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Li, Zihao (Michael), Qingyun Li, Jie Han, and Zhongyang Zhang. "Perspectives of Hybrid Performing Arts Education in the Post-Pandemic Era: An Empirical Study in Hong Kong." Sustainability 14, no. 15 (2022): 9194. http://dx.doi.org/10.3390/su14159194.
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While the COVID-19 pandemic has been raging across the continents, performing arts educators have unlearned and adjusted their pedagogies in course delivery to surmount the challenges caused by the COVID-19 pandemic. Subject to the COVID-19 pandemic situation easing in Hong Kong and around the world, the whole education sector seems to be bouncing back to normal gradually. Meanwhile, there are effective lessons and insights to be learned from the hybrid pedagogy during the pandemic, which could further benefit the new normal period (post-pandemic) of performing arts education. To examine the current practice of digital learning among students and faculty (attitudes towards hybrid, online, and face-to-face learning and preferences about learning mode for professional development/training workshops), this empirical study looks at 408 students and 17 faculty members at a leading performing arts institute in Hong Kong. This study locates the key issues for performing arts educators regarding online/hybrid teaching and learning. It presents lessons and insights for quality insurance and improvement. Findings can inform the future development of digital teaching and learning for the performing arts as well as for other practice-based subjects.
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Jaya, Vimala Murti Pitra Tunggal, Maria Goretti Octavia Pepe, and Brigitta Wastu Warsiki. "The Used of Padlet In Teaching Performing Arts During the COVID-19 Pandemic." Edunesia: Jurnal Ilmiah Pendidikan 3, no. 3 (2022): 273–85. http://dx.doi.org/10.51276/edu.v3i3.271.
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The COVID-19 pandemic has caused worldwide disruption and affects every aspect of human life, including education. Before this situation, the proper application of technology has been an important tool to support the learning process through the online learning approach. This study aims to identify the use of padlet in teaching performing arts during the COVID-19 pandemic. The research used a qualitative method using literature review and action research. The subject of this research is the Performing Arts teachers. Self-administered interviews were conducted with other Performing Arts teachers as an observation material in this research study. The majority of the Performing Arts teachers agreed that padlet is one of the easy-to-use applications that is beneficial during online learning. The researcher also conducted research design in the form of a self-administered questionnaire. This study involved sixty-four (64) students from grades four and five in extending the understanding of the use of padlet from students’ views. From the questionnaire, 31 (49.2%) strongly agree with the idea that padlet is useful for online learning, 22 (34.9%) agree, 9 (14.3%) neutral, and 1 (1.6%) strongly disagree. Hence, the result emphasized that the padlet is useful for both teachers and students, especially during the home learning program in the COVID-19 pandemic
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Li, Qingyun, Zihao (Michael) Li, Jie Han, and Huimin Ma. "Quality Assurance for Performing Arts Education: A Multi-Dimensional Analysis Approach." Applied Sciences 12, no. 10 (2022): 4813. http://dx.doi.org/10.3390/app12104813.
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Senior management in tertiary institutions desires an efficient system that could help them assess and evaluate learning outcomes so that effective policies can be implemented to enhance teaching and learning. This gets intensified as broader issues arise and higher expectations are put on tertiary education—build a creative workforce and adapt to new technologies to analyze the large volume of teaching and learning data. Government and higher education policymakers have to rapidly adjust relevant policies to surmount the challenges from the pandemic and also to keep up with technological advancement. This demands a novel and efficient way for policymakers and senior management to see and gain insights from a large volume of data (e.g., student course and teacher evaluation). In this study, the researchers present such a system through various examples. The findings generated from this study contribute to the scholarship, and they provide a solution to senior management in tertiary institutions wanting to implement effective policies efficiently. The use of online analytical processing, virtual campus, online, and machine learning in education is growing. However, the use of these technology-enhanced approaches is rare in performing arts education. There has been no in-depth study, especially on technology-enhanced learning that leads to the improvement of teaching. This study utilizes a multi-dimensional analysis approach on the course student evaluation, a key aspect of the teaching and learning quality assurance for higher education. A novel analytical framework is developed and implemented at a leading performing arts university in Asia. It analyzes the course evaluation data of all courses (669 courses and 2664 responses) in the academic year 2018/2019 to make evidence-based recommendations. Such a framework provides an easy and effective visualization for senior management to identify courses that need closer scrutiny to ascertain whether and what areas of course enhancement measures are warranted.
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Baş, Kenan, and Esen Durmuş. "Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge." International Journal of Education and Literacy Studies 7, no. 2 (2019): 107. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.107.
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The purpose of this study is to identify the effect of social studies teaching through performing arts on the academic achievement and permanence of knowledge of performing arts and students. The participants of this research consisted of 250 6th grade students studying at five secondary schools located in different educational regions within boundaries of the central Elazığ Province (from Turkey) in the 2015 and 2016 spring term. The study was conducted on 5 experimental (n = 125) and 5 control (n = 125) groups randomly selected. A mixed method involving qualitative and quantitative methods were used. Academic achievement test and an interview consisting of open-ended questions were used. On quantitative dimension of the study, pretest-posttest control group quasi-experimental design was used. On qualitative dimension, students were interviewed. During the study, while social studies course teaching was carried out with the experimental groups through performing arts, in the control groups, teaching activities stipulated by the current syllabus were carried out. The application period of the study lasted for eight weeks in total with three hours of teaching weekly in both groups. The statistical program (SPSS, version 21) was used analyzing the quantitative data obtained from the study. The N-VIVO-9 program was used for the analysis of qualitative data. As a result of the study, it was found that social studies teaching activities performed through performing arts were more successful in increasing student achievement than the activities stipulated by the current syllabus. However, as a result of the interviews, the results regarding the positive and negative aspects of the teaching activities performed in the experimental groups were obtained. It was found that the data obtained concerning the qualitative dimension of the study supported the data obtained concerning the quantitative dimension.
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Bai, Lu, and Yingying He. "Influence of Teaching and Course Evaluation of Performing Arts Students Based on Improved Ant Colony Algorithm and Data Fusion." Security and Communication Networks 2022 (September 7, 2022): 1–10. http://dx.doi.org/10.1155/2022/1971341.
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Teaching quality evaluation plays a very important role in the evaluation of teaching and learning in universities, especially in performing arts courses. Therefore, in this study, the application and detailed analysis process of clustering analysis on student performance data is used to finally obtain the guidance of clustering results on teaching and management. A mathematical model of teachers was established using graph theory to transform the evaluation process into a bipartite graph model and to fully utilize the memory capacity, mastery of prior knowledge, adaptability, and collaboration of the ant colony algorithm. Moving back and forth between the two sets of partial graphs completed the evaluation of the teacher teaching process. In addition, the maximum and minimum pheromone strategies were applied in the original ant colony algorithm; the robustness of the algorithm itself was enhanced by making full use of the memory ability and the necessary prior knowledge mastery in solving the teacher teaching evaluation problem. For the unqualified teachers, according to the principle of PDCA (quality environment), regular training, mutual lectures, and further training can be adopted to improve teachers’ teaching levels. Through comparison, it is found that the general and practical courses of art performance majors do not have professional characteristics, and the professional courses are mostly dance and performance courses, while physical education, sports training, and other related courses are insufficient. Through the method of this study, all students are concentrated in the group of teachers with higher satisfaction, and “teaching” can achieve the expected effect and provide theoretical and practical basis for the development of performing arts courses.
