Pedagogical Strategies ◽  
Creative Processes ◽  
Western European ◽  
Music Class

Evidence found throughout the history of Western European art music reveals traditions that encompassed improvisation. This furthers the idea that without improvisation, music education based on canonized works of Western European art music is incomplete. When the goal of music education is to preserve works exactly as notated, improvisation occupies a marginal role in representations and practices commonly associated with the canon. Drawing upon participant observation and semi-structured interviews, this ethnographic case study investigates narratives of experience and pedagogical strategies of two Dalcroze music teacher-participants who treat canonized repertoire as an impetus to creative thought. Field sites included a kindergarten and an adult music class. Several themes emerged from the data analysis, providing a basis for understanding how previous experiences influence classroom practices and pedagogical strategies for opening creative processes in interaction with canonical repertoire. Findings show that the teacher-participants consider improvisation as inextricably linked to other musical processes and conceive of teaching itself as improvisation, treating features of repertoire as material for creative development. By revealing pedagogical practices that offer exceptions to an established model, this study illuminates patterns of interaction that challenge a widespread view of music education based on Western European art music as enacting static preservation.

scholarly journals The organisation of solfège pedagogy in Serbia from the second half of the 19th century until today - achievements and attainments

Muzikologija ◽  
2016 ◽  
pp. 27-50
Author(s):  
Kristina Parezanovic
Keyword(s):  
World War Ii ◽  
Music Education ◽  
19Th Century ◽  
Art Music ◽  
Pedagogical Practices ◽  
Music Pedagogy ◽  
World War ◽  
Long Period ◽  
Western European ◽  
The 19Th Century

This research focuses on the development of art music, music pedagogy and teaching solf?ge in Serbia in the long period stretching from the second half of the 19th century until the present day. In this article I present a chronology of the institutionalisation of the music education system in Serbia; then, I discuss the origins of the influence of Western European artistic-pedagogical practices on Serbian teaching, through the testimonies by Stevan Hristic, Berthold Hartmann, Miloje Milojevic, Stanislav Vinaver, Milan Grol and others. I finish with the presentation of the most important Serbian music pedagogues and their achievements in the period before World War II (Stevan Stojanovic Mokranjac, Isidor Bajic, Miloje Milojevic, Miodrag Vasiljevic) in parallel with the results and practices of the Western European and global music pedagogy. My goal is to observe Serbian approaches to music pedagogy in relation to the question of the possibilities, realistic or hypothetical, to use the educational principles which were in expansion in Europe at the end of the 19 th and beginning of the 20th centuries in Serbian music pedagogy. After examining the methods of teaching solf?ge in the period from the end of World War II until today, I conclude that Serbia has developed its own pedagogic style (even though it is based on the complementarity of several autochthonous and foreign methodical solutions), built upon and supperted by the experience and knowledge of Serbian and foreign attainments in music pedagogy.

scholarly journals Vývoj a vliv tradiční a moderní hudby v každodennosti Kyrgyzů / The development and influence in traditional and modern music on the everyday life of the Kyrgyz people

2020 ◽  
Vol 2020 (2) ◽  
pp. 3-29
Author(s):  
Miloš Jodas ◽  
Keyword(s):  
Music Education ◽  
Everyday Life ◽  
Participant Observation ◽  
Field Research ◽  
Structured Interviews ◽  
Modern Music ◽  
National Pride ◽  
The Everyday ◽  
Relationship Of ◽  
The Relationship

The principal aim of this paper is to define Kyrgyz music in Kyrgyzstan ethnomusicology in order to assess whether the traditional Kyrgyz music has an essential impact on the identity of the Kyrgyz people and, if so, how does this impact manifest itself. In order to assess the impacts during research, the author was concerned with the influence of urbanization, globalization on processes related to music, the preference of either traditional or modern music, and how music is perceived in a cross-generational perspective. Furthermore, the thesis focuses on related phenomena including folk music instruments of the Kyrgyz or the Kyrgyz storytellers and musicians, who call themselves aqyns and manaschi. Additionally, the relationship of the national pride and music or the most common forms of music education of children and adolescents and its financial and spatial availability are being explored and scrutinized. The unifying theme of this thesis is music in everyday life of the Kyrgyz. The analytical part of this research mainly draws on the results of the author’s month-long field research from 2018 which took place in various diverse regions of Kyrgyzstan. The research includes a questionnaire, overt participant observation, and semi-structured interviews.

