Critical Pedagogy and Children's Musical Flow

2014 ◽  
pp. 170-196
Author(s):  
Taichi Akutsu ◽  
Richard K. Gordon ◽  
Keiko Noguchi
Keyword(s):  
Public School ◽  
Critical Pedagogy ◽  
Conceptual Framework ◽  
Community Group ◽  
Critical Practice ◽  
Traditional Group ◽  
Field Notes ◽  
Flow Experiences ◽  
Traditional Manner ◽  
Musical Activities

This study investigates the authors’ application of critical pedagogy constructs during Japanese children’s violin learning. Designing and implementing the Instructional Organizer (IO) for critical practice and adapting Custodero’s (1998, 2005) flow studies in children’s musical activities forms the conceptual framework of the study. A Japanese violin teacher, one of the researchers of this study, applied the IO in a Japanese public school’s afterschool program to construct community violin classes. In contrast, the same teacher taught group violin classes in a traditional manner at another public school. Lesson videos and field notes enabled the authors to narratively describe children’s flow experiences. Findings suggest that multiple flow experiences were identified in the community classes. In contrast, the flow was often stifled in the traditional group classes. The IO template was very useful in aiding the teacher in creating rich pedagogical spaces where community group students were able to exhibit hallmarks of “flow.”

scholarly journals Building Students’ Voices through Critical Pedagogy: Braiding Paths towards the Other

2011 ◽  
Vol 12 (2) ◽  
pp. 55 ◽  
Author(s):  
Silvia Patricia Umbarila Gómez
Keyword(s):  
Public School ◽  
Qualitative Study ◽  
Critical Pedagogy ◽  
Ninth Grade ◽  
The Other ◽  
Cultural Issues ◽  
Video Recordings ◽  
Cultural Recognition ◽  
Ninth Grade Students

This study attempts to promote social reflection and cultural recognition in the multicultural scenario of the classroom. This is a qualitative study carried out with ninth grade students at a public school in Bogotá. The main objective is enrolling the students in critical pedagogy practices that allow them the construction of the sense of Other. The experience was implemented through the students’ exposure to authentic historical facts in which they acquired knowledge about social, political, and cultural issues. This exposure then encouraged reflection during the classes, empowering the students with a voice to refuse and denounce. Students’ voices were identified and interpreted through the instruments used, video recordings and artifacts. The results highlighted the importance of giving students a voice that enriches their role as citizens in terms of their responsibility and commitment towards Others.

scholarly journals Peer editing: a strategic source in EFL students’ writing process

2011 ◽  
Vol 12 (1) ◽  
pp. 85
Author(s):  
Nubia Mercedes Díaz Galvis
Keyword(s):  
Public School ◽  
Writing Process ◽  
Low Achievers ◽  
Proximal Development ◽  
Pedagogical Tool ◽  
Peer Editing ◽  
System A ◽  
Video Recordings ◽  
Efl Students ◽  
Field Notes

This article reports on a research project focused on peer editing as a pedagogical tool to promote collaborative assessment in the EFL writing process. With teachers overstretched in the Bogotá public school system, a method needed to be found that would allow students to receive much needed feedback without overtaxing the teachers` resources. Peer editing, a phenomenon that often occurs naturally within the classroom, was therefore systematically implemented as a solution to the stated problem. The main aims of this study, conducted with a group of ninth grade student at a public school in Bogotá, were to determine the role of peer editing in the writing process and to characterize the relationships built when students corrected each others writings. The instruments used for collecting data were field notes, video recordings and students’ artifacts. The results showed that when students were engaged in peer editing sessions they created zones of proximal development in which high achiever students provided linguistic scaffolding and empowered low achievers. It was also found that students used thinking strategies such as noticing and explaining when they identified errors related to the formal aspects of the language.

scholarly journals Conflitos macroculturais e a sala de aula de língua inglesa

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Helen Betane Ferreira ◽  
Dilys Karen Rees
Keyword(s):  
Public School ◽  
Participant Observation ◽  
Video Recording ◽  
Intercultural Dialogue ◽  
Ethnographic Research ◽  
English Teacher ◽  
Cultural Meanings ◽  
Research Directions ◽  
Data Analyses ◽  
Field Notes

