Relevant bibliographies by topics / Folk pedagogics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Folk pedagogics'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Folk pedagogics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Folk pedagogics"

1

Rakhmatova, Feruza Kudrat Kizi. "HISTORY OF UZBEK FOLK INSTRUMENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (2021): 98–105. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-20.

Full text
Abstract:
The musical instruments reflect the national characteristics, traditions, customs and values of each nation, from which the sound is derived. Performing arts in musical instruments as a means of glorifying the spirituality of mankind is the responsibility of folk art, and from time immemorial has been formed and developed among the masses. The national instruments are constantly being perfected by skilled musicians and are distinguished by their vibrancy, musicality and melody. As musical instruments have become more and more in demand throughout history, so has the attention paid to their educational and pedagogical aspects.
APA, Harvard, Vancouver, ISO, and other styles
2

A., Yuldashev, Azizov S., and Boboyev V. "A LOOK AT THE GENRE OF UZBEK FOLK MUSIC." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 226–32. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-41.

Full text
Abstract:
This article tells about the Uzbek folk music culture, the diversity and style of Uzbek songs.Uzbek music culture is developing in an ancient and colorful way, while embodying modern traditions. First of all, it reflects the unique forms and styles of unique folk music, classical musical heritage, national composition, modern composition, as well as folk amateurism and vibrant popular pop art.
APA, Harvard, Vancouver, ISO, and other styles
3

Ergeshali kyzy, Aychurok, and Misilimkan Dovlatovna Aidarova. "The influences of folk pedagogics on teenagers’ multicultural education." Interactive science, no. 11 (January 30, 2017): 73–75. http://dx.doi.org/10.21661/r-115971.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maroziene, R. "SOCIOCULTURAL ASPECT OF TEACHING TO PLAY LITHUANIAN NATIONAL INSTRUMENTS." Arts education and science 1, no. 1 (2020): 15–23. http://dx.doi.org/10.36871/hon.202001002.

Full text
Abstract:
The sociocultural aspect of teaching to play Lithuanian national music instruments is a neglected topic in terms of research. There are various folk instruments and forms of their promotion in the contemporary pedagogics and culture, therefore the author of the article conducts the research aiming at determining the most currently efficient methods of folk instruments expression, which could have a positive effect on the entire development of pedagogics in this area. The article discusses international contests, festivals and scientific conferences bringing together folk instruments performers, taken place in Lithuania and in Europe, analyzes the influence of such events on pedagogics of national instruments. The aim of the research: to analyze and to define the sociocultural peculiarities of teaching to play Lithuanian national music instruments. Tasks of the research: to describe the role and significance of the ethnic music in the contemporary music education in Lithuania; to analyze the opportunities for spreading sociocultural pedagogics of Lithuanian national music instruments and the role thereof in the contemporary global culture. Research methods: observation, comparison, interview, review of scientific and methodological papers, analysis of legislators and guiding documents on education.
APA, Harvard, Vancouver, ISO, and other styles
5

Kaxarova, G. S. "Pedagogical Bases of Forming Aesthetic Taste and Creative Ability in Children Through Folk Songs." Current Research Journal of Pedagogics 6, no. 2 (2025): 38–41. https://doi.org/10.37547/pedagogics-crjp-06-02-08.

Full text
Abstract:
The article analyzes the pedagogical aspects of the formation of aesthetic taste and creative abilities in children through folk songs. Folk songs, reflecting folk culture and traditions, contribute to the development of children's musical hearing, emotional perception and creative thinking. The importance and methods ofusing folk songs in the formation of appreciation of beauty, respect for national values and creative abilities in children are revealed. The possibilities of developing children's musical taste through them are also highlighted.
APA, Harvard, Vancouver, ISO, and other styles
6

Yurdanidze, Mehrali Kholisovich. "FORMATION OF NATIONAL CONSCIOUSNESS THROUGH TEACHING UZBEK FOLK APPLIED ART TO STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (2021): 110–14. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-22.

Full text
Abstract:
The article gives a brief history of the development of folk arts and crafts, their stages and current significance. Besides the educational process, the students will study the folk arts and crafts, which are an integral part of our national cultural and spiritual heritage, as well as discuss the existing opportunities and shortcomings. It's done. Teaching students the applied decorative arts, their respect for the rich cultural and spiritual heritage of our people, the formation of our national identity in the minds of young people, their responsibility to preserve our increasingly forgotten values, contributes to the formation of.
APA, Harvard, Vancouver, ISO, and other styles
7

Akobirova, Madina B. "THE ROLE OF "FOLK CRAFT" SCIENCE IN IMPROVING THE LIVING CULTURE AND SPIRITUALITY OF THE PEOPLE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (2021): 135–39. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-27.