Teachers’ Mindsets about L2 Learning: Exploring the Influences on Pedagogical Practices

RELC Journal ◽  
2022 ◽  
pp. 003368822110670
Author(s):  
Nourollah Zarrinabadi ◽  
Elnaz Afsharmehr
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Language Learning ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Private Language ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Learning And Teaching

This qualitative study aimed to examine Iranian language teachers’ mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran. The data were collected through conducting semi-structured interviews with the participants. The qualitative content analysis was conducted, and the main themes and categories were extracted. The results revealed that teachers had categorical (fixed or growth) or mixed mindsets (both fixed and growth mindsets). Moreover, the results showed that teachers’ mindsets influenced teachers’ pedagogical strategies, homework assignment, and their praise type. The findings show that it is important to raise teachers’ awareness about their mindsets and the effects they might have on their teaching strategies and the feedback/praise they give to their students.

scholarly journals Educação do Movimento dos Trabalhadores Rurais Sem Terra: um espaço de resistência à colonialidade e seus mecanismos de poder

2020 ◽  
pp. 1-24
Author(s):  
Yohana Marcela Sierra Casallas ◽  
Darci Secchi
Keyword(s):  
Qualitative Research ◽  
Graduate Education ◽  
Participant Observation ◽  
Popular Education ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Mato Grosso ◽  
The Public ◽  
National School ◽  
Education Personnel

This paper is part of an investigation linked to the Post-graduate Education Program in the Federal University of Mato Grosso, research on Social Movements, Politics and Popular Education, Cuiabá, with the support of the Coordination for the Improvement of Higher Education Personnel (CAPES). Its purpose is to analyze the pedagogical and educational initiatives developed in rural schools, under the coordination of the Movement of Landless Workers (MST) in Mato Grosso, as a process of resistance to coloniality and its mechanisms of power. This is a qualitative research, developed with the teachers and directors of the Florestan Fernandes National School located in the October 12’s Settlement. The research tools used were: semi structured interviews, participant observation and field journals. Based on the interviews, it can be seen that the MST’s schools are constituted from an anti-hegemonic conception, with different pedagogical practices. The field journals analysis reveals that this school implements the philosophical and pedagogical principles of the Movement, although financed by the public sector.

Reconnecting the music-making experience through musician efforts in instrument craft

2018 ◽  
Vol 36 (4) ◽  
pp. 560-573
Author(s):  
Alex Smith
Keyword(s):  
Music Education ◽  
Natural Resources ◽  
Ethical Issues ◽  
Participant Observation ◽  
Musical Instruments ◽  
Structured Interviews ◽  
Recycled Materials ◽  
Musical Settings ◽  
Music Making ◽  
Collegiate Level

Musical settings that require consumers to construct their own musical instruments serve as potential sites of reconnection between musicians, the musical instruments they make, the natural resources that comprise those instruments, and the labor required to produce them. When musicians reconnect in these ways, they are able to understand and appreciate their musical instruments in new and meaningful ways. This can allow for heightened efforts in instrument care and maintenance; it can also allow for a greater sensitivity to environmental and ethical issues surrounding musical instruments. Data are drawn from a collegiate-level academic percussion musical setting where the musicians composed for and performed on the instruments they made themselves from mostly recycled materials. Group and individual semi-structured interviews and participant observation conducted over the course of summer and fall 2014 reveal the ways these reconnections are possible. This paper is in response to Matsunobu’s (2013) call to further establish instrument craft as an area within music education curricula.

