Talking Fingers: An Interview Study of Pianists' Views on Fingering

1997 ◽  
Vol 1 (1) ◽  
pp. 87-107 ◽  
Author(s):  
Eric Clarke ◽  
Richard Parncutt ◽  
Matti Raekallio ◽  
John Sloboda
Keyword(s):  
Motor Skill ◽  
Common Ground ◽  
Procedural Knowledge ◽  
Contemporary Music ◽  
Declarative Knowledge ◽  
Standard Approach ◽  
Primary Determinant ◽  
Role Of Teachers ◽  
Technical Considerations

Seven professional pianists were interviewed to gather their views on various aspects of piano fingering. The issues covered included technical considerations, the influence of interpretation and composers' markings on fingering, the effects of different Performance circumstances, and the role of teachers in determining fingering strategies. An analysis of the participants' responses revealed both a considerable amount of common ground in their attitudes to these matters, and some strikingly different attitudes. Five primary themes emerged: i) while Standard fingerings form the basis for these performers' strategies, a greater use of Standard fingerings in sight-read as opposed to rehearsed or memorised performance was predicted by the participants; ii) those performers with a deeper involvement in, and earlier exposure to, contemporary music considered themselves to have a less Standard approach to fingering; iii) physical considerations not only represent constraints on fingering, but also offer opportunities to employ positively pleasurable fingerings which may be highly idiosyncratic; iv) while interpretation is universally regarded as the primary determinant of finger choice, attitudes range from a refusal to contemplate a fingering until musical matters have been resolved to the belief that a Single best fingering can be found onto which interpretative choices are mapped; v) the participants appear to have good declarative knowledge of the more abstract and Strategic aspects of their approach to fingering, and essentially procedural knowledge of what they do in any particular circumstance, as found in previous research on motor skill.

Mental Strategies and Materials or Models for Addition and Subtraction up to 100 in Dutch Second Grades

1993 ◽  
Vol 24 (4) ◽  
pp. 294-323 ◽  
Author(s):  
Meindert Beishuizen
Keyword(s):  
Cognitive Psychology ◽  
Field Study ◽  
Procedural Knowledge ◽  
Mental Arithmetic ◽  
Declarative Knowledge ◽  
Differential Effects ◽  
Mental Addition ◽  
Addition And Subtraction ◽  
Support Conditions

Dutch mathematics programs emphasize mental addition and subtraction in the lower grades. For two-digit numbers up to 100, instruction focuses on “counting by tens from any number” (N10), a strategy that is difficult to learn. Therefore, many children prefer as an easier alternative “decomposition” in tens (1010) and units. Instead of the use of arithmetic blocks (BL), the hundredsquare (HU) was introduced in the 1980s because of a (supposed) better modeling function for teaching N10. In a field study with several schools, (a) we compared the strategies N10 and 1010 on procedural effectiveness and error types, and (b) we assessed the influence of the support conditions BL versus HU on the acquisition of mental strategies (we had also a control condition NO with no extra materials or models). Results confirmed the greater effectiveness of N10 but also the preference of many weaker children for 1010. Support for BL or HU had differential effects on mental strategies. Differences are discussed in terms of cognitive psychology: the role of declarative knowledge and the relation between conceptual and procedural knowledge. New Dutch proposals for the 1990s emphasize teaching both strategies N10 and 1010 to enhance the flexibility of students' mental arithmetic.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

Putting the Madhyamaka Trick in Context: A Contextualist Reading of Huntington’s Interpretation of Madhyamaka

2014 ◽  
Vol 31 (1) ◽  
pp. 91-124
Author(s):  
Michael Dorfman
Keyword(s):  
Fifteenth Century ◽  
Common Ground ◽  
Correspondence Theory ◽  
The Body ◽  
Rational Analysis ◽  
At Command ◽  
Rational Argumentation ◽  
Logical Fallacies ◽  
Key Terms

In a series of works published over a period of twenty five years, C.W. Huntington, Jr. has developed a provocative and radical reading of Madhyamaka (particularly Early Indian Madhyamaka) inspired by ‘the insights of post- Wittgensteinian pragmatism and deconstruction’ (1993, 9). This article examines the body of Huntington’s work through the filter of his seminal 2007 publication, ‘The Nature of the M?dhyamika Trick’, a polemic aimed at a quartet of other recent commentators on Madhyamaka (Robinson, Hayes, Tillemans and Garfield) who attempt ‘to read N?g?rjuna through the lens of modern symbolic logic’ (2007, 103), a project which is the ‘end result of a long and complex scholastic enterprise … [which] can be traced backwards from contemporary academic discourse to fifteenth century Tibet, and from there into India’ (2007, 111) and which Huntington sees as distorting the Madhyamaka project which was not aimed at ‘command[ing] assent to a set of rationally grounded doctrines, tenets, or true conclusions’ (2007, 129). This article begins by explicating some disparate strands found in Huntington’s work, which I connect under a radicalized notion of ‘context’. These strands consist of a contextualist/pragmatic theory of truth (as opposed to a correspondence theory of truth), a contextualist epistemology (as opposed to one relying on foundationalist epistemic warrants), and a contextualist ontology where entities are viewed as necessarily relational (as opposed to possessing a context-independent essence.) I then use these linked theories to find fault with Huntington’s own readings of Candrak?rti and N?g?rjuna, arguing that Huntington misreads the semantic context of certain key terms (tarka, d???i, pak?a and pratijñ?) and fails to follow the implications of N?g?rjuna and Candrak?rti’s reliance on the role of the pram??as in constituting conventional reality. Thus, I find that Huntington’s imputation of a rejection of logic and rational argumentation to N?g?rjuna and Candrak?rti is unwarranted. Finally, I offer alternate readings of the four contemporary commentators selected by Huntington, using the conceptual apparatus developed earlier to dismiss Robinson’s and Hayes’s view of N?g?rjuna as a charlatan relying on logical fallacies, and to find common ground between Huntington’s project and the view of N?g?rjuna developed by Tillemans and Garfield as a thinker committed using reason to reach, through rational analysis, ‘the limits of thought.’

Administrasi Kurikulum

2020 ◽  
Author(s):  
Faisal Amri Tanjung
Keyword(s):  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Curriculum Planning ◽  
Educational Goals ◽  
Entire Process ◽  
Educational Supervision ◽  
Role Of Teachers

This article aims to fulfill administrative duties and educational supervision. Where this article is titled "Curriculum Administration." This article writing technique is taken by looking for existing information. Curriculum administration is the entire process of activities planned to help achieve educational goals. The curriculum administration process is curriculum planning, curriculum implementation, curriculum supervision, and curriculum evaluation. The role of teachers in curriculum administration is as implementers, adapters, developers, and researchers.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

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