Full text
Abstract:
In this article, the role of “folk art” as one of the specialty disciplines for students in the direction of “technological education” in raising the life culture and spirituality of the people, types of Uzbek folk art, stages of history and development of Applied Art, types, history and technology of weaving, carpet weaving, decorative art are highlighted.
APA, Harvard, Vancouver, ISO, and other styles
8

Beknazarov, Khurshid. "PEDAGOGICAL CONDITIONS FOR DEVELOPING MUSICAL COMPETENCE OF FUTURE MUSIC TEACHERS USING UZBEK FOLK INSTRUMENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 06 (2023): 101–7. http://dx.doi.org/10.37547/pedagogics-crjp-04-06-17.

Full text
Abstract:
This article deals with a brief history of Uzbek folk instruments, musical instruments recorded in historical sources and treatises of great scholars, and promotion and teaching of national instruments among young people.
APA, Harvard, Vancouver, ISO, and other styles
9

Kašėtienė, Rasa. "Reflections of Folk Pedagogics in Lithuanian Proverbs, Proverbial Phrases and Situational Sayings." Tautosakos darbai 51 (June 27, 2016): 161–76. http://dx.doi.org/10.51554/td.2016.28889.

Full text
Abstract:
The article discusses traditional upbringing of children in the Lithuanian countryside that extensively employed popular proverbs, proverbial phrases and situational sayings. The author also presents numerous examples of the folklore genre in question, illustrating this function and reflecting the folk pedagogics.The chief task of parents has always been raising honest and hard-working children; therefore, the little ones had to learn adhering to the norms of Christian morality: i.e. respecting their parents, abstaining from stealing or lying, getting used to work from early age. In addition, children were supposed to be well behaved, polite, and respectful to their elders, particularly to their grandparents, and refrain from interrupting the grown-ups. Much attention was paid to esthetic education of children. The child’s language, walking, movements, manners received esthetic appreciation; clothes and cleanliness were important as well. These characteristics grew particularly significant, when the young ones started participating in the life of the village community: having received their basic education at home, children subsequently knew the proper ways of behaving in public. The village community scrutinized the behavior of children and young people very closely; every case of misdemeanor or inappropriate acts received immediate reaction. For the sake of laconicism, people often used proverbs and proverbial phrases or situational sayings to describe typical situations; coarse or vulgar lexis was also popular. Usually, rather than scolding the misbehaved children or young people, the grown-ups were likely to gibe or sneer at them, particularly in public. Some of the sayings presented in the article applied not only to children.
APA, Harvard, Vancouver, ISO, and other styles
10

К., А. Юр'єва. "ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА МОДЕЛІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ НА ЗАСАДАХ ПОРІВНЯЛЬНОЇ ЕТНОПЕДАГОГІКИ". Засоби навчальної та науково-дослідної роботи, № 47 (30 червня 2017): 112–35. https://doi.org/10.5281/zenodo.821343.

Full text
Abstract:
There have been experimentally verified model of future primary school teachers’ professional preparation on the grounds of comparative ethnic pedagogics and pedagogical conditions of its implementation, to which there have been reffered: 1) constructing the contents of the ethnic-pedagogical preparation on the basis of comparative-contrastive acquaintance of future primary school teachers with cultures of different peoples and their realization in the process of studying the course of comparative ethnic pedagogics and integration into the program of other subjects of the curriculum for preparation of specialists in primary school education, pedagogical practices, extra-school and scientific-research activities of students; 2) selection and realization of a wide range of innovational forms, methods and techniques: interactive, training, gamificational, project, directed on to the complex formation of all readiness components of future primary school teachers for professional activity in the terms of ethnic cultural diversity of the modern society – personal-psychological, cognitive, processional-active; 3) creation of an educational environment for intercultural communication in a pedagogical university, organization of interaction of students, scientists, educationalists, public organizations of national minorities with the aim of researching of educational traditions in different cultures and creative use of folk pedagogical experience in the educational process in the modern educational establishments. The experimental research results analysis has proved efficiency of the revealed pedagogical conditions and made possible the conclusion that the most efficient one is the complex simultaneous realization of all three pedagogical conditions<em>Key words</em>: a future primary school teacher, professional preparation, comparative ethnic-pedagogical model, readiness, professional activity, ethnic cultural diversity, grounds, pedagogical conditions.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Folk pedagogics"

1

Tuomisto, T. (Timo). "Kansanopistopedagogiikka kolmessa kristillisessä kansanopistossa." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526221229.