scholarly journals Creating a career as a woman composer: Implications for music in higher education

2018 ◽  
Vol 35 (3) ◽  
pp. 237-253 ◽  
Author(s):  
Dawn Bennett ◽  
Sally Macarthur ◽  
Cat Hope ◽  
Talisha Goh ◽  
Sophie Hennekam
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Women Composers ◽  
Art Music ◽  
Pedagogical Practices ◽  
Music Curriculum ◽  
Western Art ◽  
Curricular Design ◽  
Marginalised Groups ◽  
And Gender

Recent decades have seen gender and feminist research emerge as major fields of enquiry in musicology and to a far lesser extent, music education. While these fields have increased awareness of the issues confronting women and other marginalised groups, the pedagogical practices and curricular design that might support aspiring women composers are in urgent need of attention. This article reports from an international survey of women composers (n=225), who in western art music continue to experience a masculine bias that has its roots in the past. The findings in the survey were focused on income, work and learning, relationships and networks, and gender. Numerous composers surveyed noted the under-representation of music composed by women in their higher education curricula. They also described their unpreparedness for a career in music. The article explores the issue of gender in music composition and makes practical recommendations for a more gender balanced music curriculum in higher education.

scholarly journals Escola Itinerante Herdeiros do Saber: uma análise sobre o processo de transformação da “Escola do Ensino” para “Escola do Trabalho”

2021 ◽  
pp. 1-30
Author(s):  
Rose Riepe de Souza ◽  
Clesio Acilino Antonio
Keyword(s):  
Management Practices ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Landless Workers Movement ◽  
Object Of Study ◽  
Educational Principle

The article presents a research that has as object of study the Itinerant School Herdeiros do Saber of the Landless Workers Movement, Rio Bonito do Iguaçu, Paraná. The objective of the research was to analyze the process of transforming the pedagogical practices of the “School of teaching” to the “School of work”, from the perspectives of the teachers working in that school. The case study methodology used semi-structured interviews, participant observation and field diary. The research seeks to contribute to the discussions about the school form in the movement of pedagogical transformations of rural schools. The research results show a process of construction of pedagogical practices guided by work as an educational principle, the link between school education and life and the school organization, with different times and spaces. In these areas, the main contradictions present express questions of the centrality of teaching scientific knowledge, of pedagogical and school management practices, of the training of teachers. Finally, it presents some challenges of the school experience analyzed regarding the consolidation of the school's pedagogical proposal, the lack of resources and investment and the political context of the school's social reality.

scholarly journals Psicomotricidade e práticas pedagógicas no contexto da Educação Infantil: uma etnografia escolar

2018 ◽  
Vol 11 (1) ◽  
pp. 130
Author(s):  
Fauston Negreiros ◽  
Carolina Machado de Sousa ◽  
Francisca Kétsia Lourenço Gomes de Moura
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Motor Coordination ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Childhood Education ◽  
Discursive Analysis ◽  
Integral Development ◽  
Three Stages

