The Lady Composer Makes Her Entrance

2020 ◽  
pp. 6-17
Author(s):  
Wanda Brister ◽  
Jay Rosenblatt
Keyword(s):  
Middle Class ◽  
Primary School ◽  
Formal Education ◽  
Roman Catholic ◽  
Musical Instruments ◽  
Her Family ◽  
Musical Education ◽  
Class Background ◽  
Girls School ◽  
North London

From her birth in North London to her residences in Streatham in South London, Dring’s earliest years are discussed. Portraits are provided of her father and mother, including their professions and musical talents, and there are details on her older brother, grandparents, and other relatives as well as evidence of her middle-class background. Also noted are Dring’s church upbringing as a Roman Catholic and the importance of her religion at this point in her life, and her formal education at St. Andrew’s Roman Catholic Primary School and La Retraite Roman Catholic Girls School. Little is known of her musical education from these years, but there is a description of an early recital with her family and the musical instruments in the house.

The Lady Composer Takes Her First Steps

2020 ◽  
pp. 17-53
Author(s):  
Wanda Brister ◽  
Jay Rosenblatt
Keyword(s):  
World War Ii ◽  
Royal College ◽  
Formal Education ◽  
Roman Catholic ◽  
Point Of View ◽  
Teenage Girl ◽  
World War ◽  
Musical Style ◽  
Musical Education ◽  
Radio Broadcast

Dring’s musical education took place at the Royal College of Music, beginning in the Junior Department at the same time as her formal education in Roman Catholic grade schools. Her mentors included Percy Buck and Angela Bull, who together directed the Department. Dring also benefited from the encouragement of the directors of the RCM, Hugh Allen and George Dyson. Principal teachers included Betty Barne and Freda Dinn for violin, Jewel Evans and Lilian Gaskell for piano, and Stanley Wolff and Leslie Fly for composition. Important first performances of her music took place on the BBC radio broadcast of the “Children’s Hour” and at a concert at Lambeth County Hall. As an actor, Dring’s participation in the yearly Christmas play is documented, and as an example of her musical style, her Fantasy Sonata (In one movement) is examined in detail. The effect of the beginning of World War II is considered from Dring’s point of view, specifically in the way it affected a teenage girl at the Royal College of Music.

Emily Parker and Her Family

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Social Skills ◽  
Middle Class ◽  
Social Life ◽  
Self Esteem ◽  
European American ◽  
American Family ◽  
Her Family ◽  
Normative Practices

Chapter 8, “Emily Parker and Her Family,” is the first of four chapters that focus on individual children and their families. Forming the “Persons” part of the book, these chapters provide intimate portraits of the children and their circumstances, complementing the preceding chapters, which focused on normative practices. Emily Parker was the middle child in a middle-class European American family. She was an affectionate child who loved to please people and remained close to her older sister, despite their wrangles. Emily was sensitive to criticism from her parents but was unperturbed by her sister’s jibes. Mr. and Mrs. Parker immersed their children in a rich and varied social life in which Emily developed precocious social skills—evidence, her parents believed, of her high self-esteem. Emily learned to praise herself and to ask adults for help.

Privilege Accumulation Among Upper Middle-Class Youth in Mexico

2020 ◽  
Author(s):  
Minor Mora-Salas ◽  
Orlandina de Oliveira
Keyword(s):  
Middle Class ◽  
Life Histories ◽  
Social Processes ◽  
Economic Resources ◽  
Upper Class ◽  
Mexican Families ◽  
Life Trajectories ◽  
Class Background ◽  
Upper Middle Class ◽  
Class Youth

This chapter demonstrates how upper middle-class Mexican families mobilize a vast array of social, cultural, and economic resources to expand their children’s opportunities in life and ensure the intergenerational transmission of their social position. The authors analyze salient characteristics of families’ socioeconomic and demographics in the life histories of a group of young Mexicans from an upper middle-class background. Many believe that micro-social processes, especially surrounding education, are key to understanding how upper-class families mobilize their various resources to shape their children’s life trajectories. These families accumulate social advantages over time that accrue to their progeny and benefit them upon their entrance to the labor market.

scholarly journals Shifting power dynamics in interviews with children: a minority ethnic, working-class researcher’s reflections

2021 ◽  
pp. 146879412110347
Author(s):  
Imane Kostet
Keyword(s):  
Qualitative Research ◽  
Middle Class ◽  
Working Class ◽  
Cultural Capital ◽  
Ethics Committees ◽  
Power Dynamics ◽  
Class Background ◽  
Minority Ethnic