Full text
Abstract:
Abstract Danish Nikolai Grundtvig (1783–1872) is considered the founder of the folk high school movement. He wanted Danish young people to have a school where they could be taught knowledge and skills needed in life. Based on the results of my study, Grundtvig’s pedagogical principles, such as school for life, living word and interaction, still have a relevant role in folk high schools. The aim of this study was to evaluate the implementation of folk high school pedagogics in the Jämsä, Reisjärvi and Ranua Christian Folk High Schools. The survey was done to obtain information for the development of these schools. The focus was on teachers’ and students’ views of the schools as educational institutions and boarding schools. The goals listed by the teachers were regarded as indicative of what they considered important in folk high school pedagogics. Their goals highlighted life skill guidance, their own pedagogic skills as well as instruction and ways to develop it. The life skill goals included support to students’ intellectual growth, personal values and identification of their personal strengths. The goals pertaining to pedagogic skills focused on the development and maintenance of teacherhood. The goals for instruction and its development included the need to inspire students’ interest in school subjects and the development of folk high school pedagogics. The majority of teachers felt that they had been able to accomplish their goals well and hence to work in line with the principles of folk high school pedagogics. The listed weaknesses included scarcity of special student support, occasional absences from class and heterogeneous student groups. For the students, the year spent in a folk high school meant that they developed new friendships, their values deepened, and they acquired cognitive and practical abilities. They said they felt more confident about the future, and their view of the world widened in the international environment. The students’ social and language skills as well as their self-confidence also seemed to improve. They considered the boarding school environment and the leisure activities a significant part their overall pedagogic experience. The things they listed as obstacles to learning and studying included occasional restlessness in the dorms and being tired in the morning<br>Tiivistelmä Kansanopistoliikkeen perustajana pidetään tanskalaista Nikolai Grundtvigia (1783–1872). Hän halusi perustaa maansa nuorille koulun, jossa heille opetettaisiin elämässä tarvittavia tietoja ja taitoja. Tutkimukseni tulosten pohjalta Grundtvigin pedagogisilla periaatteilla, kuten koulu elämää varten, elävä sana ja vuorovaikutus, on kansanopistoissa yhä merkityksensä. Tutkimuksessani on kyse kansanopistopedagogiikan arvioinnista Jämsän, Ranuan ja Reisjärven kristillisissä kansanopistoissa. Arvioinnin tarkoituksena oli saada opistojen kehittämistyötä varten tietoa siitä, miten opettajat ja opiskelijat kokivat kyseiset kansanopistot oppilaitoksina ja internaatteina. Opettajien tavoitteiden katsottiin heijastavan sitä, mitä he pitivät tärkeänä myös kansanopistopedagogiikassa. Tavoitteissa korostuivat kasvatus ja oma ammattitaito sekä opetus ja sen kehittäminen. Kasvatuksellisissa tavoitteissa nähtiin merkityksellisiksi opiskelijoiden henkisen kasvun tukeminen, arvokasvatus ja omien vahvuuksien tunnistaminen. Omaa ammattitaitoa koskevissa tavoitteissa pidettiin tärkeinä opettajuuden kehittämistä ja ylläpitoa. Opetuksen ja sen kehittämisen tavoitteissa tähdennettiin kiinnostuksen herättämistä omaan oppiaineeseen ja kansanopistopedagogiikan kehittämiseen. Suurin osa opettajista katsoi, että heidän tärkeät tavoitteensa olivat toteutuneet hyvin. Opetusta heikensivät aika ajoin opiskelijoiden erityistuen riittämättömyys, ajoittaiset poissaolot oppitunneilta ja heterogeeniset opetusryhmät. Opiskelijoille opistovuosi merkitsi ystävien ja kavereiden saamista, arvojen syventymistä sekä tiedollisten ja taidollisten asioiden oppimista. Opiskelijoiden mukaan heidän luottamuksensa tulevaisuuteen vahvistui ja maailmankuvansa kansainvälisessä ympäristössä avartui. Vaikuttaa siltä, että opiskelijoiden sosiaaliset taidot ja kielitaidot vahvistuivat samoin kuin heidän itseluottamuksensa. Opiskelijat pitivät opiston internaattiluonnetta merkittävänä liittäen siihen myös vapaa-ajan. Opiskelun esteiksi opiskelijat mainitsivat asuntoloiden ajoittaisen levottomuuden ja aamväsymyksen
APA, Harvard, Vancouver, ISO, and other styles
2

Wesp, Henrike. "Folkdans och somatik : en kvalitativ studie om folkdanskroppen och somatik i folkdansundervisning." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-592.

Full text
Abstract:
This study aims to investigate how dance teachers who are educated in Swedish folk dance are reflecting and thinking over the body and the use of bodily self-awareness in their teaching. Furthermore it wants to examine whether the use of somatic principles can act as a tool to support the ideas which dance teachers express. Four folk dance teachers have been interviewed as qualitative empirical material. These interviews have been transcribed and analyzed using codes and categories. The result of the study provides an image of the body as it is seen in folk dance today and points out similarities between that picture and somatics. Folk dance and somatics treat the whole body as a single unit and strive towards a relaxed and functional way of moving. Since folk dance and somatics have these similarities the possibility of using somatic principles in folk dance, such as training to gain consciousness of the body and its different parts to be able to relax actively, is discussed. However the result of this study shows how a rather small part of folk dance teachers think, since it only provides the opinions of four different teachers.
APA, Harvard, Vancouver, ISO, and other styles
3

Katz, Steven. "The knower and the known in folk pedagogies, a paradox exposed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63669.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Katz, Steven. "Folk pedagogy and the common curriculum, an examination of alternative folk pedagogical forms in the context of a particular innovation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ40651.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kilkuvienė, Aušra. "Pedagoginė pasakų terapija papildomojo ugdymo pamokose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060609_152401-44798.