O estudo tem como objetivo analisar como ocorrem as práticas pedagógicas psicomotoras na escola de Educação Infantil e qual a importância da psicomotricidade para o desenvolvimento da criança. Utilizou-se abordagem qualitativa, etnográfica e descritiva. Realizou-se observação não participante, diários de campo e entrevistas semiestruturadas. Os dados foram analisados de acordo com a técnica da Hermenêutica de Profundidade, seguindo três etapas: análise sócio-histórica; análise Formal ou Discursiva e (Re) Interpretação. Os resultados revelaram que as práticas psicomotoras utilizadas pelas professoras de Educação Infantil da escola analisada são atividades voltadas às brincadeiras, canções, recorte, colagem, pintura, massinha de modelar e o desenvolvimento da coordenação motora. Apesar da instituição escolar ser muito pequena e não disponibilizar materiais para que a psicomotricidade possa ser estimulada de forma mais ampla, as educadoras se esforçam com o que tem para que os aspectos psicomotores sejam realizadas com as crianças, pois elas sabem da importância dessa ciência para o desenvolvimento integral infantil, englobando o lado motor, psíquico e afetivo.Palavras- Chaves: Psicomotricidade. Práticas.  Educação infantil. Psychomotricity and pedagogical practices in the context of Early Childhood Education: a school ethnographyABSTRACTThe study aims to analyze how the psychomotor pedagogical practices occur in the School of Early Childhood Education and what is the importance of psychomotricity for the development of the child. A qualitative, ethnographic and descriptive approach was used. Non-participant observation, field diaries and semi-structured interviews were carried out. The data were analyzed according to the Depth Hermeneutics technique, following three stages: sociohistorical analysis; Formal or Discursive analysis and (Re) Interpretation. The results showed that the psychomotor practices used by the teachers of Early Childhood Education of the analyzed school are activities related to the games, songs, cut, collage, painting, modeling clay and the development of motor coordination. Although the school institution is very small and does not provide materials for psychomotricity to develop, the educators strive with what they have for the psychomotor aspects to be carried out with the children, because they know the importance of this science for the integral development of the child, encompassing the motor, psychic and affective side.Keywords: Psychomotricity. Practices. Child education Psicomotricidad y prácticas pedagógicas en el contexto de la Educación Infantil: una etnografía escolarRESUMENEl estudio tiene como objetivo analizar cómo ocurren las prácticas pedagógicas psicomotoras en la escuela de Educación Infantil y cuál es la importancia de la psicomotricidad para el desarrollo del niño. Se utilizó el abordaje cualitativo, etnográfico y descriptivo. Se realizó observación no participante, diarios de campo y entrevistas semiestructuradas. Los datos fueron analizados de acuerdo con la técnica de la Hermenéutica de Profundidad, siguiendo tres etapas: análisis sociohistórico, análisis formal o discursivo y (re) interpretación. Los resultados evidencian que las prácticas psicomotoras utilizadas por las profesoras de Educación Infantil de la escuela investigada son actividades direccionadas a la jugada, canciones, recorte, collage, pintura, modelaje y el desarrollo de la coordinación motora. A pesar de la institución escolar ser muy pequeña y no brindar materiales para que la psicomotricidad pueda ser estimulada de forma más amplia, las educadoras se esfuerzan con lo que tienen para que los aspectos psicomotrices sean realizados con los niños, pues ellas saben la importancia de dicho aspecto para el desarrollo integral infantil, englobando el lado motor, psíquico y afectivo.Palabras clave: Psicomotricidad. Prácticas. Educación Infantil.

scholarly journals POSSIBILIDADES E DESAFIOS DE USO DO JOGO DIGITAL POKÉMON GO EM ESPAÇOS ESCOLARES NO CONTEXTO DE CIBERCULTURA E HIBRIDISMO TECNOLÓGICO DIGITAL: TRILHAS INICIAIS PARA O ENSINO DE BIOLOGIA

2020 ◽  
Vol 2 ◽  
pp. 63
Author(s):  
Douglas Carvalho Amorim ◽  
Luis Paulo Leopoldo Mercado
Keyword(s):  
Information And Communication Technologies ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Structured Interviews ◽  
Daily Lives ◽  
Technological Support ◽  
Analysis Technique ◽  
Information And Communication ◽  
Pokémon Go