This article aims to contribute to the literature on power dynamics and researchers’ positionality in qualitative research, by shedding light on the experiences of a minority ethnic researcher with a working-class background. Drawing on Bourdieusian concepts, it discusses how middle-class children confronted the researcher with language stigma and how they, while drawing boundaries vis-à-vis those who ‘lack’ cultural capital, (unintentionally) drew boundaries against the researcher herself. In turn, it illustrates how during interviews with working-class children, manners had to be adopted with which the researcher is no longer familiar. This article calls on ethics committees to more strongly consider how researchers might become ‘vulnerable’ themselves during fieldwork and to acknowledge intersectional experiences that potentially cause power dynamics to shift, even in research involving groups that are socially believed to have little power, such as children.

LUKISAN SEBAGAI KAEDAH PENILAIAN PERKEMBANGAN PERSEPTUAL DAN ANALITIKAL KANAK-KANAK

2019 ◽  
Vol 7 (2) ◽  
pp. 37-48
Author(s):  
NADYA A. KAMAL
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Formal Education ◽  
Critical Time ◽  
Artistic Development ◽  
Drawing Test ◽  
The World ◽  
Perceptual Ability ◽  
Children's Development ◽  
Children’S Development

Persediaan kanak-kanak pra-sekolah dalam lingkungan 2 hingga 6 tahun untuk menjalani pengalaman dunia sebenar amat kritikal. Sebelum memulakan persekolahan arus perdana, kanak-kanak ini sebenarnya memperlihatkan kesediaan serta perkembangan fizikal dan intelek mereka dalam pelbagai ekspresi yang boleh diukur, seperti lukisan. Objektif kajian ini adalah untuk mengenalpasti karektor lukisan kanak-kanak mengikut 4 fasa penting dalam Teori Perkembangan Artistik Lowenfeld iaitu Scribbling, Pre-Schematic, Schematic dan Realistic. 50 kanak-kanak di Bachok, Kelantan telah mengambil bahagian dalam ujian melukis berstruktur, dan lukisan mereka seterusnya dibandingkan dengan pencapaian perkembangan perseptual dan analitikal, khususnya dari segi kebolehan kanak-kanak dalam pemerhatian, menganalisa, memahami dan menzahirkan. Hasil kajian ini dijangka dapat menghubungkan perkaitan antara aktiviti artistik dengan pencapaian-pencapaian penting dalam perkembangan kamak-kanak.   Children under the age of 2 to 6 years old have a critical time preparing themselves to comprehend the world around them. Before they start their formal education in the primary school, these children actually state their physical and intellectual development in many forms of assessable expression, including drawing. The objective of this study is to identify the drawing characteristics of 2 to 6 years old children to specific phases of Lowenfeld Artistic Development namely Scribbling, Pre-Schematic, Schematic and Realism. 50 children in Bachok, Kelantan were gathered to participate a structured drawing test, and the results were compared to analytical and perceptual ability especially in observation, analysing, understanding and expressing. The finding may be useful to bridge artistic activities with critical achievements of children’s development.

scholarly journals A Systematic Approach to Spanish Neuropsychological Evaluation: Case Report with a Mexican Woman in an Outpatient Setting

2019 ◽  
Vol 34 (7) ◽  
pp. 1291-1291
Author(s):  
P Rivera ◽  
K Savage ◽  
A Ball
Keyword(s):  
Formal Education ◽  
Systematic Approach ◽  
The United States ◽  
Test Construction ◽  
Outpatient Setting ◽  
Literacy Skills ◽  
Neuropsychological Evaluation ◽  
Her Family ◽  
Mexican Woman ◽  
The Family

Abstract Objective The following case will demonstrate a systematic approach to neuropsychological evaluation with Spanish-speaking individuals, which includes creating a suitable test battery, interpreting results with appropriate normative samples, and incorporating personal history. Case Description 61-year-old, right-handed, Mexican female with 2 years of formal education, and with a recent history of subarachnoid hemorrhage with hydrocephalus. She was referred by her social worker and primary care provider to discern whether the reported cognitive complaints were due to a neurocognitive condition or depression. Diagnostic Impressions and Outcomes The evaluation was administered entirely in Spanish and some exams were modified to accommodate her limited literacy skills. She exhibited deficits in executive functioning, verbal fluency, and memory. Emotional testing revealed moderate depression with anxious distress, which she attributed to significant changes in everyday life. Her family informed us that she was the “matriarch of the family” and worked as a farm field truck driver, with significant difficulties/lack of engagement in both of these roles. Therefore, diagnoses of probable major vascular neurocognitive disorder and major depressive disorder with anxious distress were assigned. With this information, her providers were able to connect the family with community resources. Discussion The Hispanic population continues to be the fastest growing demographic in the United States. As more clinicians will work with members of this ethnicity in outpatient settings, it is important that they incorporate culturally-relevant factors in their approach to testing and interpretation of results. Nonetheless, this case demonstrates the current challenges and limitations, including modification of exams, differences in educational system that underlie test construction, and patient’s history. Recommendations for future areas of study and practice will also be discussed.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