Full text
Abstract:
Pedagogic folk-tale therapy at the lessons of informal education Summary One of he most urgent problem in the Lithuanian contemporary educational, basing itself on the humanist education principles, is the psychological climate at school, influencing pupils’ motivation to state of pupil. Supplementary education classes could have a large influence on the improvement of psychological climate. ,,The Supplementary Education Concept” is a list of the possibilities, grouped ant called functions, including: cognitive, communication, pragmatic and self-reakiztion. The mentioned concept does not include the innovative function of supplementary education, used to preserve emotional health and to improve the emotional state of a child. In essence this function is ,,social treatment” by art, also known as art therapy. ,, The Supplementary Education Concept” addresses the problems, arising in the course of after-class activity in a mainstream school. This is related to poor search for new working forms and methods, forgotten training and insufficient requalification tasks, and too little attention paid to the children’s socialization process, etc. We studied the documents, regulating supplementary education, articles of researchers and teachers on this work and formulated the problem for investigation, namely: too little attention is paid to the important issue for pupil’s socialization and creativity-planning, and organizing of systematical recreational work, used to eliminate... [to full text]
APA, Harvard, Vancouver, ISO, and other styles
6

Hsu, Cheng-Jen. "Pedagogical vignettes of Chinese and Taiwanese folk songs suitable for late-elementary-upper intermediate level piano students." Kansas State University, 2014. http://hdl.handle.net/2097/17647.

Full text
Abstract:
Master of Music<br>Department of Music, Theater, and Dance<br>Virginia Houser<br>Folk songs are songs of unknown authorship passed down orally generation to generation, and often found in variants of words and tunes in different parts of a country or in different countries. They often represent the culture, the tradition, the life style and the music style in their era. Although there are many folk songs are still popular, they are rarely played during the piano lessons in Taiwan. In today’s piano lessons, the teaching mainly focuses on Western music and theory, like the major-minor system. The student begins to learn piano by the methods such as John Thompson or Nancy & Faber Piano Adventures. These methods build the foundation of their playing technique and the music theory. As their level goes up, they might have some opportunities to play the folk songs that are sung in different countries, such as the Hungarian folk music arranged by Bela Bartok. In the meantime, the piano teacher in Taiwan should not forget that they may have the responsibility to help the next generation to preserve the folk songs which present their culture. My research consists of an examination and performance of sixteen Chinese and Taiwanese folk songs in two collections: Piano Pieces on Chinese Folk Tunes for Children by Shui-Long Ma and Piano Pieces on Taiwanese Folk Tunes by Ching-Yi Lin. Each piece will be carefully graded into five levels: Elementary; Late Elementary/Early Intermediate; Intermediate; Upper-Intermediate; and Advanced. The features of each level will be discussed as well as the historical background and pedagogical aspects in particular piece of each level.
APA, Harvard, Vancouver, ISO, and other styles
7

Jättner, Cecilia. "”Jag måste lita på folk, tro på folk. Att dehjälper mig” : En kvalitativ studie om hur individer med intellektuellfunktionsnedsättning upplever delaktighet, inflytande ochsjälvbestämmande på daglig verksamhet enligt LSS." Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-32108.

Full text
Abstract:
Syftet med denna studie har varit att undersöka upplevelsen av delaktighet, inflytande och självbestämmande hos individer som har intellektuell funktionsnedsättning och som är deltagare i daglig verksamhet enligt LSS (Lag om stöd och särskild service till vissa funktionshindrade). Resultatet har analyserats med inspiration från den hermeneutiska analysmetoden samt utifrån teorin om empowerment. Genom kvalitativa, semistrukturerade intervjuer med sex deltagare samt deltagande observationer av deras dagliga verksamheter har studien kunnat belysa det som mycket av tidigare forskning inom domänen redan påvisat, nämligen den komplexitet som föreligger i att praktiskt tillämpa vissa av de rättigheter som framgår i LSS. Utsagorna från studiens deltagare som har påvisat att de inte tycks ha de förutsättningar som krävs för att fullt ut leva upp till det samhälleliga idealet som en självständig och fri medborgare. Detta trots att individerna enligt LSS ska betraktas som just det. Samtidigt har majoriteten av deltagarna i denna studie inte i någon större utsträckning gett uttryck för att de upplever sina begränsade möjligheter som något problematiskt, utan att de i många avseenden betraktar vardagliga företeelser på de dagliga verksamheterna som självklarheter.<br><p>Godkännande datum: 2017-06-05</p>
APA, Harvard, Vancouver, ISO, and other styles
8

Sellbjer, Stefan. "Real konstruktivism : Ett försök till syntes av två dominerande perspektiv på undervisning och lärande." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-540.