Resumo O presente artigo visa analisar o diálogo intercultural que ocorre em uma sala de aula de língua inglesa de uma escola pública da Rede Municipal de Ensino de Goiânia, capital do Estado de Goiás. Por se tratar de um estudo de cunho etnográfico, foram utilizadas as seguintes técnicas de geração de dados: a observação-participante, anotações de campo e gravações em vídeo. A partir desses instrumentos, procuramos, por meio da análise dos domínios culturais sugerida por Spradley (1980), interpretar os sentidos e os valores que os participantes atribuem às suas ações e às ações dos outros, como questionam seus papéis sociais e interpretam valores macroculturais de acordo com a sua própria microcultura. A análise dos dados demonstrou que o diálogo intercultural entre professora e alunos ocorre via embates. Também foi possível identificar os diferentes significados culturais que a sala de aula tem para a professora e para os alunos. Palavras-chave: interculturalidade – macro e microculturas – etnografia – inglês- escola pública   Abstract This article discusses the intercultural dialogue between an English teacher and her students from a public school in Goiânia. It is a qualitative study based on ethnography in which the following instruments of generating data were used: participant observation, field notes and video recording. All the data are discussed following the ethnographic research directions and the domain analyses theory suggested by Spradley (1980).  Through the cultural domains, it was possible to identify how the participants interpret theirs and others’ actions, how they question their social roles and interpret some macrocultural values according to their own microculture. The data analyses demonstrated how  the intercultural dialogue between the teacher and her students is conflicted. In addition, it was possible to identify the different cultural meanings teacher and students give to the classroom. Keywords: intercultural dialogue – macro and microcultures - ethnography – English – public school

Strategies for Failure

1971 ◽  
Vol 41 (2) ◽  
pp. 158-204 ◽  
Author(s):  
Annie Stein
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
School System ◽  
Vice President ◽  
Public School System ◽  
Board Of Education ◽  
School Practices ◽  
Field Notes

Annie Stein draws upon thirty-five years of broad experience as a research analyst. During her long association with the New York City Public School System she has served as consultant, curriculum evaluator, community advocate, and staff aide to Dr. Milton A. Galarnison when he was vice-president of the New York City Board of Education. These selections from her field notes present a range of observations on various school practices.

scholarly journals PENDIDIKAN MULTIKULTURAL TRANSFORMATIF: KONSEP DAN APLIKASI

2018 ◽  
Author(s):  
isnarmi
Keyword(s):  
Literature Review ◽  
Critical Pedagogy ◽  
Multicultural Education ◽  
Conceptual Framework ◽  
Theoretical Foundation ◽  
Cultural Competencies ◽  
The Core ◽  
Practical Design ◽  
Plural Society

Conceptual framework of transformative multicultural education is developed based on uniqueness of Indonesian plural society. Critical pedagogy is the core approach of this education that placing teacher and student are subjects of learning. They carry out learning jointly, to generate the consciousness of .subjects about established reality, to reflect critically, to act meaningfully for making transformation. Therefore, transformative multicultural education is a away to build cultural competencies of Indonesian in order to live together in harmony.. This study is literature review to find out theoretical foundation developing a practical design of this multicultural education. The result of the study recommended that transformative multicultural education can be carried out based three steps of critical pedagogy : to name, to reflect critically, and to act .

Flow-Theory-Based Strings Education

2020 ◽  
pp. 1-19
Keyword(s):  
Conceptual Framework ◽  
Flow Theory ◽  
Flow Experience ◽  
Teachers And Students ◽  
String Teachers ◽  
Musical Activities

This chapter provides a foundation for string teachers and students of bowed-strings instruments to understand the conceptual framework of flow theory-based strings pedagogy. The chapter outlines flow theory and introduces flow indicators in musical activities (FIMA). These flow indicators are used to observe and analyze strings learner's flow experience. The chapter also describes the author's introduction to flow theory and subsequent adaptation of the concept in constructing an approach to strings education.

scholarly journals Influence of Musical Learning in the Acquisition of Mathematical Skills in Primary School

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 2003
Author(s):  
Aurelio Chao-Fernández ◽  
Dorinda Mato-Vázquez ◽  
Rocío Chao-Fernández
Keyword(s):  
Private School ◽  
Mathematical Knowledge ◽  
Control Group ◽  
Mathematical Skills ◽  
Before And After ◽  
Quasi Experimental ◽  
Field Notes ◽  
Experimental Group ◽  
Excellent Tool ◽  
Musical Activities