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Zakaria, Mohd Azly, and Muhammad Faisal Ahmad. "Theater Education: A Need Analysis of Pedagogical Content Knowledge (PCK) at Malaysian Arts School." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 11 (2022): e001932. http://dx.doi.org/10.47405/mjssh.v7i11.1932.
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This writing is a needs analysis study to draft Pedagogical Content Knowledge (PCK) acting in implementing the teaching of Theater Arts coaches of Malaysian Arts School (SSeM). The background of the study is externally related to the existing acting content knowledge and effective acting skills in implementing the teacher's teaching and directly is the practice of acting in the form of noble values and discipline. This study was conducted specifically to identify the PCK focusing in field of acting knowledge by the coaches and explore the acting skills and practices in the implementation of teaching. Next, exploration the practice in teacher teaching in the value of morals and discipline. The design used in this study is a qualitative and case study strategy. The scope of the study is on the selection of coaches at Malaysian Arts School and purposive sampling. The study's findings are to analyze the knowledge and skills of acting in the implementation of the teaching of Theater Arts. The need analysis of the study will survey to create a guidelines model of Pedagogical Content Knowledge of Theater Arts, especially in acting. The importance of research to improve the teaching profession in the Malaysian education system, especially in the production of Performing Arts Education teachers, that can be applied by every teacher and prospective teacher specialization or non-specialization in the application of new curriculum and used as a guiding model framework by the Malaysian Ministry of Education (MOE) or the Department of Higher Education (MOHE).
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Jaya, Vimala Murti Pitra Tunggal. "Implementation of the Inclusion Program in the Performing Arts Class at XYZ School in Jakarta." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (2023): 158–71. http://dx.doi.org/10.51276/edu.v4i1.285.
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Every learner matters equally despite all learning needs, and to achieve this, the implementation of inclusion is important, especially in teaching and learning. Inclusion means providing opportunities for all students with unique learning needs to learn with other students in a general educational environment. Successful inclusive education acknowledges, comprehends, and addresses student variety and variances. This present study aimed to know the implementation of inclusion programs in the Performing Arts class at XYZ School. The study involved eight Arts teachers. The research used a research design to obtain data or information through teachers’ questionnaires and open-ended questions through interviews about inclusion programs, especially in Performing Arts education. The questions were designed in a Likert Scale format. The finding showed that most teachers understand the importance of inclusion programs in teaching and learning. The result showed that 2 (25 %) teachers strongly agreed and 6 (75%) teachers agreed that the inclusion program is important to be implemented in the school. Some strategies and challenges were also shared during the interview. Hence, to complete this challenging task, teachers, parents, and schools need to collaborate to achieve common objectives. Furthermore, facilities, professional development, training, and collaboration are essential to support inclusion. The study's findings, teachers, believe that inclusion programs are important, and to complete this challenging task, teachers, parents, and schools need to collaborate to achieve common objectives
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KASALE, Lobone L., and Martin M. MOKGWATHI. "Primary School Teacher' Perceptions towards the Physical Education Component of Creative and Performing Arts Curriculum in Botswana." Asian Journal of Physical Education & Recreation 16, no. 2 (2010): 58–64. http://dx.doi.org/10.24112/ajper.161899.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
 Creative and Performing Arts is a new subject that has been introduced at the primary school level in Botswana. The subject draws its contents from various disciplines such as Arts and Craft, Design and technology, Home Economics, Business Studies, Drama, Dance, Music and Physical Education. The aim of the study is to evaluate the perceptions of the primary school teachers with regards to teaching of the Physical Education component of Creative and Performing Arts curriculum. Nine primary schools in the greater Gaborone area were randomly selected for the purpose of this study. The data was collected by means of a questionnaire that was designed for the purpose of this study. The Cronbach Alpha was used to test the reliability of the instrument and a value of 0.73 was obtained in the test. The questionnaire was distributed among the primary school teachers who responded to it. Data analysis revealed that teachers were not adequately trained to demonstrate physical education skills and therefore had difficulties in teaching the subject. It is hence recommended that teachers who are required to teach the physical education component of Creative and Performing Arts must be qualified physical education professionals who will be able to correctly demonstrate physical education skills to the learners. In this way, students may be able to benefit from creative and performing arts as a curriculum subject.
 本文旨在探討博茨瓦納小學的體育科與創意藝術科的融合，結果顯示需要培訓足夠的教師去教授這些融合的課程。
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Culajara, Carla Jobelle. "Competency Level of MAPEH Teachers in Teaching Performing Arts Based on K to 12 Curriculum in Secondary Public Schools." Instabright International Journal of Multidisciplinary Research 3, no. 2 (2021): 23–36. http://dx.doi.org/10.52877/instabright.003.02.0036.
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The quality of education depends on the teacher as well as to the curriculum. As the prime movers to attain the addressed goals in the curriculum, teachers must have the desire to grow and improve through professional development and constant learning towards students ‘academic achievement. The descriptive method of research was utilized in this study to assess the competency level of the MAPEH teachers in teaching performing arts based on the K to 12 Curriculum. Results of the study revealed that majority of the respondents were females, married and 40 years old and below. They earned units/finished their master’s degree, held a teacher position, and had 10 years and below teaching experience. With regard to artistic inclinations particularly in terms of dancing, majority of them have potential in folk dance and modern dance. In terms of music, some teachers could play musical instruments skillfully such as guitar and piano/organ. They were highly competent in using assessment data, monitoring students’ data and achievement, using ICT resources for the teaching-learning process, giving feedbacks, making good use of allotted time and employing design. Individual or group experiential learning, cooperative learning, project method and collaborative activities were most commonly used strategies in teaching performing arts. Meanwhile, lack of facilities and equipment and limited seminars, workshops, and trainings attended were the common problems encountered.
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Pavlovich Roshchin, Sergey, and Lyudmila Sergeevna Filippova. "ARTISTIC LITERACY IN THE PARADIGMS OF TEACHING FINE ARTS." Humanities & Social Sciences Reviews 8, no. 2 (2020): 136–42. http://dx.doi.org/10.18510/hssr.2020.82e17.
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Purpose of the study: The article discusses some aspects of the professional development of the artist in the context of changes occurring in the modern domestic system of higher education. The authors conducted research aimed at studying the phenomenon of the artist's personality and related features of students' search for their own trajectory of education.
 Methodology: The literature review of works describing the life and work of artists, essays on the history of art has been conducted.
