scholarly journals CULTURAL MODEL OF SCHOOLCHILDREN’S AESTHETIC EDUCATION BY MEANS OF BALL CHOREOGRAPHY

2021 ◽  
pp. 145-161
Author(s):  
N. Tereshenko
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Characteristics ◽  
Aesthetic Education ◽  
Cultural Model ◽  
School Students ◽  
Cultural Formation ◽  
Active Involvement ◽  
Invariant Part ◽  
Main Components

The article suggests that due to the structural characteristics of the cultural model of schoolchildren’s aesthetic education by means of ball choreography, the main components were identified as cultural positions of ball choreography, means of ball choreography, and criteria of aesthetic education of schoolchildren in ball choreography. There are given the structural components of the cultural model of aesthetic education of schoolchildren by means of ball choreography, that are functioning within two regulatory bases – the functioning of informal choreographic education and the importance of subjects of the artistic and aesthetic cycle in the invariant part of secondary schools’ curricula. The first component is the cultural creation of personality, which will be considered as a process in the context of ball choreography. Active involvement of students in ball choreography is one of the ways of their personal emotional development and aesthetic growth. Communication with the art of choreography, music, physical development, expansion of aesthetic horizons, the formation of a culture of relationships (personal and public) become a basis for the cultural formation of the high school student within the process of ball choreography. The second component of the cultural positions of ball choreography is the cultural formation of the dancer. Education of the ball choreographer involves the creation of an appropriate creative artistic environment in which the teenager will constantly feel the need for personal, creative, and aesthetic self-realization. The third component of the cultural positions of ball choreography is the cultural formation of the artist-choreographer. Defining this position, we realize that high school students of ball choreography at a certain stage of their aesthetic development create a desire to turn this hobby into a profession. In the context of this idea, it is advisable to organize specialized art (choreographic) education within general secondary education. Despite the fact that underage dancers do not yet have a professional choreographic education, they can fully meet the set standards for a ball choreographer. The next block of our cultural model, which we define is means of ball choreography. Analyzing the functionality of the means of choreographic art, we focused on the following components: music, choreographic text, choreographic drawing, stage choreography, and choreographic drama.

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

scholarly journals On the question of the formation of key competencies of students in the conditions of the center for education of digital and humanitarian profiles "Growth Point"

2021 ◽  
Author(s):  
О.В. Бажук ◽  
В.В. Бажук ◽  
Л.Г. Пузеп
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Diagnostic Methods ◽  
School Students ◽  
Growth Point ◽  
Literary Sources ◽  
Extra Curricular Activities ◽  
Key Competencies ◽  
Main Components

Актуальность статьи обусловлена необходимостью формирования ключевых компетенций (ценностно-смысловых, общекультурных, учебно-познавательных, информационных, коммуникативных, социально-трудовых, компетенций личностного самосовершенствования) обучающихся в соответствии с целями и ценностями образования, принимаемыми субъектами образовательного процесса. Цель статьи заключается в формировании ключевых компетенций у старшеклассников во внеурочной деятельности на базе МБОУ «Завьяловская СОШ» в рамках центра образования цифрового и гуманитарного профилей «Точка роста». Проведенный анализ литературных источников позволил обосновать модельцентра образования цифрового и гуманитарного профилей «Точка роста», основными компонентами которой являются: целевой, структурно-содержательный, результативный. В статье раскрывается содержание компонентов, приводится анализ результатов диагностических методик, направленных на изучение ключевых компетенций старшеклассников, выделяются формы организации внеурочной деятельности. Статья предназначена для работников системы образования, руководителей образовательных организаций, педагогов дополнительного образования, психологов, студентов и всех заинтересованных исследователей. The relevance of the article is due to the need to form key competencies (value-semantic, general cultural, educational-cognitive, informational, communicative, social-labor, personal self-improvement competencies) at students in accordance with the goals and values of education adopted by the subjects of the educational process. The purpose of the article is to form key competencies at high school students in extra-curricular activities on the basis of MBEI "Zavyalovskaya Secondary School" within the framework of the center for education of digital and humanitarian profiles "Growth Point". The analysis of literary sources made it possible to substantiate the model of the center for the education of digital and humanitarian profiles "Growth Point", the main components of which are: target, structural and meaningful, effective. The article reveals the content of the components, provides an analysis of the results of diagnostic methods aimed at studying the key competencies of high school students, identifies the forms of organizing extra-curricular activities. The article is intended for employees of the education system, heads of educational organizations, teachers of additional education, psychologists, students and all interested researchers.

