"The Old Ways: Pre-literate pedagogies in the (post-)/(multi-)literate classroom"

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Slideshow from a presentation in the Texas Tech University Teaching Academy's "What the Best Teachers Do" series, Feb 2009. Full title: "The Old Ways: Pre-literate pedagogies in the …

Slideshow from a presentation in the Texas Tech University Teaching Academy's "What the Best Teachers Do" series, Feb 2009. Full title: "The Old Ways: Pre-literate pedagogies in the (post-)/(multi-)literate classroom"

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  • 1. The Old Ways Pre-literate pedagogies in the (post-)/(multi-)literate classroom Texas Tech University Teaching Academy series: "What the Best Teachers Do" series, Feb 2009. Dr Christopher Smith, Associate Professor & Chair of Musicology; Director: Vernacular Music Center & TTU Celtic Ensemble Texas Tech School of Music - [email_address] http://ttuvmc.org
  • 2. Disclaimer!
  • 3. VMC
  • 4. “ Vernacular”?
  • 5. Example West Africa
  • 6. What, where, and who?
  • 7. What, where, and who?
  • 8. What, where, and who?
  • 9. What, where, and who?
  • 10. The Bandstand & the Ivory Tower
  • 11. Pre- versus post-literacy One key insight
  • 12. The world & the classroom One key insight
  • 13. Example West Africa
  • 14. Goals Life-long engagement
  • 15. Intuition 1 Vernacular pedagogies
  • 16. Intuition 2 Those pedagogies’ precision
  • 17. Intuition 3 Paying attention to these pedagogies
  • 18. Intuition 4 Relevance beyond the ancient
  • 19. Premise 1 Topics versus mindsets
  • 20. Example North India
  • 21. Premise 2 Learning modes, ancient & post-modern
  • 22. Premise 3 Students: strengths
  • 23. Premise 4 Students: handicaps
  • 24. Premise 5 “ New” literacies
  • 25. Archetypes Premise 6
  • 26. Premise 7 Visceral/intuitive
  • 27. “ Once upon a time…” Premise 8
  • 28. Patterns & their power
  • 29. Example The Near East
  • 30. Patterns & their power Memory, orality, recall
  • 31. Patterns & their power “ Read one, see one, do one.”
  • 32. Patterns & their power Extending this use
  • 33. Patterns & their power “ Let me tell you a story…”
  • 34. Patterns & their power Context & content & their interplay
  • 35. Problem-solving Why is “it” the way “it” is?
  • 36. Demonstration/imitation/critique Ancient, archetypal, post-modern
  • 37. Questions for YOU What is your OWN discipline’s useful folklore?
  • 38. Questions for YOU What do you already teach in this way?
  • 39. Questions for YOU MORE intentional, conscious, and effective?
  • 40. Questions for YOU “ Method”
  • 41.  
  • 42. How do YOU employ demonstration/imitation/critique…already? For further/future consideration
  • 43. Which are unique to your discipline’s perspectives & archetypal experiences? For further/future consideration
  • 44. How to link your teaching, your discipline, and your students ’ experiences? For further/future consideration