 Main Findings: As a result of the study, the criteria for evaluating the level of artistic literacy of students before and after passing elective courses were identified. In the course of the experiment was the evaluation of the creative works of students, performing tests and surveys. Quality indicators have significantly improved as a result of the experiment. The level of motivation of students has increased significantly.
 Applications of this study: The main conclusion of the experimental classes was to prove the relevance and importance of studying the basics of artistic literacy for the successful education of an artist of any specialization. The results of this study will serve as a basis for continuing research in this area of art education. The experience described in the article can serve as a prototype for higher school art pedagogy.
 Novelty/Originality of this study: Comparison of the results of experimental and control groups showed a significant increase in quality indicators. During the experiment, several points were identified that determine the prospects for further research on the introduction into the educational process of topical issues included in the conditional representation of the structure of the concepts of artistic literacy.
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Harnish, David. "Music Education and Sustainability in Lombok, Indonesia." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 1 (2019): 1. http://dx.doi.org/10.24167/celt.v19i1.2076.
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This article discusses the challenges of teaching and sustaining music and other performing arts on the island of Lombok in Indonesia. It follows my field research trajectory on the island over a period of 34 years and analyzes the efforts of government interventions, non-government actors, and teachers and educational institutions in the transmission and sustainability of the arts. Interpretations indicate that a combination of globalization, urbanization, social media, everyday mediatization, and Islamization over recent decades negatively impacted traditional musics in specific ways, by problematizing sustainability. However, several agents–individuals inside and outside the government who understood the situation and had the foresight to take appropriate action–developed programs and organizations to maintain or aestheticize the performing arts, sustain musician livelihoods, and engage a new generation of male youth in music and dance. These efforts, supplemented by the formation of groups of leaders dedicated to the study of early culture on Lombok and fresh initiatives in music education, have ushered in new opportunities and visibility for traditional music and performing arts and performing artists.
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Projansky, Sarah. "Teaching through Feelings and Personal Beliefs: 9/11 as Case Study." Cinema Journal 43, no. 2 (2004): 105–9. http://dx.doi.org/10.1353/cj.2004.0009.
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Franklin, Jo. "The theatrical and the accidental academic: An autoethnographic case study." Arts and Humanities in Higher Education 18, no. 4 (2017): 281–95. http://dx.doi.org/10.1177/1474022217731543.
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This article is an autoethnographic account of my journey from theatre stage manager to academic stage manager. Performing arts education and training in Higher Education is a diverse field, ranging from small private institutions to large research lead universities. Professional practitioners (performers, stage managers, technicians, designers, directors, etc.) are sought by all types of institution to share their expertise in teaching, yet find themselves working in a world that is familiar (the theatre) but at the same time alien (the academy). Those who make a successful transition find a way to reconcile these contrasting worlds. I hope, through this paper, to contribute to discussion of the challenges this transition entails through critical reflection and contextualisation of my personal journey.
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Chamorro-Koc, Marianella, and Anoma Kurimasuriyar. "Insights from studio teaching practices in a Creative Industries Faculty in Australia." Arts and Humanities in Higher Education 19, no. 2 (2018): 172–85. http://dx.doi.org/10.1177/1474022218802529.
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Studio teaching is a long standing tradition and a signature pedagogy across a broad range of art and creative disciplines, from arts to architecture and design. However, the practice of studio teaching varies across disciplines and practitioners. Do these variances indicate different signature pedagogies in the creative disciplines? An exploratory study was conducted to examine how studio teaching is practised at a Faculty of Creative Industries in Australia, and whether those studio practices suggest distinctive signature pedagogies and creative transfer. In this article, we describe the study and offer insights into studio teaching practices in the creative industries disciplines. We argue that nuances and differences among studio practices in creative industries reveal different signature pedagogies. Our findings offer a unique lens on current approaches to creative disciplines education, where interdisciplinary and transdisciplinary approaches to teaching are encouraged in order to support and prepare a highly educated and flexible future workforce.
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Tzeng, Shu-Wen. "Designed to Communicate: A Case Study on Teaching PoP Display Design Studio." International Journal of Design Education 6, no. 4 (2013): 23–37. http://dx.doi.org/10.18848/2325-128x/cgp/v06i04/57906.
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Loney, Glenn. "The American Actor Prepares: Scene-Study for Oblivion?" New Theatre Quarterly 5, no. 20 (1989): 315–20. http://dx.doi.org/10.1017/s0266464x00003638.
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Never mind the theory, face the facts: is there room in the American theatre for all the performers graduating as drama majors from American universities? Glenn Loney, who has himself been teaching drama since 1960 as well as writing widely on theatrical subjects, sketches in the background to the American system, looks at the limited horizons for the newly qualified actor, and suggests a shift in the aims and orientation of academic drama – and the expectations of those who pursue it.
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Aglen, Gry Sagmo. "Praksissamtalen i kulturskolelærerutdanninger." Nordic Research in Music Education 2, no. 1 (2021): 134–60. http://dx.doi.org/10.23865/nrme.v2.3020.
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The practicum conversation in School of Music and Performing Arts teacher educating programs An arena for development of students’ professional understandings This article addresses the practicum training in Norwegian teacher educating programs, and focuses on the practicum conversation, where three participants of the teacher educating program meet: the student, the teacher educator and the practicum supervisor. By observing students’ practicum-related teaching in School of Music and Performing Arts (SMPA) as well as practicum conversations related to this teaching, the aim of this study is to investigate how the practicum conversation functions as an arena where students acquire professional understanding, as well as exploring the understandings of the SMPA teacher profession that appear in these conversations between the three participants. The results are discussed in light of theory of professions and socio-cultural learning theory. The article argues for the importance of students’ active participation in the community of practice, and highlights some challenges associated with the practicum conversation and the relationship between educational institutions and the practice field.
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Jones, Peter Blundell, Alan Williams, and Jo Lintonbon. "The Sheffield Urban Study project." Architectural Research Quarterly 3, no. 3 (1999): 235–44. http://dx.doi.org/10.1017/s1359135500002062.
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In the UK, government policy has encouraged architecture schools to be more research active and there is pressure to make the two final years of the five year course more definitively postgraduate. The University of Sheffield has responded with an experiment that combines studio teaching with real research on the city and its history. Sheffield is Britain's fourth largest city with a population of around half a million. It grew very rapidly in the eighteenth and nineteenth centuries, It now employs a fraction of the former labour force and the city is having to adjust its identity.
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Hsiao Ying, Ma. "Establishing assessment criteria and breakthrough points for drawing ability." Arte, Individuo y Sociedad 34, no. 3 (2022): 1087–111. http://dx.doi.org/10.5209/aris.77140.