Full text
Abstract:
The starting-point of the thesis was that teachers to a large extent teach on the basis of intuitive theories. This creates a tendency that a number of frequent conceptions, pedagogical and didactic theories, experiences of one's own school days etc. become parts of a more fragmentary structure of ideas, rather than a coherent theory of teaching. With the aim of creating a deeper understanding of questions related to teaching and learning, two dominating perspectives were described initial. By putting the intuitive ideas in relation to basic paradigmatic assumptions a picture was given of what the teacher has to know in order to thoroughly understand a certain perspective. In addition, examples of pedagogical theories were presented that can be referred to the perspective in question, which teachers can adopt to qualify their understanding. A critical discussion of the paradigmatic assumptions paved the way for a third perspective, where thoughts occurring in the other two were partly combined. Here a theoretical basis was also presented to explain why the use of mental tools of thinking, especially such that are linked to knowledge theory may lead the teacher to a more reflective way of dealing with questions of teaching and learning. The third perspective was illustrated, first with four examples of how teaching can be performed, and then also in the form of in-service training for teachers. In the empirical section and in the final conclusion the perspectives were illustrated, discussed and examined critically. On the basis of questionnaires answered by upper secondary school teachers, interviews and observations, assumed examples of intuitive theories were presented. The empirical material was also analysed from the same starting-points as the formulation of the perspectives. Ten teachers' systems of intuitive theories about teaching and learning could thus be constructed. Five of these were presented and a comparison with the perspectives was made. Some analyses, however, turned out to agree best with a further perspective, which had not been focused on in the thesis. It was also found that teachers' practice can be enriched by being confronted with scientific knowledge. The value of such knowledge was illustrated through the evaluation of an inservice programme for teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

Kreuzer, Rikard. "Varför bor Luis i slummen? : En kvantitativ undersökning om hur folk framställs i en serie skolböcker." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1535.

Full text
Abstract:
<p>Teching aid in form of schoolbooks plays an importent role. The teacher uses schoolbooks as a tool in its tutoring. I have examined how and whether the pictures in the schoolbooks are presenting people and ethnic minorities biased and stereotypical. The material I have examined consisted of a series of schoolbooks (So-direkt 1-3, samhällskunskap av Bonnier 2003).</p><p>To find out if that is the case I have used a theory by Stuart Hall, his theory is about people and how they are represented in different types of media, like pictures and text. I studied it by using the method of image analysis where I investigated and interpreted the denotation and konnontation of the pictures. Through image analysis I have looked at, examined and interpreted pictures that shows people in rich or poor contexts. From that I discoverd that people does not depict stereotypicaly in the pictures, but i did find myself seeing that people are positivly and/or negatively depicted depending on who are shown in the picture. Ethnic minorities are underrepresented in this series of books. Pictures which are depicting ethnic minorities are only shown in a total of nine pictures. In the way that these books are presenting Swedes they are only showing one typ of Swede. That Swede is nearly always light-skinned and has either blond or brown hair. The diversity that exist in reality is not representet in these schoolbooks. These schoolbooks tend to present certain people more positively then others through the pictures they depict. When it comes to show the environment and people it is done by showing the swedish population living in wealth. Swedish people are seen consuming and producing commodities, you can also see a variety of technological machines as tv:s, cellphones, phones, cars, computers, airplanes and trains surrounding them. Other people who are dark-skinned tend to be presented in a poor enviroment and in a negativ way in pictures.</p>
APA, Harvard, Vancouver, ISO, and other styles
10

Petersson, Ida. "”Kompetensutveckling blir ju aldrig så bra som när folk själva vill” : Förskolechefers uppfattning av kollegialt lärande." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14747.

Full text
Abstract:
Syftet med studien är att undersöka hur förskolechefer upplever att de ger förskoleverksamheten möjlighet till kollegialt lärande och hur detta upplevs genereras i verksamheten. Författaren till studien beskriver hur de olika kategorierna framkommit i resultatet tillsammans med teoretiska perspektiven: socialt lärande, reflektion i grupp och kompetens. Kategorierna i resultatet benämns i studien som motivation, professionellt lärande och vägledande chef. Dessa tre kategorier diskuteras sedan av författaren och det belyses att gemensamma diskussioner är något som förskolecheferna ger pedagogerna möjlighet till som ett led i det kollegiala lärandet. Att utöka varje pedagogs kompetens via kollegialt lärande i arbetet för att gynna förskolans verksamhet anses viktigt, sett ur ett vetenskapligt perspektiv menar förskolecheferna. Slutsatsen är att förskolecheferna egentligen inte berättar vad de menar när de säger kollegialt lärande. De använder gärna begreppet kollegialt lärande tillsammans med systematiskt kvalitetsarbete. Dock tolkar jag att förskolecheferna ser kollegialt arbete som något positivt i förskolans verksamhet, men hur de vet att kollegialt lärande sker säger de inte rakt ut. Förskolan kan i sitt kollegiala lärande använda sig av de kompetenser som redan finns. I detta arbete framkommer det att nyckelpersoner är av viktig del för utveckling av förskoleverksamheten. Dessa nyckelpersoner kan också utveckla och/eller handleda förskollärare i det kollegiala lärandet för en utvecklande och kvalitetsmässig förskola i ständig utveckling.<br>The purpose of the study is to investigate how preschool leaders perceive that they give preschool organisations the opportunity for collegial learning and how this is experienced in the organisation. Together with the theoretical perspectives: social learning, group reflection and competence the study describes how the categories emerged in the result. The categories are in the study referred to motivation, professional learning and guidance manager. These three categories are then discussed and it is highlighted that a part in the collegial learning is shared discussions that the preschool managers' gives the preschool teachers opportunity for. The preschool managers' also mean that it is important from a scientific perspective to extending skills of each preschool teacher through collegial learning. The conclusion is that preschool managers do not really tell what they mean when they say collegial learning. They are using the concept of collegial learning together with systematic quality work. However, I understand that preschool managers see collegial work as something positive in preschool organisations, but how they know that collegial learning is happening they do not say. In the preschool the teachers can use the already existing competences in their collegial learning. In this study it is also found that keypersons are an important part of the development of preschool organisations. These keypersons can also develop and/or supervise preschool teachers in collegial learning for develop a preschool in constant development.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Folk pedagogics"