scholarly journals Applying the Benefits of Peer Assessment to the High School English Classroom

2015 ◽  
Vol 39 (6) ◽  
pp. 19
Author(s):  
David O'Flaherty
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Group ◽  
Peer Assessment ◽  
Assessment Criteria ◽  
School Students ◽  
High School English ◽  
Active Involvement ◽  
English Classes ◽  
The Creation

The vast majority of studies and literature relating to peer assessment has focused on university level students. Proponents of peer assessment (PA) argue that the active involvement of students in the creation of assessment criteria, ongoing feedback, and the opportunity to grade and be graded by their peer group leads to greater understanding and ownership of the learning process. Critics of the process point to students’ reluctance and lack of ability to effectively engage in the process of assessment. Limited knowledge and a lack of confidence in their ability could result in the assessment element of PA being a step too far for high school students. Involving students in the creation of assessment criteria and the giving and receiving of feedback are, however, elements of PA that can be adopted for use in high school English classes in Japan. ピアアセスメント（生徒相互評価）に関する研究や考察は大学レベルの生徒に焦点が当てられているものが大多数である。ピアアセスメントの肯定論者は、生徒自身が積極的に評価基準の作成に関わること及びフィードバックの生徒間相互付与が、学習過程における理解深化及び積極性を高めるのに非常に有効であると主張し、否定論者は限られた知識及び自身の能力に対する自信の欠如を挙げ、生徒の非積極性と評価基準作成に対する能力の欠如を指摘する。本論では、評価基準作成における生徒の参加、フィードバックの相互付与といったピアアセスメントの要素の、高等学校英語授業における有効性について述べる。

Factors of emotional burnout in the educational activities of high school students

2020 ◽  
pp. 106-113
Author(s):  
Alexander G. Ilyukhin
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Negative Symptoms ◽  
Complex Structure ◽  
School Life ◽  
School Students ◽  
Educational Activities ◽  
Main Components ◽  
Emotional Burnout

The work explores the factors of the development of emotional burnout in the educational activities of high school students (15–17 years old) and their resulting effect on success in it. Emotional burnout is a complex structure that includes three main components: emotional exhaustion, depersonalization (cynicism), a sense of its own inadequacy and inefficiency. Researchers note the important role of emotional burnout in the appearance of negative symptoms of schoolchildren, which doesn't only lead to a deterioration in academic performance, but also in personal psychological problems. As a result of our study of burnout factors in educational activities, senior schoolchildren established a significant influence of both external (school life, social environment: family and peers) and internal (self-assessment of their appearance and estimated anxiety) factors. We established a complex connection between the components of burnout and the success of educational activities, expressed in the direct experience of their own inconsistency and inefficiency in school as the basis for reducing academic performance. We made conclusions about the possible reasons for the appearance of such relationships and about the possibility of studying this phenomenon in line with the development of the competent paradigm of education in Russia.

Japanese Special High School Students' Reflections on 9-11

2019 ◽  
pp. 36-48
Author(s):  
Shizuka Sutani ◽  
Taichi Akutsu
Keyword(s):  
High School ◽  
New York ◽  
High School Students ◽  
York City ◽  
Terrorist Attack ◽  
Group Instruction ◽  
School Students ◽  
Disaster Victims ◽  
Active Involvement ◽  
Mixed Ensemble

In this study, the authors describe the reflective practices of a violin group instruction session that evolved into a mixed ensemble lesson in which the participants at a Japanese special high shared thoughts and feelings about the 9-11 terrorist attack in New York City. The lesson originally planned for a group violin instruction; however, the students and teacher co-created and arranged the lessons into a mixed ensemble practice in order to share their thoughts concerning the disaster victims. While students were learning the violins, T, by coincidence, found a lyric along with chord progression indicated on a sheet of paper set on a music stand in the corner of the classroom. The name of the song was “Hanamizuki,” the popular Japanese song by Yo Hitoto dedicated to the victims of 9-11. This chapter presents how the teacher's reflective practice and students' active involvement co-created the contents of the class and made an unexpected connection through a song they learned about 9-11.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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