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The "ability of realistic drawing" especially realistic drawing ability has been an important measure in assessing the spiritual world of humankind; However, several points in individual teaching strategy remain yet to be clarified in the established practice of group teaching how to draw: 1. How does one assess the artist's skill level? 2. Which abilities should be included in the scale used to assess drawing ability? 3. Of these abilities, which ones can be learned in a short time and which ones require a long time? 4. How does drawing ability evolve to reflect quantitative and qualitative changes as the learning time accumulates? This study attempts to answer the four questions posed above in an analytical and quantifiable way by obtaining empirical data from three drawing experts and four student groups with the aim to establish a set of assessment criteria for drawing ability. With a comprehensive and effective set of assessment criteria established for drawing ability, that the contributions from this study could enable teachers to assist learners not only save time on guesswork, but also provide tailored and specific breakthrough teaching strategies.
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Gaines, Andrew M. "Therapeutic teaching artistry: Towards a wellness model for enhancing vitality in older adults." Drama Therapy Review 7, no. 1 (2021): 95–113. http://dx.doi.org/10.1386/dtr_00063_1.
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This qualitative case study examined how the therapeutic aspects of drama teaching artistry was conceptualized at an urban lesbian, gay, bisexual, or transgender (LGBT) senior centre by observing and/or participating in 31 creative arts education sessions and conducting two focus groups with the centre’s older adult members. Additionally, 34 semi-structured interviews were held with the centre’s teaching artists (TAs), older adults and administrators. Using constructivist grounded theory, emergent themes led to two primary findings: (1) the conceptual category therapeutic teaching artistry articulated how TAs’ practices promoted health and wellness; and (2) a provisional major concept Being Alive captured how members’ quality of life were perceived to be enhanced by the creative arts education programming. Beyond facilitating reminiscence, preventing decline or merely stimulating older adults, TAs helped older adults internalize a greater sense of agency, affirm their own humanity and improve vitality without unethically conducting creative arts therapy.
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Hernawan, Wawan, Busro Busro, and Mudhofar Muffid. "Suluk Pesisiran dalam Arsitektur Masjid Agung Sang Cipta Rasa Cirebon, Indonesia." PURBAWIDYA: Jurnal Penelitian dan Pengembangan Arkeologi 10, no. 1 (2021): 29–44. http://dx.doi.org/10.24164/pw.v10i1.378.
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The purpose of this paper is to analyze suluk on the architecture of Sang Cipta Rasa Great Mosque, Cirebon. The research is qualitative non-hypothetical through four stages of the historical method with multidisciplinary approach. The result of this research is that Wali Songo are brilliant in packaging Islamic teachings about the path to inner perfection in finding the authenticity of life leading to His goodness. Islamic teaching is not only preached through classical Javanese literary works (macapat, song) or performing arts (wayang, barong, topêng, and ronggêng), but also through mosque architecture. The conclusion of this research is that there is the beauty of coastal suluk teaching in a number of architectures element of Sang Cipta Rasa Grand Mosque. This study recommends further research on a number of other archaeological relics, either in Cirebon or along the North coast of Java that have a history of spreading Islam.
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Rowe, Nicholas, Rose Martin, and Nasser Giacaman. "Computer Coding and Choreography: Contrasting Experiences of Learning About Collaboration in Engineering and Creative Arts." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 214–32. http://dx.doi.org/10.26803/ijlter.19.10.12.
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This article argues that how collaboration is taught can have a significant impact on the ways in which collaboration is experienced, understood and valued. In doing so, the study draws attention to performing arts studio-pedagogies, and their potential relevance to enhancing creativity within science, technology, engineering, and mathematics (STEM) education. Through a mixed-methods study of teachers’ and students’ experiences of group work, this article compares two disciplines that maintain distinct discourses on teaching collaboration: Software design and choreography. The quantitative data reveals that despite significant demographic differences, students from the two disciplines maintain a common enthusiasm for group learning. There are significant distinctions however, on student perceptions of the teaching and learning of collaboration, their learning achievements about group work, and the relevance of group work in their discipline. Qualitative commentaries from students and teachers extend the arguments across both the distinctions and the similarities, emphasizing the impact of particular teaching practices and establishing standpoints for further research into the pedagogy of collaboration in higher education.
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Richens, Paul, and Michael Trinder. "Design participation through the Internet: a case study." Architectural Research Quarterly 3, no. 4 (1999): 361–74. http://dx.doi.org/10.1017/s1359135500002256.
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Cambridge University and Microsoft are planning a shared computer research and teaching laboratory on a green-field site to the west of the city. The clients wished to use Internet based communication between themselves and their architects, including email, a website and virtual reality. We explain how this is to be achieved, and describe experiences during the first half of a two year project. Particularly successful has been the use of games software (Quake II) for 3D presentation of the emerging building design.
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Gurung, Raj Kumar. "Pedagogical Implications of Gha͂tu Folk Dance in EFL Classes." Journal of NELTA Gandaki 5, no. 1-2 (2022): 87–98. http://dx.doi.org/10.3126/jong.v5i1-2.49283.
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This paper proposes teaching Gha͂tu folk dance as a performing art in EFL classes for effective teaching and learning activities. Like dance performance, language skills are also performing arts. The study examines the English language proficiency of intermediate students in general. Their performance is not as satisfactory as expected. One major finding of the study is that the relationship between teachers and students and students to students is not harmonious. Gha͂tu can play a catalytic role in maintaining the relations between teachers and learners. This cultural activity is the source of good human relations, good coordination, patience, group work, devotion, submissiveness and many more. This article explores how this cultural activity enhances the teaching-learning activities in EFL classes, what factors are affecting students’ performance, and how Gha͂tu inspires teaching-learning pedagogies. But it has not been studied from this perspective yet. So, Gha͂tu is to be introduced in the syllabus. The study employs the human relations theory to interpret and analyze this Gha͂tu cite and relate it to this research. Teaching Gha͂tu folk dance in EFL classes can create an exciting environment as it is a new teaching pedagogy. This makes all the students actively participate in teaching-learning activities. Gha͂tu can make classroom activities effective, active, and interactive if it is introduced in the syllabus. The active participation of both language and literature students enhances the English language proficiency in EFL classes.
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McMullen, Melissa. "Teaching Cultural Understanding to Undergraduate Graphic Design Students: A Case Study for Design Educators." International Journal of Design Education 14, no. 4 (2020): 19–28. http://dx.doi.org/10.18848/2325-128x/cgp/v14i04/19-28.
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Wang, Bo, Bonita Stanton, Sonja Lunn, Pooja Patel, Veronica Koci, and Lynette Deveaux. "Development of a Brief Pre-Implementation Screening Tool to Identify Teachers Who Are at Risk for Not Implementing Intervention Curriculum and High-Implementing Teachers." Health Education & Behavior 44, no. 1 (2016): 83–91. http://dx.doi.org/10.1177/1090198116639242.