1

Kučerová, Judita. Sběratel lidových písní Martin Zeman z Velké nad Veličkou (1854-1919): Profil - odkaz - hudebně pedagogické inspirace. Masarykova univerzita, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dzhafer, Bekirov, ред. Kʺrymtatar khalkʺ agʺyz i͡a︡ratydzhylygʺy: Khrestomatii͡a︡ : pedagogika institutynynʺ filologii͡a︡ fakulʹteti kʺrymtatar tili ve ėdebii͡a︡ty li͡u︡gininʺ studentleri ichi͡u︡n. Ŭqituvchi, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Beli︠a︡eva, L. S. Russkai︠a︡ narodnai︠a︡ muzykalʹnai︠a︡ pedagogika ot i︠a︡zychestva do kont︠s︡a XX stoletii︠a︡: Istoricheskie ėskizy. Murmanskiĭ gos. pedagog. institut, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

G, Khăkimova S., ed. Fănis I︠A︡rullin: Tormysh i︠u︡ly ḣăm ijaty : ukytuchylar, pedagogika kolledzhlary ḣăm i︠u︡gary uku ĭortlary studentlary ȯchen kullanma. Măgarif, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Baffoe, Michael, and Lewis Asimeng-Boahene. African traditional and oral literature as pedagogical tools an content area classrooms K-12. IAP, Information Age Pub., Inc., 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lukina, M. A. Prostranstvo folʹklora, literatury i pedagogiki: Materialy mezhdunarodnoĭ nauchno-prakticheskoĭ konferent︠s︡ii "I︠U︡dinskie chtenii︠a︡ - 2018" (Kursk, 6-7 dekabri︠a︡ 2018 g.) : (k 80-letii︠u︡ professora I︠U︡.I. I︠U︡dina). Kurskiĭ gosudarstvennyĭ universitet, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Talty, Jack. Noncanonical Pedagogies for Noncanonical Musics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0005.

Full text
Abstract:
This chapter explores the ways in which a selection of European pedagogues and institutions involved in folk, traditional, world music, and popular music education navigate a world of music pedagogy that has been historically dominated by the Western classical tradition. More specifically, it interrogates how pedagogues draw on, adapt, or depart from Western classical pedagogy to manage “canonicity” in music education and to negotiate the needs and expectations of local musical communities. The research, informed by interviews conducted with individuals at eight European music departments, suggests that pedagogical ideologies that are self-reflexive and flexible are easily tailored to suit specific educational goals. Further, collaborative dialogue between higher education and extra-institutional practitioners ensures that perceived disconnects between higher education and community are mitigated.
APA, Harvard, Vancouver, ISO, and other styles
8

Katz, Steven. The knower and the known in folk pedagogies: A paradox exposed. 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Katz, Steven. Folk pedagogy and The common curriculum: An examination of alternative folk pedagogical forms in the context of a particular curricular innovation. 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Downham Moore, Alison M. The French Invention of Menopause and the Medicalisation of Women's Ageing. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192842916.001.0001.

Full text
Abstract:
Abstract Doctors writing about menopause in France vastly outnumbered those in other cultures throughout the entire nineteenth century. The concept of menopause was invented by Frenchmen medical students in the aftermath of the French Revolution, becoming an important pedagogic topic and a common theme of doctors’ professional identities in postrevolutionary biomedicine. Older women were identified as an important patient cohort for the expanding medicalisation of French society and were advised to entrust themselves to the hygienic care of doctors in managing the whole era of life from around and after the final cessation of menses. However, menopause owed much of its conceptual weft to earlier themes of women as the sicker sex, of vitalist crisis, of the vapours, and of astrological climacteric years. This book is the first comprehensive study of the origins of the medical concept of menopause, richly contextualising its role in nineteenth-century French medicine and revealing the complex threads of meaning that informed its invention. It tells a complex story of how women’s ageing featured in the demographic revolution in modern science, in the denigration of folk medicine, in the unique French field of hygiène, and in the fixation on women in the emergence of modern psychiatry. It also reveals the nineteenth-century French origins of the still-current medical and alternative-health approaches to women’s ageing as something to be managed through gynaecological surgery, hormonal replacement, and lifestyle intervention.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Folk pedagogics"

