Innovations in transport and information communication technology have led to an ever expanding global perspective and playing field, for both business and citizens. Educational institutes play an important role in preparing students for this new reality. One way of doing this is for students to engage in educational travel experiences. Indeed, over the past two decades increasing numbers of students participated in study abroad programs, study tours, international internships and relatively new short-term programs such as international research projects. Yet, at the same time, globalization seems to have reduced some of the traditional benefits of educational travel, as the challenge of adapting to a different cultural environment has become easier than it has been in the past. Equally, there is a need to reconsider the competencies that educational travel should develop, as there is a noticeable shift towards pointing out the professional relevance of these experiences. The aim of this research is to work towards a competence framework and investigate how the learning of competencies is related to overcoming cultural distance. Based on these findings, implications for learning programs are formulated.
Innovations in transport and information communication technology have led to an ever expanding global perspective and playing field, for both business and citizens. Educational institutes play an important role in preparing students for this new reality. One way of doing this is for students to engage in educational travel experiences. Indeed, over the past two decades increasing numbers of students participated in study abroad programs, study tours, international internships and relatively new short-term programs such as international research projects. Yet, at the same time, globalization seems to have reduced some of the traditional benefits of educational travel, as the challenge of adapting to a different cultural environment has become easier than it has been in the past. Equally, there is a need to reconsider the competencies that educational travel should develop, as there is a noticeable shift towards pointing out the professional relevance of these experiences. The aim of this research is to work towards a competence framework and investigate how the learning of competencies is related to overcoming cultural distance. Based on these findings, implications for learning programs are formulated.
Innovations in transport and information communication technology have led to an ever expanding global perspective and playing field, for both business and citizens. Educational institutes play an important role in preparing students for this new reality. One way of doing this is for students to engage in educational travel experiences. Indeed, over the past two decades increasing numbers of students participated in study abroad programs, study tours, international internships and relatively new short-term programs such as international research projects. Yet, at the same time, globalization seems to have reduced some of the traditional benefits of educational travel, as the challenge of adapting to a different cultural environment has become easier than it has been in the past. Equally, there is a need to reconsider the competencies that educational travel should develop, as there is a noticeable shift towards pointing out the professional relevance of these experiences. The aim of this research is to work towards a competence framework and investigate how the learning of competencies is related to overcoming cultural distance. Based on these findings, implications for learning programs are formulated.
Innovations in transport and information communication technology have led to an ever expanding global perspective and playing field, for both business and citizens. Educational institutes play an important role in preparing students for this new reality. One way of doing this is for students to engage in educational travel experiences. Indeed, over the past two decades increasing numbers of students participated in study abroad programs, study tours, international internships and relatively new short-term programs such as international research projects. Yet, at the same time, globalization seems to have reduced some of the traditional benefits of educational travel, as the challenge of adapting to a different cultural environment has become easier than it has been in the past. Equally, there is a need to reconsider the competencies that educational travel should develop, as there is a noticeable shift towards pointing out the professional relevance of these experiences. The aim of this research is to work towards a competence framework and investigate how the learning of competencies is related to overcoming cultural distance. Based on these findings, implications for learning programs are formulated.
2. ● ALTA EDAT MITJANA: (segle V al XII), es
caracteritza per un societat feudal i on la
cultura es troba als monestirs.
● BAIXA EDAT MITJANA: (segle XII i XIV), es
caracteritza perquè es creen les primeres
ciutats, i apareix la burgesia.
3. MÚSICA RELIGIOSA
Cant Gregorià
● Gregori el Magne va ser el creador
● Una sola veu
● Tots canten la mateixa melodia sense
instruments
5. INVENTOR DE LES NOTES
MUSICALS I LA PARTITURA
● Guido d' Arezzo va se l'inventor de les Notes
Musicals i el Pentagrama
● Va ser un monge benedicti de l'Edat Mitjana,
que va nèixer a Arezzo (Toscana)
● Va crear les línies horitzontals del pentagrama
i les altures dels sons
6.
7. MÚSICA PROFANA
● Per la gent que viu als castells
● Balls i cançons amb lletres d'amor
● Tres figures importants: Trobadors, Joglars i
Goliards.
8. Joglars
● Aparèixen en tots els països i èpoques
● Eren ben rebuts als castells i monestirs
9. Trobadors
● Aparèixen els segles XI-XIII
● Eren poetes i músics
● Feien servir la llengua provençal i vivien al sud de França
● Van treballar molt la lírica
● El tema principal és lloar la dona i el prínceps i les gestes
a les batalles
● Interpretació cantada
● Feien servir instruments de corda: viola i arpa
10. Goliards
● Goliard era una persona que havia deixat de
ser monjo.
● Es dedicava a cantar i recitar poemes en llatí i
en llengües vulgars.
● L'obra més coneguda és el Carmina Burana.