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Few questionnaires have been developed to screen for potentially poor implementers of school-based interventions. This study combines teacher characteristics, perceptions, and teaching/training experiences to develop a short screening tool that can identify potential “low-performing” or “high-performing” teachers pre-implementation. Data were gathered from 208 teachers and 4,411 students who participated in the national implementation of an evidence-based HIV intervention in The Bahamas. Sensitivity and specificity were evaluated for the detection of “low-performing” and “high-performing” teachers. The validity of the screening tool was assessed using receiver operating characteristics analysis. The School Pre-implementation Screening Tool consists of seven predictive factors: duration as teacher, working site, attendance at training workshops, training in interactive teaching, perceived importance of the intervention, comfort in teaching the curriculum, and program priority. The sensitivity and specificity were 74% and 57% in identifying “low-performing” teachers and 81% and 65% with “high-performing” teachers. The screening tool demonstrated an acceptable/good validity (area under the receiver operating characteristics curve was 0.68 for “low-performing teachers” and 0.78 for “high-performing” teachers). Our brief screening tool can facilitate teacher training and recruitment of engaged teachers in implementation of school-based interventions.
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Septiyan, Dadang Dwi, and Hadiyatno Hadiyatno. "The Utilization Of Hard Waste As Percussion Learning Media In The Performing Arts Education Study Program Sultan Ageng Tirtayasa University." Jurnal Seni Musik 11, no. 1 (2022): 26–31. http://dx.doi.org/10.15294/jsm.v11i1.55030.
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This study aims to develop learning media by using hard waste as a percussion instrument. The use of learning media at the university level is very important in the learning process. Learning media is useful as a tool for students to go through the teaching and learning process of percussion courses. This study uses qualitative analysis methods. Qualitative analysis research method is a research method used to collect, sort, classify, synthesize, make an overview, and create an index. The target of this research is the use of hard waste as a percussion learning medium in the Department of Performing Arts Education, Sultan Ageng Tirtayasa University. This research was carried out on the basis of environmental awareness which was applied by recycling hard waste into percussion instruments. Percussion using hard waste or what can be called Thrash Percussion, is an interesting and all-encompassing form of percussion that has been designed with the hope that anything that is no longer useful can still be used as a recycled musical instrument
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Stevens, Kym, Rachel A. Pedro, and Stephanie J. Hanrahan. "Building an authentic cultural curriculum through tertiary cultural dance." Arts and Humanities in Higher Education 19, no. 3 (2019): 264–84. http://dx.doi.org/10.1177/1474022219833648.
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This study identified a range of pedagogies developed to promote global citizenship within a university Latin American dance unit. It implemented changes to teaching and learning approaches in the unit using the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model, supporting learning that privileges transcultural connections to Latin America. The action research used a range of dance teaching pedagogies that were adapted, and evaluated, using the Structure of Observed Learning Outcomes (SOLO)Taxonomy, to support a culturally enriched student learning experience. The findings challenge traditional dance teaching pedagogies through meaningful engagements with the local Latin American dance community and a range of student and teacher reflective approaches.
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Bañez, Richard Mendoza, and John Louie Vergara Yedra. "Information and Communication Technology Approaches and Multimedia Authoring Skills of Public Elementary School Teachers." Journal of Educational Science and Technology (EST) 5, no. 2 (2019): 176. http://dx.doi.org/10.26858/est.v5i2.9687.
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This descriptive-explanatory research determined the extent of utilization of ICT approaches in performing teaching-related tasks and self-assessment of multimedia authoring skills of 162 public elementary school teachers at Tanauan City North District, Philippines. Utilizing a researcher-made questionnaire in gathering the needed data and applying appropriate statistical tools, the results of the study revealed that the respondents highly utilized technology literacy approach, and utilized both knowledge deepening, and knowledge creation approaches in performing teaching-related tasks as they integrate technology into the curriculum, utilize spreadsheet in monitoring pupils’ learning progress, and use available ICT resources to help pupils acquire and demonstrate complex cognitive skills. The respondents were also found to be competent in media literacy, using music and arts, design principles, creativity and novel thinking, and considering audiences as components of multimedia authoring skills that was likely to be influenced by their utilization of ICT approaches as affirmed by the significant relationship identified between the two variables. This study calls for pedagogical innovations by capacitating public elementary school teachers with multi-media authoring skills through ICT-skill enhancement program.
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Hietz, Kristina. "(No) drama with grammar." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 1 (2021): 128–35. http://dx.doi.org/10.33178/scenario.15.1.9.
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This Window-of-Practice contribution is based on my Master’s thesis written in the Department of Foreign Language Education in Innsbruck, Austria. It discusses a performative approach to teaching grammar in EfL contexts. “Performative” is used as an umbrella term to describe different forms of language teaching that derive from the performing arts (Schewe, 2013). The motivation behind this topic lies in my enthusiasm for drama and the conviction that a drama-based approach applied to language learning is efficient, motivating and sustainable. The contribution provides insights into the methodology and procedure of a case study that investigates effects of drama-based teaching. The case study was performed in 2017 at an upper secondary school in Austria, where English learners were taught English conditional clauses via a drama-based approach. The study, including a control group, a mixed-method, pre-and post-test design, yields quantitative and qualitative data on effects of drama-based teaching. Despite the lack of significant differences in test results between treatment and control groups, the study provides evidence that a performative approach applied to grammar teaching is successful and related to fun, increased motivation and positive group dynamics.
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Richmond-Cullen, catherine. "THE EFFECT OF AN ARTIST-IN-RESIDENCE PROGRAM ON SELF-REPORTED LONELINESS IN OLDER ADULTS." Innovation in Aging 3, Supplement_1 (2019): S53. http://dx.doi.org/10.1093/geroni/igz038.208.
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Abstract The study, funded by the Pennsylvania Council on the Arts and the Pennsylvania Department of Aging, measured the effect that an artist in residence program (conducted by state-vetted professional teaching artists) had on self-reported loneliness in older adult. All participants were aged sixty years or older and participated in programming in state-funded adult community centers located in fourteen sites throughout the Commonwealth of Pennsylvania. Artists offered 10 sessions in creating and critiquing art to older citizens in the artists’ respective art forms including performing arts, visual arts and multidisciplinary/interdisciplinary arts. Through pre and post-tests, changes in loneliness were measured using the Revised UCLA Loneliness Scale. The data revealed that there was a significant correlation between a self-reported decrease in feelings of loneliness and participation in a program conducted by professional artists. . It was proposed that findings from the study could influence the quality of programs provided by state-funded adult community centers in Pennsylvania and increase funding levels to adult community centers throughout the Commonwealth of Pennsylvania.
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Wills, John S. "Putting the Squeeze on Social Studies: Managing Teaching Dilemmas in Subject Areas Excluded from State Testing." Teachers College Record: The Voice of Scholarship in Education 109, no. 8 (2007): 1980–2046. http://dx.doi.org/10.1177/016146810710900804.