RESUMOA cibercultura permitiu repensarmos como as práticas pedagógicas em sala de aula são desenvolvidas. O advento da internet descentralizou o conhecimento de modo que houve aumento do acesso a ele em espaços distintos da escola. As tecnologias digitais da informação e comunicação (TDIC), a exemplo dos jogos digitais, podem contribuir em processos de aprendizagem e fazem parte do cotidiano dos estudantes estabelecendo espaços de convivência, mas são desconsideradas nas escolas. Neste artigo, investigamos as possibilidades e dasafios de uso do jogo digital Pokémon Go® em escolas da cidade de Maceió para a mediação do ensino de Biologia em um contexto de cibercultura e hibridismo tecnológico digital. A hipótese que sustentou o estudo foi que o jogo apresenta potencial para práticas de ensino de Biologia dentro e fora das escolas. A metodologia utilizada envolveu pesquisa qualitativa de caráter exploratório. Os participantes foram dois professores de Biologia, jogadores de Pokémon Go®. Os dados foram coletados por meio de entrevista semiestruturada e observação participante nas escolas em que os professores atuam. Foi utilizada a técnica da análise de conteúdo com auxilío do software Atlas Ti 7® para análise dos dados coletados. Como resultados, o jogo Pokémon Go® apresentou potencial para o ensino em contextos extraescolares, em espaços informais, sob mediação pedagógica dos professores, e demonstrou também que, dentro das escolas, desafios relacionados à gestão pedagógica, suporte tecnológio e dimensão espacial adequada ainda precisam ser superados.Palavras-chave: Pokémon Go®. Ensino. Cibercultura. Hibrismo tecnológico digital. Mediação pedagógica.ABSTRACTCyberculture allowed us to rethink how pedagogical practices in the classroom are used. The advance of the internet has decentralized the knowledge in a way that has increased access to it in different spaces of the school. As digital information and communication technologies (DICT), as the example of digital games, can contribute to learning processes and be part of the daily lives of students who establish living spaces, but are disregarded in schools. In this article, we investigate the possibilities and challenges of the use of the digital game Pokémon Go® in schools in the city of Maceió to mediate the teaching of Biology in a context of cyberculture and digital technological hybridity. The hypothesis that supported the study was that the game presents the potential for teaching Biology practices inside and outside schools. The methodology used involves qualitative research with exploratory design. The participants were two Biology teachers, players of Pokémon Go®. The data were collected through semi-structured interviews and participant observation in the schools where the teachers work. A content analysis technique with the aid of the Atlas Ti 7® software was used to analyze the collected data. As a result, the Pokémon Go® game presents the potential for teaching in the extra school contexts, in informal spaces under pedagogical mediation by teachers and the challenges within schools were related to pedagogical management, technological support and spatial dimensioning that need to be overcome.Keywords: Pokémon Go®. Teaching. Cyberculture. Digital technological hybridism. Pedagogical mediation.

Peregrinação Acadêmica: A mulher Romeira do Bom Jesus da Lapa

2020 ◽  
Author(s):  
Sandra Célia Coelho Gomes da Silva
Keyword(s):  
Gender Identity ◽  
Social Reproduction ◽  
Participant Observation ◽  
Female Gender ◽  
Age Group ◽  
Structured Interviews ◽  
The West ◽  
Patriarchal Family ◽  
The Family ◽  
West Part

This work is the result of the doctoral thesis entitled Pilgrimage of Bom Jesus da Lapa: Social Reproduction of the Family and Female Gender Identity, specifically the second chapter that talks about women in the Pilgrimage of Bom Jesus da Lapa, emphasizing gender relations, analyzing the location of the pilgrimage as a social reproduction of the patriarchal family and female gender identity. The research scenario is the Bom Jesus da Lapa Pilgrimage, which has been held for 329 years, in that city, located in the West part of Bahia. The research participants are pilgrim women who are in the age group between 50 and 70 years old and have participated, for more than five consecutive years in the Bom Jesus da Lapa Pilgrimage, belonging to five Brazilian states (Bahia, Minas Gerais, São Paulo, Espírito Santo and Goiás) that register a higher frequency of attendance at this religious event. We used bibliographic, qualitative, field and documentary research and data collection as our methodology; we applied participant observation and semi-structured interviews as a technique. We concluded that the Bom Jesus da Lapa Pilgrimage is a location for family social reproduction and the female gender identity, observing a contrast in the resignification of the role and in the profile of the pilgrim women from Bom Jesus da Lapa, alternating between permanence and the transformation of gender identity coming from patriarchy.

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