scholarly journals Musical Education in Urban Primary Schools of Russia in the Second Half of the 19th – Early 20th Centuries

2019 ◽  
Vol 7 (3) ◽  
pp. 151-162
Author(s):  
Nina P. Rikhter
Keyword(s):  
Music Education ◽  
Urban Schools ◽  
Primary Schools ◽  
Folk Songs ◽  
Musical Instruments ◽  
Modern Music ◽  
Musical Education ◽  
Teaching Aids ◽  
The Status ◽  
Compulsory Subject

In this article, in order to find ways to develop modern music education, the experience of musical education of pupils in primary schools in the second half of the 19th – early 20th centuries, in particular, in urban primary schools under the “Regulation of 1872”, is examined. Despite the fact that singing and playing musical instruments were not included in the curriculum of urban schools and were taught outside the classroom time, various examples of teaching singing and playing musical instruments to pupils of urban schools in different regions of Russia are given in the work. The work shows that in a number of schools, for example, in Moscow urban schools, serious attention was paid to music education, singing was a compulsory subject. In some schools, for those who wish, in addition to basic subjects and more often for a small fee, training in playing musical instruments was organized. The article addresses the purpose, content, methods, forms of teaching singing, teaching aids, the use of musical instruments in the lessons, the educational level of teachers, analyzes the change in the status of the subject of singing in the process of reforming the primary education system and transforming urban schools into higher primary schools. The study shows, for example, that one of the main goals of the training was to develop and strengthen the morals of pupils. The content of the training was composed of church chants, prayers, hymns, secular patriotic songs, folk songs, and musical deed. This article may be may be interesting to music education historians, scientists and teachers, university students.

Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators

2021 ◽  
pp. 1476718X2110511
Author(s):  
Katrin Velten
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Day Care ◽  
Formal Education ◽  
Learning Processes ◽  
Adult Educators ◽  
Pedagogical Practice ◽  
Children’S Perspectives ◽  
Starting Point ◽  
Key Factor

This paper discusses self-efficacy as a key factor in children managing the transition to primary school, the threshold to formal education and further learning processes. In presenting results of a qualitative-longitudinal interview study of German preschool and primary school children’s perspectives on their self-efficacy experiences, it furnishes evidence for enhancing self-efficacy in pedagogical practice in a so-called mastery climate. Co-determined or self-determined opportunities for playing without adult intervention prove to be central in this to children’s self-efficacy. Following on from this, the discussion will make references to the pedagogical relevance of child-led or unsupervised play for the promotion of self-efficacy in both settings. In addition, based on the reflection of the concept of generational order, the study points to concrete starting points to focus on necessary didactic and methodological competences of adult educators for the appropriate design of child-oriented co-determined or self-determined learning settings.

A divided city

2020 ◽  
pp. 140-184
Author(s):  
Alice Johnson
Keyword(s):  
Middle Class ◽  
Roman Catholic ◽  
Middle Classes ◽  
Working Classes ◽  
Industrial City ◽  
Relationship Of ◽  
The Relationship ◽  
Roman Catholics

Belfast’s middle classes lived in a divided city. Politically, Belfast was divided for the period under review into Conservative and Liberal camps. Religious divisions existed between Protestants and Roman Catholics, and within Protestantism itself. Society was also separated into different classes, with the middle classes positioned above the working classes and below the aristocracy. Political, religious and class tensions existed in every industrial city, of course. However, in Belfast, religious division assumed a particularly ugly and bitter hue. This chapter focuses on an elite living in a society divided along lines of both class and religion. The relationship of Belfast’s elite to the city’s working classes and the local aristocracy is explored; while a discussion of Belfast’s middle-class Roman Catholic community assesses the extent to which it was integrated into the city’s elite. The chapter also examines the relationship between the middle classes and the city’s growing sectarianism.

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