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Background/Context Recent research indicates that social studies is being “squeezed” from the elementary curriculum as instructional time is shifted to language arts and mathematics in response to state testing and the federal No Child Left Behind Act, especially in schools serving poor students and students of color. However, less is known about the specific curricular and instructional choices teachers make as they confront reduced instructional time for social studies, and the enacted curriculum resulting from these choices. Purpose The purpose of this study is to analyze what happens to the enacted curriculum in social studies in elementary schools where instructional time for social studies was reduced in response to state testing in language arts and mathematics. Setting This research was conducted at a rural elementary school in Southern California serving poor Latino, African-American, and White students, a low performing yet improving school as measured by state testing in language arts and mathematics. Research Design A ten-month qualitative case study of social studies curriculum and instruction was conducted in one fourth-grade and two fifth-grade classrooms at one elementary school. Data Collection and Analysis Data collection consisted of observation and videotaping of classroom lessons and activities in social studies during the 2002-2003 school year in three teachers’ classrooms, consisting of a total of 125 videotaped observations. Interviews with teachers, students, and the principal, and the collection and analysis of student work and curricular materials supplemented this data. For this article, data analysis was based on the coding of field notes, analysis of transcripts of lessons and activities, and teacher interviews, to understand the curricular and instructional choices teachers made in social studies and the effect of these choices on the enacted curriculum. Findings/Results Reduced instructional time in social studies has resulted in a reduction of the scope of the curriculum, the curtailment or elimination of opportunities to promote students’ higher order thinking, and an increased emphasis at times on the simple reproduction of content knowledge. Conclusions/Recommendations The institution of a system of accountability meant to improve teaching and learning for all students is instead undermining the quality of students’ education in social studies, especially at low performing elementary schools serving poor students and students of color. As instructional time is shifted to language arts and mathematics the scope of the social studies curriculum and opportunities for thoughtfulness that would deepen students’ understanding of history are being squeezed from the enacted curriculum.
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Sidorova, T., S. Kotliar, and V. Gorinа. "Features of training students of higher educational institutions in the specialization of sports games and single combats ski training." Єдиноборства, no. 3(21) (June 1, 2021): 60–68. http://dx.doi.org/10.15391/ed.2021-3.06.
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Purpose: to reveal the peculiarities of teaching students of higher educational institutions of specializations of sports games and martial arts ski training. Material and methods. To solve the set tasks, we conducted a study in the 2020/2021 academic year with students of the Kharkiv State Academy of Physical Culture in the amount of 45 people, aged 18-20 years, for three weeks. Students were taught skiing techniques both according to the traditional system (control group) and according to the methodology developed by us (experimental groups). The time for learning the technique of skiing in both groups was the same 15 classes of classical style and 15 classes of skating style for 90 minutes each (according to the work program of the discipline), but the teaching methods in the experimental groups differed. The following methods were used during the research: theoretical analysis and generalization of scientific and methodological literature sources, working curricula and practical experience of teachers; analysis of information on the Internet; pedagogical observations; method of expert assessments; pedagogical experiment; methods of mathematical statistics. Results: as a result of the study, it was found that students of the experimental group (E1) received significantly better scores than the control group for performing the technique of movement in the classical style, the average score - 6.30, and the control group - 5.68 points (t=3,6; p<0,01), for performing the technique of skating style score (E1) was 6.18 points, and the control group – 5,25 points (t=5,2; p<0,01). Students of the experimental group (E2) for performing the technique of classical movement style received an average score of 5.93, compared with the control group - 5.68 points, no significant difference was found (p>0,05), the average score of the group (E2) for performing skating style was 5.90 points, and the control group – 5,25 points, which is significantly better (t=3,8; p<0,01). Conclusions. The use of different teaching methods, taking into account sports specializations, as well as the development of leading motor skills, has improved the learning outcomes of students of higher education specializations in sports games and martial arts ski training. As a result of the use of simulation and special training exercises without skis and on skis at the beginning of classes on the technique of classical and skating skiing, students of the group significantly improved the mastery of ski training on all indicators (p<0,01–0,05). Keywords: ski training, educational process, students, sports games, martial arts, motor abilities.
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Chen, Xian Yuin, and Sang Woo Ha. "Structural Process and Impacts of Mentoring Module in Ballet Certificate Program: A Case Study on CBTS Program, Royal Academy of Dance, Malaysia." Harmonia: Journal of Arts Research and Education 22, no. 1 (2022): 48–61. http://dx.doi.org/10.15294/harmonia.v22i1.35245.
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This case study aims to give an overview of the structural process of dance mentoring module and investigate its impact in Malaysian dance education, exemplifying CBTS program, known as Certificate in Ballet Teaching Study. For this study, the researchers have employed Eric Parloe’s mentoring model as a theoretical tool to re-interpret the process of CBTS mentoring module. Focusing on insider’s approach, also known as the emic perspective, the researchers used qualitative methods, such as interviews, auto-ethnography, and archive analysis. To discuss the necessity of the mentoring module, the researchers have examined the structure and process of CBTS 404 Mentoring Module first. After that, this study scrutinized student-teachers’ purpose and experience while they were enrolling in the CBTS program and analyzed the influence of the mentoring module based on the perspective and experience of the currently certified mentors. Lastly, the researchers have explored the impacts of the mentoring module based on previous experience of the student-teachers and mentors. Based on these analyses, the researchers have argued that the mentoring module, CBTS404, plays an actual role in teaching how to apply acquired theoretical knowledge to practical teaching environments.
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Kwak, Eunhee. "Non-Face-to-Face Learner Mutual Learning Study: Focusing on the University Liberal Arts Writing Teaching Method." Korean Society of Culture and Convergence 44, no. 11 (2022): 191–205. http://dx.doi.org/10.33645/cnc.2022.11.44.11.191.
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The purpose of this study is to propose the use of open bulletin boards to compensate for the lack of communication due to changes in the classroom environment as a necessary teaching method in the untact period. A special communication space is required because a non face-to-face learning environment negatively affects learners' achievement of learning goals compared to face-to-face classes in university writing classes. The open bulletin board is a space where teachers and learners can all share creative ideas. The entire writing process for a semester can be recorded, and peer-to-peer learning is possible by sharing data. In addition, it is effective for learner-centered teaching methods for learners to reflect on their entire writing process, and for learners to read and evaluate the writings of fellow learners as examples of various pieces of writing. The teaching method, which consists of an open bulletin board as a point of contact, is meaningful as an alternative to the lack of communication.
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Yeo, Narelle, and Jennifer Rowley. "'Putting on a Show' Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections." Journal of University Teaching and Learning Practice 17, no. 4 (2020): 62–79. http://dx.doi.org/10.53761/1.17.4.5.
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his study explores the utility of employing a student-created experiential narrative ePortfolio as a multimodal tool for reflective practice in WIL. It does so by examining a case study situated within the performing arts, where WIL discourses are rarely adopted, and few examples are present in the literature. This paper introduces a circular mentoring framework that extends Kolb’s experiential learning model, whereby learning is facilitated through the interchange of roles through rehearsal and reflection. In this study, participants prepared and performed an opera in a professional venue over a five-day period of intense creative studio work. The 2017 and 2018 Inclusion Project is an innovative teaching and learning opportunity that offered authentic industry-based experience to undergraduate music students in a closely monitored, non-placement WIL setting. Participants (n=18) undertaking a semester long elective, reported their experience through online journaling in an ePortfolio allowing them to create narrative responses. A qualitative analysis using narrative inquiry on the ePortfolio reflections indicated a direct benefit for student’s career readiness as creative artists.
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O.O., Tsuranova, and Arzhanukhina S.V. "POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-14.
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The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.
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O.O., Tsuranova, and Arzhanukhina S.V. "POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-14.
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The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.
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Meesomsak, Treethawat, and Phitinan Aphai. "If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed." Asian Journal of Arts and Culture 21, no. 1 (2021): 42–49. http://dx.doi.org/10.48048/ajac.2021.247594.
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Research topic on “The Study of Students’ Satisfaction with Online Teaching and Learning During The COVID-19 Epidemic, Case Study: Fundamentals of Western Dance Course, Performing Arts Program, Chiang Mai Rajabhat University” which their objectives including: 1. To study students' satisfaction in the management of online learning and teaching in 4 areas, the researchers studied information from the academic documents and collected information in the field trip by using the survey instrument then the results were combined and analyzed according to the objective.
 The results were found that students’ satisfaction with the management of the online teaching and learning format in all 4 areas. Area 1 item 1, overall satisfaction 1) overall satisfaction of students towards teaching and learning management which the level of satisfaction level was at 4.13 points, item 2 divided into 4 areas, 1) content and practice which the satisfaction level was at 4.4 points. 2) the online teaching and learning models which the level of satisfaction was at 3.99 points. 3) the measurement and evaluation, the satisfaction level was at 4.22 points and 4). information technology, the satisfaction level was at 3.91 points, so the level of satisfaction was at the high level in 3 areas and the level of satisfaction level was at the highest level in 2 areas.
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Ntim, Stephanie B., and Katherine J. Johnson. "The art of malaria education: an arts-based malaria education model, Pepease-Kwahu, Ghana." International Journal Of Community Medicine And Public Health 6, no. 12 (2019): 5042. http://dx.doi.org/10.18203/2394-6040.ijcmph20195443.
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Background: Malaria is a major health concern in Ghana as well as other countries in West Africa, where it is estimated that more than 300 million people are at risk of malaria infection. While prior research has highlighted promising school-based interventions often facilitated through textbook information or teacher-based lectures to promote awareness about the disease, less is known as to how well such interventions are able to actively involve and engage students in learning about malaria in their schools.Methods: This research examines the role of the performing arts as a heuristic for student-centered teaching and learning about malaria. Using a convergent parallel mixed-methods study design, an arts-based malaria education model was deployed in a junior high school in Pepease-Kwahu, Ghana.Results: The proposed product included a peer-peer education model through which students (n=77) demonstrated their learning of malaria through their own creation and participation in poetry, song, dance, and drama performances. Pre- and post- paper-based surveys, coupled with focus groups with student participants (n=10) were used to examine the impact of this program.Conclusions: Research findings currently show that the arts-based malaria education program can be beneficial to students, by requiring them to use the performing arts to engage with information about malaria transmission, prevention, and treatment. Students correctly identified that the malarial parasite is transmitted by a mosquito bite, and they correctly identified symptoms of malaria, although students were reluctant to say that they will regularly use insecticide-treated bed nets as a preventive measure for malaria.
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Supadma, Supadma, and I. Wayan Dana. "Pengembangan Mamaca di Pamekasan Madura sebagai Penguatan Harmoni Kehidupan Sosial." Dance and Theatre Review 4, no. 2 (2022): 95–105. http://dx.doi.org/10.24821/dtr.v4i2.6454.
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The Development of Mamaca in Pamekasan Madura as Strengthening Harmony of Social Life. This study aims to develop one of the traditional performing arts, namely Mamaca in Pamekasan Regency, Madura Island, which is abandoned, especially by the local younger generation. Mamaca, which emphasizes the nobility of values and norms in its form and implementation, is capable of strengthening the nation’s character and the harmony of social life. Thus, this research is an effort to reconstruct local cultural and community values. Seeing its essential role, this research on Mamaca will be carried out in three years. Mamaca presents the values of local wisdom and uses the hermeneutic approach. The reinforcement is designed in the form of new Mamaca choreography according to the spirit of the times. It also reflects the will of the supporting community but still does not leave its primary source. The design of the form of presentation is based on an emic and ethical point of view, namely using a choreographic approach by involving the ideas of local artists or actors. The “new” Mamaca choreography was introduced to students of several elementary schools, as well as to existing performing arts groups. By introducing and teaching it to young children, it is hoped that the stronger and longer roots will be planted for growth. Its introduction and application are followed up by contesting it to motivate others in arts and to promote it to a broader audience, Mamaca can be developed outside its original area, but with similar traditional performing arts. Based on this plan, further development of choreography is also designed to be taught to children and adapted to their distribution area.Keywords: mamaca; Pamekasan Madura; local wisdom; national character;social harmony
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Zhuang, Chun Mei, and Kok Chang Pan. "Chinese Music Teachers’ Perceptions of Context Issues and Transmission Modes in World Music Teaching." Harmonia: Journal of Arts Research and Education 22, no. 2 (2022): 200–212. http://dx.doi.org/10.15294/harmonia.v22i2.33225.
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Based on his academic background in multicultural music education and ethnomusicology, Huib Schippers developed the Seven-Continuum Transmission Model (SCTM) in 2004 to describe the teaching situations of world music. The current study adopted the SCTM as a framework to investigate Chinese music teachers’ perceptions of context issues (tradition, authenticity, and context) and transmission modes (analytic/holistic, notation based/aural, and tangible/intangible) in world music teaching. Semi-structured in-depth interviews were conducted using a qualitative methodology with nine primary and secondary school music teachers from different provinces in China. This study found that Chinese music teachers’ perceptions of context issues and transmission modes in world music teaching were more inclined to the formal, institutional settings rather than the informal, often community-based process. In addition, the music teachers were also influenced more by the “Eurocentrism” values; however, their perceptions were less affected by ethnomusicology that interprets human music from a cultural perspective and by multicultural music education.
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Echarri, Fernando, and Javier Ortiz-Echagüe. "The Most Beautiful Painting in the World: the process as a narrative in Tàpies." Arte, Individuo y Sociedad 31, no. 4 (2019): 809–23. http://dx.doi.org/10.5209/aris.62038.
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The work of the artist Antoni Tàpies (1923-2012) has been widely studied from different disciplines, including his analytical and syncretic vision. This article tries to analyze one of its aesthetic keys: in particular, the conceptualization of its idea process, using the synthesis that appears in the graphic story "The most beautiful painting in the world" published by Ralph Herrmanns in 1970, in which Tàpies is represented as a character-artist. The study of this graphic story also allows us to advance in the study of some educational variables that can intervene in the teaching-learning processes of the arts, such as the artist's relationship with the educational intention that appears as a moral in the story-tale. In this moral of a fable, as a conclusion or educational synthesis, Tàpies tries to express his aesthetic thinking about the creative process, represented in his artistic work.
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Kim, Younghoo. "A Study on the Learning Community-Based School Musicals Teacher Training Program to Strengthen." Korean Society of Culture and Convergence 44, no. 12 (2022): 755–68. http://dx.doi.org/10.33645/cnc.2022.12.44.12.755.
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The purpose of this study is to verify the effectiveness of the learning community-based school musical production teacher training program to strengthen teachers' creative convergence power, and to explore the experience and meaning of participating teachers. To this end, the Seoul Metropolitan Office of Education runs a 45-hour teacher training program called “Learning Actors” and is researching 15 elementary and secondary teachers who participated in the program. During the 15-week training period, teachers collaborate with local artists, display thematic expertise, and teach each other, while performing music at local venues for students, parents and fellow teachers. In order to measure the educational effect, a preliminary t-test was conducted on 15 subjects, and in-depth interviews, observations, and portfolios were analyzed. As a result of the study, this training program was meaningful in improving teachers' convergence teaching methods and partnerships with the community, while providing teachers' cooperative skills, understanding, insight into other subjects, and opportunities to reflect on life through arts activities.
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Pace, Judith L. "Inequalities in History-Social Science Teaching under High-Stakes Accountability: Interviews with Fifth-Grade Teachers in California." Social Studies Research and Practice 3, no. 1 (2008): 24–40. http://dx.doi.org/10.1108/ssrp-01-2008-b0002.
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This article contributes new understanding to a small but critical body of research indicating that high-stakes testing in reading/language arts and mathematics is contributing to marginalization of social studies in the elementary school curriculum across the US. It provides evidence from interviews with fifth-grade teachers that the “squeeze” on history-social science occurs disproportionately in low-performing schools with large minority and low-income populations, where curricular mandates prevail. The interviews shed light on elementary teachers' decision-making in history-social science and how it is influenced by state testing, local community pressures, as well as other influences. It indicates the need for more extensive qualitative study and concludes with a research design to guide future investigations.
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Kvetsko, Olga Ya. "Pedagogical Fundamentals of Methods of Teaching Choreographic Disciplines." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (2020): 145–52. http://dx.doi.org/10.52534/msu-pp.6(2).2020.145-152.
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The study of art disciplines has its specific features and, in some ways, differs from other educational subjects. Choreographic disciplines are closely related to pedagogy and psychology and form an integral part of the development of the future leader of the amateur choreographic team, teacher of choreographic disciplines, choreographer, dancer. The study explores the problem of development of didactic fundamentals at teaching choreographic disciplines by means of which not only skill of future teachers, but also performing skill of dancers develops. The purpose of this study is to investigate the influence of pedagogical foundations on the process of teaching choreographic disciplines and creative choreographic work on the development of adolescents. According to the results of the study, different approaches to the problem of becoming the future leader of an amateur choreographic group, a teacher of choreographic disciplines, a choreographer, an artist of a dance ensemble are described. The study covered the essence of pedagogical fundamentals of methods of teaching choreographic disciplines that motivate students to professional self-improvement; the study also argued the need for the development of internal motivation for professional growth in future teachers of choreography. Studying the influence of creative choreographic work on the development of adolescents' personality, the results of empirical research on the relevance of the needs of students of the Professional College of Culture and Arts (city of Kalush) in professional self-improvement, motives of professional self-improvement, and analysis of professional competence. The practical significance of this study lies in the research of the fundamentals of pedagogical methods of choreographic disciplines to further improve this process, as well as to improve the skills of teachers
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Simamora, Roy Martin. "The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students." Studies in Learning and Teaching 1, no. 2 (2020): 86–103. http://dx.doi.org/10.46627/silet.v1i2.38.
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COVID-19 pandemic has changed the way of learning in higher education. Teaching, and learning activities that are usually carried out with face-to-face meetings have turned into virtual meetings in various online learning applications. This paper aims to analyze student essays in the form of perspectives or responses about the challenges of online learning during the COVID-19 pandemic. This paper collected fifteen students as samples in the Fundamentals of Education I course who were actively involved in online learning activities. Online learning provides various instructions led by the lecturer. Instructions can be synchronous (communication where participants interact in the same time space as video conferencing, zoom, google meet, and WebEx) or asynchronous (time-separated communication such as e-mail, google form, streaming video content, posting lecture notes and social media platforms). This study used a qualitative approach. The researcher then collecting, reading and highlights each student's response that is considered relevant for analysis. This paper has shown so many responses about the challenges experienced by the students while studying online, such as, positive and negative impact of online learning, economic conditions, anxiety during online learning, government should think and planned, the risk of user data security, face-to-face class to online learning, ability, finding effective online learning media.
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Ma, Haili. "Cultural and creative industries in modern languages." Arts and Humanities in Higher Education 18, no. 2-3 (2019): 216–30. http://dx.doi.org/10.1177/1474022219829397.
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This paper explores Cultural and Creative Industry (CCI) teaching and curriculum development across disciplines, based on a case study of a newly established Cultural and Creative Industry (CCI) programme at the School of Modern Languages, Cardiff University, UK. It illustrates how different academic values and goals influence styles of teaching and curriculum development, and it considers how this drives disciplinary evolution. As CCI increasingly attracts international students, in particular from China’s middle-class market, this paper questions the direct ‘import’ of western CCI for Chinese students, in terms of both content relevance and programme development sustainability. This paper suggests that curriculum evolution should be viewed as key for UK higher education to retain market competitiveness, especially a pending ‘Brexit’.
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Frostenson Lööv, Cecilia Charlotta, and Erkki Huovinen. "Flexibilitet i mångsidighet och specialisering." Educare - vetenskapliga skrifter, no. 2 (March 2, 2021): 182–206. http://dx.doi.org/10.24834/educare.2021.2.7.
Full textAbstract:
In the current debate concerning the Swedish Schools of Music and Performing Arts (SMPAs) the concept of flexibility is frequently used. Here it mostly describes the necessity to take students’ requests and needs into account in teacher education and the institutions’ ability to adapt to changing demands for artistic activities among children and adolescents. In contrast to this view, this study examines flexibility as a central competency of the teaching profession and particularly in a curriculum-free environment such as the SMPAs. Resting on the assumption that teachers with a large toolkit have a certain advantage in practising flexibility, the study is based on interviews with three multi-instrumentalists, all of them experienced music teachers in SMPAs. The analysis suggests three forms of flexibility that are related to the teachers’ use of instrumental tools, each of them emerging in particular kinds of teaching activities: problem-solving flexibility in instrument-related counseling, method flexibility in ensemble leadership, and role flexibility in group music-making. The findings are discussed in relation to ideals of teacher specialization and versatility, and the notion of tool-based flexibility is distinguished from improvisation as a teaching skill.
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Belluigi, Dina Zoe. "The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice." Arts and Humanities in Higher Education 17, no. 3 (2017): 305–22. http://dx.doi.org/10.1177/1474022217712641.
Full textAbstract:
Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of ‘subjectivity’ and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art.