1

Ward, Amber. "Folk School Informed Futures." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ward, Amber. "Crafting with Folk School Pedagogies." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ward, Amber. "Journaling Nature." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ward, Amber. "Collaging Archives." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ward, Amber. "Introduction." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ward, Amber. "Human-Created (In)justice and Rethinking the Human." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ward, Amber. "Thought Partners, Turns, and Time." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ward, Amber. "Interviewing Teachers." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ward, Amber. "Folding Literature." In Relational Encounters with Folk School Pedagogies. Routledge, 2025. https://doi.org/10.4324/9781003402091-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Groves, Adam Staley. "Sandy Hook University." In Pedagogies of Disaster. punctum books, 2013. https://doi.org/10.21983/p3.0050.1.08.

Full text
Abstract:
The user in technics marks a departure for the human side of an ambit. Academia fol-lows the act: essays may be graded by software, e-readers track student eye movement reporting to an education manager what the student purportedly read. Increasingly, re-lation is deported to the online classroom or the hybrid space of Learning Management Systems.Purportedly serving intellectual freedom and humanity, universities will inevitably collapse into technics. Our lingering delusion that state universities serve a national purpose and preserve this alongside the interest of global capitalism is well known. However this delusion, allusion, illusion is given, it is powered by imagination and the human task is to reclaim access and care for it. Technological order, what governs sig-nificantly the production of the world and the presentation of nature to human thought has quickly placed the imagination as its final prize. Conversely if the university mirage cast a shadow over the reality of technics, the other side of an imaginative ambit opens toward an ethics of imagination.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Folk pedagogics"

1

Magomedovna, Rashidova Zoya. "IMPLEMENTATION OF PEDAGOGICAL POTENTIAL FOLK ART IN THE MODERN EDUCATIONAL PROCESS." In Folk arts and crafts of the Russian Federation. ALEF, 2019. http://dx.doi.org/10.33580/978-5-00128-340-9-2019-157-159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dzhalilovich, Magomedov Amirbek. "FORMATION OF ETHNO-PEDAGOGICAL TRADITIONS IN SCHOOL EDUCATION OF DAGESTAN (FROM THE HISTORY OF SCHOOL S. KUBACHI)." In Folk arts and crafts of the Russian Federation. ALEF, 2019. http://dx.doi.org/10.33580/978-5-00128-340-9-2019-150-156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Magomedovich, Khavchaev Muslim. "ACTUAL PROBLEMS ART AND PEDAGOGICAL EDUCATION IN THE STUDIO OF IZO AND DPI of DAGESTAN AND THE PEOPLES OF RUSSIA IN FOLK ART." In Folk arts and crafts of the Russian Federation. ALEF, 2019. http://dx.doi.org/10.33580/978-5-00128-340-9-2019-177-182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shauyenova, M. A. "RELATIONSHIP BETWEEN THE PEDAGOGICAL IDEAS OF “QABUSNAME” AND FOLK PEDAGOGY." In III International Conference ”Science and society - Methods and problems of practical application". Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/iii-conf-canada-3-81-92.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Talpa, Svetlana. "Stage folk dance versus character dance." In Simpozion Național de Studii Culturale, dedicat Zilelor Europene ale Patrimoniului. Ediția III. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/sc21.09.

Full text
Abstract:
In the article, the author’s main objective is to argue the need to study and capitalize on folk stage dance and character dance by comparatively assigning their methodological and aspectual features. For this purpose, the analytical method of approaching the problem is used, as well as the pedagogical aspect. Performing folk dance and character dance exploits the capacity of the mind of both a professional dancer (ballet artists) and of an amateur dancer, by educating the body in order to be aware of each movement performed. From a methodological point of view, the stage folk dance and the character dance are analogous, and from the aspectual point of view they are varied, differing depending on the performers/artists/dancers, the place of manifestation and the specific music. These forms of dance are analyzed by specific artistic means, and finally they are reproduced in choreographic works (choreographic suites) or in ballet performances.
APA, Harvard, Vancouver, ISO, and other styles
6

POSTOLACHI, Iulia. "Choregraphic competence – expression of the artistic excellence of primary education teachers." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p352-357.

Full text
Abstract:
The article presents the importance of choreographic competence, being one of the most diverse and fascinating forms of human expression, and constantly evolving according to the cultural and historical context. Choreographic competence is not limited to a single form or style, but encompasses a wide range of genres, from traditional and folk dances to contemporary and experimental. Choreographic skill is a powerful way to communicate, express emotions, convey stories and connect people. Overall, the choreographic prowess is an amazing example of teacher creativity and human diversity, illustrating how culture and history can influence and be reflected in unique art forms. It is a form of expression that continues to inspire and unite people around the world.
APA, Harvard, Vancouver, ISO, and other styles
7

Elizova, E. I., and N. A. Karataeva. "Pedagogical Potential of Russian Folk Tales in Formation of Cultural Identity of Preschool Children." In Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

VIERU, Niculai. "Aspecte descriptive ale trăsăturilor stilistice în folclorul muzical." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p369-374.