In this research we analyze the influence of musical activities in the acquisition of mathematical knowledge and skills of a sample, 50 students from both a public and a private school in A Coruña (Spain), at a cognitive level. Based on a quantitative study with a quasi-experimental design, we evaluated students’ knowledge acquisition; we worked with musical activities related to mathematics in the experimental group (EG), and with traditional mathematical activities in the control group (CG). We used a questionnaire that the teachers completed before and after putting the activities into practice, after collecting—writing daily field notes—the mathematical knowledge acquired by the students. The results indicate that there are significant differences between the pretest and the posttest, between CG and EG, but there are no differences between public and concerted schools. In short, it is concluded that music represents an excellent tool in mathematical learning.

scholarly journals TBL Through Music to Foster Students’ Lexical Competence

2020 ◽  
Vol 13 (2) ◽  
pp. 74-93
Author(s):  
Luisa Fernanda Ladino Herrera ◽  
Geraldyne Pérez Molina ◽  
Heiryn Dayanne Hernández Prieto ◽  
Paula Andrea Gomez Villalba
Keyword(s):  
Action Research ◽  
Primary School ◽  
Public Institution ◽  
Good Strategy ◽  
Grade School ◽  
School Based ◽  
Field Notes ◽  
Lexical Competence ◽  
The Impact ◽  
Musical Activities

The topic of this qualitative action research was to evidence how Task Based Learning (TBL) through music could foster students’ lexical competence in a multi grade school based on “Escuela Nueva”. The population of the research was a primary school of a public institution that had difficulties in their lexical competence. The goal of this research was to explore the impact that Task Based Learning through music had on students’ lexical competence in an environment of “Escuela Nueva”. The instruments to gather the data were field notes, videotape recordings, pictures, and questionnaires. Findings of this study evidenced that this type of musical tasks can foster lexical competence and engage students to participate actively in class. Likewise, results showed that students were able to relate and recognize words, thanks to the implementation of musical activities as well as the fact that practicing vocabulary with songs can become a good strategy to develop students’ higher level of comprehension.

scholarly journals Patient and Family Engagement Approaches for Digital Health Initiatives: Protocol for a Case Study (Preprint)

2020 ◽  
Author(s):  
Nelson Shen ◽  
Damian Jankowicz ◽  
Gillian Strudwick
Keyword(s):  
Conceptual Framework ◽  
Digital Health ◽  
Family Engagement ◽  
Field Guide ◽  
Health Technologies ◽  
Effective Manner ◽  
Health Initiatives ◽  
Field Notes ◽  
Participant Observer

BACKGROUND Digital health initiatives such as patient portals, virtual care platforms, and smartphone-based applications are being implemented at a rapid pace in healthcare organizations worldwide. This is often done to improve access beyond traditional in-person care and enhance care quality. Recent studies have indicated that better outcomes of using these initiatives and technologies may be achieved when patients and their family members are engaged in all aspects of planning, implementation, use and evaluation. However, little guidance exists for how healthcare administrators can achieve effective engagement in digital health initiatives specifically. OBJECTIVE The objective of this study is to document processes related to planning and implementing patient and family engagement (PFE) in digital health initiatives. This information will be used to develop tangible resources (e.g. a field guide) that other organizations can use to implement PFE approaches for digital health initiatives in their organizations. METHODS A previously developed multi-dimensional conceptual framework for patient and family engagement in health and healthcare contexts will be used to guide this work. To understand the intricacies involved in utilizing PFE approaches in digital health strategies, a case study will be conducted. More specifically, this work will employ an embedded single-case design with PFE in digital health initiatives at a large Canadian mental health and addictions teaching hospital. Multiple digital health projects being undertaken at the study site will be explored to better understand where the PFE is intended to support the design, implementation, and operation of the digital health platform or technology. These projects will form the individual units of analysis. Data collection will involve field notes and artefact collection by a participant-observer, and interviews with the various digital health project teams. Data analysis will include a thematic analysis, and mapping of the findings to the previously identified conceptual framework used to guide this work. RESULTS Funding for this work was provided by the Canadian Institutes of Health Research, via a Health System Impact Fellowship. As of August 2020, digital health projects that will form the case study units have been identified, and the participant observer has started to embed themselves into these projects. While the development and collection of field notes and artefacts respectively have begun, interviews have not been conducted. These are anticipated to occur in early 2021. This study is expected to conclude in August 2021. Once this study is complete, the development of a field guide and resources to support the uptake of PFE strategies in digital health, will begin. CONCLUSIONS By better understanding the processes involved in PFE in digital health projects, guidance can be provided to relevant stakeholders and organizations about how to do this work in an effective manner. It is then anticipated that with the increasing use of PFE approaches, there may be improved uptake, experience and outcomes associated with using digital health technologies.

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