scholarly journals Digital hybridization of plastic arts courses in Master teaching:

Palíndromo ◽  
2021 ◽  
Vol 13 (29) ◽  
pp. 22-36
Author(s):  
Virginie Ruppin

In the context of the global health crisis, our research started four years ago on the question of how to reconcile the teaching of the plastic arts and their practice within the training of the future teacher of schools when there is less and less hours of face-to-face lessons is all the more a topical subject. Indeed, at the present time, university courses are conducted remotely. Our study thus raises the question of the quality and content of the distance course in order to bring about plastic practices among students, future teachers. The hourly decline of this teaching over the past few decades questions the legitimacy, the stakes and the place of the student’s plastic practice. Likewise, the changes and challenges of teaching methods, particularly the emergenceof hybrid training through the use of digital technology, question posture changes in the trainer.  

SUHUF ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 69-83
Author(s):  
Novita Siswayanti

The stories in Qur'an are Allah’s decrees which convey more beau-tiful values beyond any religious text ever written. It is the holiest scripture and is written  in a wonderful, understandable, and attract-ive language humbly conveying a vast amount of information about life and events that happened in the past. It’s aim is to be an object of reflection for human beings living in this age and the future. Even more so, the stories in Al-Qur'an also entail an educative function providing learning materials,  and teaching methods, regarding the transformative power of Islam and the internalization of true religious values.


2020 ◽  
Vol 69 (1) ◽  
pp. 421-425
Author(s):  
B.D. Sydykhov ◽  
◽  
A.B. Kassiyetova ◽  
N.B. Dikambay ◽  
◽  
...  

The article discusses some theoretical and methodological problems of using the digital educational resources of a future teacher. The study determines that the integrated use of the capabilities of information and telecommunication technologies in education can be achieved through the development and use of multifunctional digital educational resources that meet the current needs of the educational process, the features of the content, teaching methods and forms. The authors in the article, analyzing the scientific and pedagogical literature, the authors strive to show the direction of the introduction of digital educational resources in the educational process and the psychological principles of development necessary for their description and use, as well as the basic requirements of the educational system in digital educational resources.


First Monday ◽  
2017 ◽  
Author(s):  
Theodora Sutton

The idea of “going on a digital detox” arrives as a response to a proliferation of digital technology and a concern that this addictive form of sociality erodes meaningful or authentic connection. This paper explores concerns about our relationship with digital technology through a short ethnography of Camp Grounded: a Californian digital detox retreat and summer camp for adults. At Camp Grounded, digital detoxers conceptualise consumption of technology using a food parallel. While the brief connection or “snack” of a text message might temporarily satisfy, detoxers feel that waiting for a more nutritious face-to-face encounter will ultimately be more emotionally nourishing. This paper interrogates the food/technology metaphor to unpack its analytical limitations and the questions it prompts about the future of our relationship with digital technology.


2020 ◽  
pp. 237337992093072
Author(s):  
Obidimma Ezezika ◽  
Jenny Gong

Traditional experiential learning techniques have been incorporated into public health curricula in the past; however, research has demonstrated the need for more applied and innovative approaches to experiential learning. We introduced an entrepreneurial pitch project where students had the opportunity to design and present technological and social innovations to an external panel of judges. We then evaluated the impact of such pitches on experiential learning by conducting semistructured, face-to-face interviews with student participants. The interview transcripts were analyzed in light of Kolb’s experiential learning theoretical framework. The results of the study indicated that the process of preparing and delivering entrepreneurial pitches was rewarding for students and enhanced their learning experience. The process provided students with concrete experiences and demonstrated elements of abstract conceptualization and active experimentation. However, the results also illustrated that the entrepreneurial pitch process could be strengthened by the addition of critical self-reflection activities. Through the results of this study, we have created a narrative on how entrepreneurial pitches might foster experiential learning in global health pedagogy and provided recommendations for course designers and instructors to consider in maximizing experiential learning for students.