Full text
Abstract:
Musical folklore is a component of the spirituality of the Romanian people. Through musical folklore, the musicality of our people can be reconstructed, with the universe of customs, traditions and popular creations in accordance with the social transformations that occurred in the historical stages. The repertoire of Romanian folk songs and dances is particularly varied in terms of structure and musical content, representing specific stylistic features that have been particularized and preserved from ancient times to the present day. Some of the popular creations possess archaic Romanian features derived from the music of ancient peoples or even from primitive musical manifestations, identified by the composition of simple musical structures and the repetition of motifs in a musical creation. From a stylistic point of view, both traditional music and popular games impress with the elegance and sobriety of interpretation, even if some musical productions are virtuosic, tey have stilistic features that personalize them.
APA, Harvard, Vancouver, ISO, and other styles
9

Martinsone-Škapare, Katrīne. "The Cultural Heritage of Character Dance Genre in the Education of a Choreographer in Latvia." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2021. http://dx.doi.org/10.22364/htqe.2024.36.

Full text
Abstract:
Research in the fields of culture and arts is an important resource for the development of cultural and creative industries for the creation of new teaching methods, emphasizing the professional aspects of teaching. In professional dance education, teachers’ theoretical and practical skills, alongside their body language, are of utmost importance and are honed to perfection. The study courses are primarily based on the accepted knowledge of history and cultural heritage, preserving these values as a continuation of traditions in the dance industry. The author has chosen the genre of character dance in professional higher education as the basis of this research. The author provides clear definitions and explanations of the character dance genre, non-national stage folk dance, and stage folk dance in the theoretical research. The background of the empirical study is the professional bachelor’s program in Choreography of the Jāzeps Vītola Latvian Academy of Music, graduated by 283 students from 1977 to 2023. The research test sample consists of 9 graduates of the academy. Qualitative methodology was used in the data, – personalized interviews, – with content analysis at the final stage of the research. The main focus of the research is character dance, non-national stage folk dance in the education of choreographers / dance group leaders, the historical experience of the study course, the inheritance of the cultural heritage of dance, and the improvement of acquired skills in creative work. In the interviews dance industry professionals revealed their views on the vision of character dance, and the development of the non-national stage dance course in the study process today, justifying how essential the preservation of cultural heritage is in the Latvian stage folk dance industry in the interviews. The study emphasizes the significance of the historical legacy of the dance study course, pedagogical learning methods, and professional practical skills in the education of the dance industry.
APA, Harvard, Vancouver, ISO, and other styles
10

Мирзоев, Ш. А. "Ethno-cultural foundations of ecological education in the region." In РЕГИОНАЛЬНЫЕ АСПЕКТЫ СОЦИАЛЬНОЙ ПОЛИТИКИ. Crossref, 2022. https://doi.org/10.34775/x9351-6298-9188-a.

Full text
Abstract:
Статья раскрывает содержание, формы и способы формирования экологической культуры народов Дагестана, в основе которой лежат выработанные народом за века знания о природе и умения бережного отношения к растительному и животному миру. Описываются традиции экологического образования и воспитания подрастающих поколений дагестанцев. Утверждается, что только на основе богатого народного опыта охраны природной среды у молодежи может развиваться по-настоящему бережное отношение к окружающему миру, вырабатываться истинное понимание красоты и богатства природы. Делается вывод о том, что формы и способы эколого-образовательной деятельности в дагестанских школах и вузах целесообразно выбирать сучетом соответствующих народных педагогических постулатов, которые у дагестанцев складывались веками и передавались из поколения в поколение. The paper reveals the content, forms and ways of expressing the ecological culture of the peoples of Dagestan, which is based on the folk knowledge that has developed over the centuries and millennia, the skills and abilities of caring for the flora and fauna. The traditions of ecological education and upbringing of the younger generations of Dagestanis are described. It is said that only on the basis of the profound folk experience of protecting the natural environment children can develop a truly caring attitude towards the outworld, develop a true understanding of the beauty and richness of nature. The author concludes that it is advisable to choose the forms and methods of ecological education in Dagestan schools and universities, taking into account the relevant folk pedagogical postulates that have been created in the Land of Mountains for centuries and passed down through generations.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Folk pedagogics"

1

Білоус, О. С. Український фольклор як засіб морально-естетичного становлення особистості школяра. ПДПУ ім. К. Д. Ушинського, 2002. http://dx.doi.org/10.31812/123456789/3317.

Full text
Abstract:
The article deals with the meaning of folklore as the means of a moral-aesthetic making of a pupil’s personality. The author’s conclusions are based on the opinions of famous pedagogues and musicians. The curriculum in Music analysis, the recommendations concerning the broadening of a used repertoire of a folk music creative work in the practice of a compulsory school at the expense of introduction of the material of an folk creative work are given.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Folk pedagogics' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography