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Global Journal of Human Social Science but It Is Still Very Difficult to Implement in School Practice
Online ISSN: 2249-460X Print ISSN: 0975-587X DOI: 10.17406/GJHSS TheStateofOutside-The-School RealEstateMarketPrices&Floods NatureEthics,Life,Purity&Ontology TheCaseofDowntownBudapestSchools VOLUME20ISSUE4VERSION1.0 Global Journal of Human-Social Science: B Geography, Geo-Sciences, Environmental Science & Disaster Management Global Journal of Human-Social Science: B Geography, Geo-Sciences, Environmental Science & Disaster Management Volume 2 0 Issue 4 (Ver. 1.0) Open Association of Research Society Global Journals Inc. *OREDO-RXUQDORI+XPDQ (A Delaware USA Incorporation with “Good Standing”; Reg. Number: 0423089) Social Sciences. 2020. Sponsors:Open Association of Research Society Open Scientific Standards $OOULJKWVUHVHUYHG 7KLVLVDVSHFLDOLVVXHSXEOLVKHGLQYHUVLRQ Publisher’s Headquarters office RI³*OREDO-RXUQDORI+XPDQ6RFLDO 6FLHQFHV´%\*OREDO-RXUQDOV,QF Global Journals ® Headquarters $OODUWLFOHVDUHRSHQDFFHVVDUWLFOHVGLVWULEXWHG XQGHU³*OREDO-RXUQDORI+XPDQ6RFLDO 945th Concord Streets, 6FLHQFHV´ Framingham Massachusetts Pin: 01701, 5HDGLQJ/LFHQVHZKLFKSHUPLWVUHVWULFWHGXVH United States of America (QWLUHFRQWHQWVDUHFRS\ULJKWE\RI³*OREDO -RXUQDORI+XPDQ6RFLDO6FLHQFHV´XQOHVV USA Toll Free: +001-888-839-7392 RWKHUZLVHQRWHGRQVSHFLILFDUWLFOHV USA Toll Free Fax: +001-888-839-7392 1RSDUWRIWKLVSXEOLFDWLRQPD\EHUHSURGXFHG Offset Typesetting RUWUDQVPLWWHGLQDQ\IRUPRUE\DQ\PHDQV HOHFWURQLFRUPHFKDQLFDOLQFOXGLQJ SKRWRFRS\UHFRUGLQJRUDQ\LQIRUPDWLRQ Global Journals Incorporated VWRUDJHDQGUHWULHYDOV\VWHPZLWKRXWZULWWHQ 2nd, Lansdowne, Lansdowne Rd., Croydon-Surrey, -
The Concept Master Plan
ACKNOWLEDGEMENTS Acknowledgements The Columbia Land Conservancy is very pleased Hudson to our 714-acre Greenport Public Conserva- to present this Concept Master Plan for the North Bay tion Area – all within a short walk or bicycle ride Recreation and Natural Area. The vision presented from the County’s most densely populated residential here includes a particularly exciting combination of district, we were only too glad to take it on. This, features that go to the heart of our work. truly, is a great conservation project that strengthens connections between people and the land. We are a conservation organization, and we are fortunate to work in a county that is uniquely rich in We recognize that the information presented here lands that are high in conservation value – farmland, is nothing more than an idea – a well developed idea, forests, wildlife habitat, sensitive ecosystems and sce- to be sure, but in the end, a concept. It will be up to nic landscapes, very prominently including the lands City of Hudson and Columbia County officials to and ecosystems along the mighty Hudson River. But decide whether and how to implement it. CLC would at CLC our work with people and communities has welcome the opportunity to partner in the project always been equally important as our work with the and to assist in the search for funding or in any other land. Thus, when presented with an opportunity to capacity if and as they move forward, which we develop a plan that would at once restore a riverfront earnestly hope they will do. -
Popular Music Pedagogy: Peer Learning in Practice
Popular music pedagogy: peer learning in practice Author Lebler, Don Published 2008 Journal Title Music Education Research DOI https://doi.org/10.1080/14613800802079056 Copyright Statement © 2008 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version. Downloaded from http://hdl.handle.net/10072/26123 Link to published version http://www.tandf.co.uk/journals/carfax/14613808.html Griffith Research Online https://research-repository.griffith.edu.au Popular music pedagogy: peer-learning in practice DON LEBLER Lecturer Popular and Contemporary Music, Queensland Conservatorium Griffith University [email protected] Abstract The inclusion of popular music as a content area in music education is not uncommon. The musicological study of popular music is well established in higher education, and even the practice of popular music is becoming more common in both secondary education and the post-compulsory sector. However, when this occurs, it is likely to be taught in more or less the same way as other more established content areas like western classical music or jazz, with teachers being in control of the process and the curriculum, the feedback and the assessment. But popular music is usually learned in the broader community as a self-directed activity, sometimes including interactions with peers and group activities, but rarely under the direction of an expert mentor/teacher. One Australian conservatorium has adopted the pedagogy of popular music through the creation of a scaffolded self-directed learning environment within its bachelor of popular music program. -
SEM 63 Annual Meeting
SEM 63rd Annual Meeting Society for Ethnomusicology 63rd Annual Meeting, 2018 Individual Presentation Abstracts SEM 2018 Abstracts Book – Note to Reader The SEM 2018 Abstracts Book is divided into two sections: 1) Individual Presentations, and 2) Organized Sessions. Individual Presentation abstracts are alphabetized by the presenter’s last name, while Organized Session abstracts are alphabetized by the session chair’s last name. Note that Organized Sessions are designated in the Program Book as “Panel,” “Roundtable,” or “Workshop.” Sessions designated as “Paper Session” do not have a session abstract. To determine the time and location of an Individual Presentation, consult the index of participants at the back of the Program Book. To determine the time and location of an Organized Session, see the session number (e.g., 1A) in the Abstracts Book and consult the program in the Program Book. Individual Presentation Abstracts Pages 1 – 76 Organized Session Abstracts Pages 77 – 90 Society for Ethnomusicology 63rd Annual Meeting, 2018 Individual Presentation Abstracts Ethiopian Reggae Artists Negotiating Proximity to Repatriated Rastafari American Dreams: Porgy and Bess, Roberto Leydi, and the Birth of Italian David Aarons, University of North Carolina, Greensboro Ethnomusicology Siel Agugliaro, University of Pennsylvania Although a growing number of Ethiopians have embraced reggae music since the late 1990s, many remain cautious about being too closely connected to the This paper puts in conversation two apparently irreconcilable worlds. The first is repatriated Rastafari community in Ethiopia whose members promote themselves that of George Gershwin’s Porgy and Bess (1935), a "folk opera" reminiscent of as reggae ambassadors. Since the 1960s, Rastafari from Jamaica and other black minstrelsy racial stereotypes, and indebted to the Romantic conception of countries have been migrating (‘repatriating’) to and settling in Ethiopia, believing Volk as it had been applied to the U.S. -
The Routledge Research Companion to Popular Music Education Popular
This article was downloaded by: 10.3.98.104 On: 29 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK The Routledge Research Companion to Popular Music Education Gareth Dylan Smith, Zack Moir, Matt Brennan, Shara Rambarran, Phil Kirkman Popular music education Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315613444.ch3 Rupert Till Published online on: 02 Feb 2017 How to cite :- Rupert Till. 02 Feb 2017, Popular music education from: The Routledge Research Companion to Popular Music Education Routledge Accessed on: 29 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9781315613444.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Rupert Till A step into the light 3 Popular -
Grassy Hollow Trail Guide
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2008 Grassy hollow trail guide Judy Ann Eindboden Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Outdoor Education Commons Recommended Citation Eindboden, Judy Ann, "Grassy hollow trail guide" (2008). Theses Digitization Project. 3376. https://scholarworks.lib.csusb.edu/etd-project/3376 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. GRASSY HOLLOW TRAIL GUIDE A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education: Environmental Education by Judy Ann Einboden June 2008 GRASSY HOLLOW TRAIL GUIDE A Project Presented to the Faculty of California State University, San Bernardino by Judy Ann Einboden June 2008 Approved by: Dr. Darleen Stoner, First Reader Dr. Gai/y Negin, ABSTRACT The Grassy Hollow Trail Guide was designed for use at the Grassy Hollow Visitor Center, located six miles west of Wrightwood, California, in the San Gabriel Mountains in the Angeles National Forest. The guide is intended to■ enable volunteers of the United States Forest Service and primary teachers from the Snowline Unified School District to utilize the educational opportunities available at this location with kindergarten through second grade students. A map and instructions in the guide provide activities for students which promote environmental sensitivity using constructivism and place-based education at 12 stops on a nature hike which follows a portion of the Pacific Crest Trail. -
Squatting My Mind – Towards an Architectural Ecosophy
163 ISSN: 1755-068 www.field-journal.org vol.4 (1) Squatting My Mind – Towards an Architectural Ecosophy Catharina Gabrielsson Understanding ecology as “a widely-drawn category that encompasses objects and ideas, organic species and their habitats, inseparably linked 1 Andrew Ballantyne, Architecture together”,1 ecology clearly involves architecture on countless levels, by far Theory: a Reader in Philosophy and Culture (London, New York: exceeding the parameters of sustainable building technology that dominate Continuum, 2005) p. 36. conceptions of this field. Primarily addressing the ‘mental ecology’ of architecture – that is, how architecture is thought and constructed within the discipline – this article furthers an understanding of how occupancy has the power to undo central architectural concepts. Such an undoing is seen as a prerequisite for what Félix Guattari has denoted ecosophy – the ethico-political articulation between the three, interconnected ecological registers: that of the environment, of social relations and the realm of ideas. Considered within an ecological intellectual framework, notions of resistance, spatial appropriation and indeterminacy in architecture are seen to evolve as steps along the way in the urgent task of re-writing architecture’s ontology. It points towards an architecture of shifts and additions, of re-uses and re-inventions; an architecture that generously permits a variety of uses and a continuous production of meaning. 