2016 ◽  
Vol 3 (2) ◽  
pp. 44-54
Author(s):  
Marlene Winberg

This article examines ways in which we engage the archive and orality to negotiate traumatic pasts in order to transform the legacy of land dispossession. It hones in on the silences of the archive and asks how we draw the inheritance of archival documents and materials into dialogue with living orality and places in the landscape. Who is remembering knowledges and meaning in the landscape of the Northern Cape and how is this being done against the poignant backdrop of the losses resulting from dispossession? How does inter-generational dialogue become an agent in shaping the inheritance of the future? Given the complexity of history and our reading of the past, what does it mean to become a good ancestor? What role could digital technology play in re-shaping identity and heritage among the storytellers, teenagers, ritual specialists and others who populate the region? This study examines the complex tensions between these questions in the context of specific oral history and storytelling projects that took place in previously dispossessed communities in the Northern Cape between 2003 and 2013.


2018 ◽  
Vol 28 (4) ◽  
pp. 69-88
Author(s):  
Abdu'l-Missagh Ghadirian ◽  
Shadi Salehian

Affecting millions, the rise of substance abuse, particularly opioids, has become a global health crisis, the leading cause of death and disability worldwide. Despite extensive scientific advances in understanding the complex biopsychosocial components of this phenomenon, there is no relief in sight. Yet, research studies during the past twenty years reveal an important role for spirituality and religion in prevention and recovery. The primary purpose of this article is to explore this role, examine various theories that have emerged about the positive influence of spirituality, and consider how an effective approach to prevention and treatment might be realized.


2021 ◽  
Author(s):  
◽  
Ann Mary Ruth

<p>How can we make theatre that sizzles with life that is kinaesthetically and viscerally experienced? As artists in the theatre our work is to combat the falling back into the habitual. We need to wake ourselves up, to see anew, to respond out of the moment: not out of memory (reaching into the past) nor out of desire (reaching into the future), both of which produce what Peter Brook has famously described as ‘deadly’ theatre. How can we consistently produce work that combats these ‘deadly’ tendencies?   Further, can we create work that is simultaneously artistically structured or fixed, created within the moment so that artistry and improvisation combine? This thesis investigates structures derived from the rituals of the New Zealand Māori, combined with choreography arising out of Viewpoints improvisations, testing them out in the context of actor training, predominantly at Toi Whakaari: New Zealand Drama School. Together they provide a framework for theatrical work that anchors actors to the present moment. They refocus performers’ attention towards purpose rather than performance. They allow the artistically structured to coexist with the improvisationally free, engendering a sense of pulsing life, a quality I am calling 'alive-li-ness'. They re-frame the audience-performer relationship, drawing the audience from observation towards a more participatory stance, where the performance becomes a journey undertaken together. This is a creative research thesis in which my own performative research underlies the critical and theoretical examination through a series of productions. Through them I am able to test out this thesis both in performance and on the rehearsal floor, forming the spine of the thesis.  I begin with examining theatrical improvisation, the form in which the future is genuinely unknown, the qualities that characterise it and the structures that support it. I explore a variety of forms and uses of improvisation, seeking the underlying attributes of improvisers at their most effective. I then explore the possibility of those qualities co-existing in work where structures such as an extant text and a fixed choreography are used, focusing firstly on the structures and qualities derived from Māori frameworks, then from those arising from Viewpoints. Finally I bring these frameworks together in a series of productions, testing their efficacy in relationship.  In combining these two approaches I have developed a powerful tool for creating performance that is immediate and visceral, the attention of the performer firmly anchored to purpose and the present moment, playfully, without self-consciousness or undue tension. In this approach the life engendered lies with the ensemble rather than the individual artist. These frameworks advance our understanding of ways in which this immediacy can be achieved within artistic structures and are shown to be transferable to other contexts. By following a clear sense of purpose and focus on the audience, giving precise attention to choreography and timing, the actor is freed from the siren call of memory and the equally seductive temptation to plan the future, and is thereby held in a precise and vital engagement with the present.</p>


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