164 www.field-journal.org vol.4 (1) Fig 1. Squatters make the headlines. Catharina Gabrielsson. Shortly after the financial crisis struck London in the autumn of 2008, newspapers were flooded with reports on how a group of artists had invaded an empty eighteenth century property in Mayfair and had opened it to the public as a “non-hierarchical centre for knowledge and learning”, called ‘Temporary School of Thought.’ During a few winter months, in a neighbourhood dominated by embassies and offices, the house at No. -
Educating Popular Musicians: Insights Into Music Teaching and Learning on Higher and Further Education Programmes in Ireland
Educating Popular Musicians: Insights into Music Teaching and Learning on Higher and Further Education Programmes in Ireland by Miranda Cournane The University of Sheffield Department of Music July 2019 Submitted for the Degree of Master of Philosophy This page intentionally left blank 2 Abstract The aim of this thesis is to investigate approaches to the teaching and learning of popular music in higher and further education institutions in the Republic of Ireland. Despite the proliferation of popular music in contemporary culture, very little research has been conducted into how popular musicians are educated in Ireland. This research presents an analysis of case study data using Interpretative Phenomenological Analysis (IPA) as a framework. The research examines how students of popular music approach their learning and whether their needs are adequately supported in higher and further education settings. The research also investigates how the study of popular music is valued at institutional level. Findings highlight the importance of informal learning, authentic learning environments, technology, performance and industry engagement amongst popular music students and tutors. Findings also show an inconsistent approach to the facilitation of these learning needs within higher and further education institutions in Ireland. Disparate attitudes between students and teaching staff in relation to the value of studying music in higher education is also evidenced in the findings. The research makes an important contribution to the field of popular music education in Ireland and provides a number of recommendations for the delivery of popular music programmes in higher and further education. 3 Acknowledgements I would like to thank the teaching staff and music students who participated in my research study over the past number of years. -
Materializing Transversal Potential: an Ecosophical Analysis of The
Spivak, G. (1987). Subaltern studies: Deconstructing historiography. Chap. in Materializing Transversal Potential: An Ecosophical G. Spivak, In Other Worlds (pp. 197-221). NY: Routledge. Analysis of the Dissensual Aestheticization of a Decom- Spyrou, S. (2002). Images of ‘the Other’: The Turk’ in Greek Cypriot children’s missioned Missile Base imagination. Race, Ethnicity and Education, 5 (3), 252-272. Cala Coats Ph.D.1 Stephen F. Austin State University Sivertsen, M. L. (1994). How teachers’ beliefs about learners, the teacher’s role and subject matter shape classroom instruction. Washington, D. C.: Office of Research, U.S. ABstraCT Department of Education. In this article, the researcher maps the collective aesthetic practices of a com- Tamir, T. (2006). Painting against the current. In G. Bar Or (Ed.), Ruth Schloss: munity of makers who have transformed a decommissioned missile base into Local Testimony (pp. xxxiii- lxxxi). Tel Aviv, Israel: Museum of Ein Harod. a residence and community space. The site of the missile base is framed as an assemblage of physical and temporal universes mixed and layered, where its Woolf, V. (1929), A room of one’s own. Retrieved from http://ebooks.adelaide. previous uses and occupation have formed a subjective residue that expresses edu.au/w/woolf/virginia/w91r/index.html. itself physically via objects and architecture and mentally through a kind of col- lective memory inscribed in the site. Félix Guattari’s (1992/1995) ecosophical approach to analysis is used to consider how subjectivity is produced through collective aesthetic practices, fo- cusing on the potential of bringing communities together through anti-capitalist exchanges of time and skill. -
Nez Perce (Nee-Me-Poo) National Historic Trail Progress Report
United States Department of Agriculture Nez Perce (Nee-Me-Poo) National Historic Trail Progress Report Fall 2019 Administrator ’s Corner I asked our partners why they felt so passionately about our work. They said that they learned more about the Nez Perce (Nee-Me-Poo) National Historic Trail (NPNHT) and Nez Perce culture in our interpretative and educational materials than they did in all their years in school. I totally agreed. Through our posters, desk planners, interpretive signs, brochures, website, videos, presentations, and progress reports our work is designed to give people today and future generations a broader and more holistic understanding of the history and living culture of our treasured NPNHT. Our educational outreach connects with thousands of students, teachers, longtime residents, tribal youth, visitors, and people from countries outside the United States every year. Our work together is just beginning! We are looking forward to another year of excitement and discovery on the Trail and Auto Tour Route. This means our ambitious plans for the federal fiscal year can be a reality with your continued support. Thank you for recognizing your own legacy- U.S. Forest Service photo U.S. Forest Service “The NPNHT.” You are a part of our goal of being a part of this Sandra Broncheau-McFarland, at important generational change. By working together we will be Smoking Place, along the NPNHT and successful when people like you take action to volunteer and become our Lolo Trails. partners. Your feedback helps ensure that the Trail and Auto Tour Route continues to be yours. Give us a call, send an email, or stop by our offices; we would enjoy hearing from you. -
SEM Student News Vol 4
SEM{STUDENTNEWS} An initiative of the Student Concerns Committee of the Society for Ethnomusicology IN THIS ISSUE Welcome! Letter from the Editor 1 SCC Update 2 Community News 3 Applied + Activist Ethno Redefining “Applied” Ethnomusicology 4 A Community of Writers 5 The State of the Field 6 Dear SEM 7 Responsibility and the Ethnomusicologist 8 Working in the Applied Sector 10 Want to stay in the Volume 4 | Spring/Summer 2012 Volume A Musical Exploration in Rhythmic Immersion 11 SEM Student News loop? Join your Organizations + Resources 12 peers by ‘liking’ us on Facebook, and Our Staff 16 get the latest updates and calls for submissions! Being a _______ Ethnomusicologist choosing our adjectives Welcome to the fourth volume of and social engagement is one I our research, but also strengthens SEM Student News. In this issue, constantly face in both my it? we highlight the subfields of professional and personal lives. applied and activist Colleagues often ask me why I Many of our teachers and mentors ethnomusicology, questioning how bother with all the ethics reviews, are conducting community-based, our work as scholars can be community meetings, and collaborative research and writing connected to the broader social, collaborative editing. Community that specifically seeks to address educational, and research members often ask me why my this question. And yet, so many communities in which we find work should matter to them, what times we hear how experimental ourselves. As a medical greater purpose I can serve, and writing, social engagement, or ethnomusicologist researching what results I can guarantee. How public scholarship had to wait until indigenous health and an activist can we reconcile these two often- they were post-dissertation, post- working in educational opposing positions, and foster a job, post-book, post-tenure, post-I- documentary media, the productive and meaningful have-already-proven-myself-as-an- relationship between academics dialogue that not only facilitates continued on next page.. -
Reimagining Music Teacher Education Programs As Multimusical Constellations
ISSN: 1968-2065 Reimagining Music Teacher Education Programs as Multimusical Constellations By Lloyd McArton University of Toronto Abstract Through the concept of musical practices, adapted from Wenger’s (1998) notion of practice within a community, this paper explores ways in which universities could develop and equalize multiple and diverse musical practices into constellations. Providing future music educators with opportunities to engage and participate in a variety of musical practices is essential, so as to be better prepared to facilitate a wide spectrum of musical experiences with their students. Such practices could include the existing staple genres of choral, orchestral, concert band, and jazz musics, but also more scarcely institutionalized genres of popular music styles, regionally relevant indigenous and vernacular musics, online musical platforms, and music production. The creativity and autonomy characteristic of these musics represent more than deficiencies to be shoehorned into existing Western art music programs: They are skills best developed in the context of actual music making within real musical practices. Equalizing the inclusion and interaction of diverse musical practices as constellations in music teacher education programs would go a long way in disrupting the hegemony of existing programs, preparing teachers to engage with and responsibly guide students in a variety of musical practices rather than tokenizing and underrepresenting all that sits outside the bubble of Western art music. Keywords: diversity, equity, higher education, music teacher training, anti-eurocentrism, authenticity, communities of practice McArton, L. (2020). Reimagining music teacher education programs as multimusical constellations. Visions of Research in Music Education, 35. Retrieved from http://www.rider.edu/~vrme.