The document discusses traditional ways of teaching culture in language classes. It provides several tips and is supported by research. Some of the key tips discussed include using literature to explore culture, engaging students in role plays and simulations, surrounding students with cultural stimuli from the target culture, and assigning students to present research on the target culture. The document also discusses using films, music and art to connect students with the target language and culture.
This document provides biographies of three speakers on arts integration in education: Gail Humphries Mardirosian, Hannah Vonder Haar, and Elizabeth Watson. Gail is the Dean of Stephens College School of Creative and Performing Arts. Hannah is an art integration specialist and teacher at The Children's School at Stephens College. Elizabeth is the director of The Children's School and works with preservice teachers. The speakers will present on topics related to arts integration and its benefits for teaching and learning.
The document discusses how the arts provide important benefits for students in schools. It argues that the arts give students confidence and a place where they feel they belong. It also suggests that the arts help develop important skills like problem solving, critical thinking, and self-expression. Without arts programs, students would be less engaged in school and more likely to drop out. The arts foster collaboration, empower students, and introduce cultural history.
This document outlines the goals of an art education curriculum, which are to facilitate personal fulfillment through art, understanding the artistic heritage, and understanding art's role in society. It discusses how developing children's ability to create and respond to art can enrich their lives. It also emphasizes exposing children to great works of art and teaching them how experts analyze and interpret art. The goals are for children to learn how to generate their own ideas for art and appreciate art from different cultures.
Early childhood art education a palimpsestMiraAlmirys
This document summarizes the history and debates around teaching art to young children. It discusses how some advocate for a hands-off approach where children freely explore materials, while others argue this still constitutes teaching through guidance and modeling. Over time, views have shifted from seeing art as natural self-expression to emphasizing social interaction and cognitive development. While new research promotes interactive art education, traditional views emphasizing non-interference from teachers still dominate practice in Australian early childhood settings.
The document outlines the K to 12 curriculum guide for arts education in the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, philosophy, rationale and standards for arts education with a focus on developing students' cultural identity and multiple intelligences through experiential learning in music and visual arts. The curriculum follows a spiral progression of concepts and is designed to be student-centered and performance-based.
This article discusses the importance of integrating art education into K-12 schools. It notes that more states are now requiring certified art teachers and mandating art education standards. Research shows that art classes benefit students' learning and development. While expenses can be a challenge, art can be incorporated into core subjects through activities that don't require high costs. Maintaining art education prepares students with valuable visual communication skills and allows for self-expression.
The document is the K to 12 Arts Curriculum Guide from the Department of Education of the Philippines. It outlines the curriculum for arts (including music, dance, theater, and visual arts) from Kindergarten to Grade 12. The curriculum is based on developing students' understanding of elements and principles of art through performing, creating, and responding to art. It takes a spiral approach where concepts are revisited at increasing levels of complexity. The goal is for students to appreciate Philippine and world cultures through the arts and develop critical thinking skills.
This document provides the K to 12 Arts Curriculum Guide published by the Department of Education of the Republic of the Philippines in May 2016. It outlines the conceptual framework, philosophy, standards and competencies for the arts curriculum from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of empowering students to develop cultural identity and expand their world vision through active involvement in the arts. It focuses on developing appreciation of Philippine art and culture.
This document provides biographies of three speakers on arts integration in education: Gail Humphries Mardirosian, Hannah Vonder Haar, and Elizabeth Watson. Gail is the Dean of Stephens College School of Creative and Performing Arts. Hannah is an art integration specialist and teacher at The Children's School at Stephens College. Elizabeth is the director of The Children's School and works with preservice teachers. The speakers will present on topics related to arts integration and its benefits for teaching and learning.
The document discusses how the arts provide important benefits for students in schools. It argues that the arts give students confidence and a place where they feel they belong. It also suggests that the arts help develop important skills like problem solving, critical thinking, and self-expression. Without arts programs, students would be less engaged in school and more likely to drop out. The arts foster collaboration, empower students, and introduce cultural history.
This document outlines the goals of an art education curriculum, which are to facilitate personal fulfillment through art, understanding the artistic heritage, and understanding art's role in society. It discusses how developing children's ability to create and respond to art can enrich their lives. It also emphasizes exposing children to great works of art and teaching them how experts analyze and interpret art. The goals are for children to learn how to generate their own ideas for art and appreciate art from different cultures.
Early childhood art education a palimpsestMiraAlmirys
This document summarizes the history and debates around teaching art to young children. It discusses how some advocate for a hands-off approach where children freely explore materials, while others argue this still constitutes teaching through guidance and modeling. Over time, views have shifted from seeing art as natural self-expression to emphasizing social interaction and cognitive development. While new research promotes interactive art education, traditional views emphasizing non-interference from teachers still dominate practice in Australian early childhood settings.
The document outlines the K to 12 curriculum guide for arts education in the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, philosophy, rationale and standards for arts education with a focus on developing students' cultural identity and multiple intelligences through experiential learning in music and visual arts. The curriculum follows a spiral progression of concepts and is designed to be student-centered and performance-based.
This article discusses the importance of integrating art education into K-12 schools. It notes that more states are now requiring certified art teachers and mandating art education standards. Research shows that art classes benefit students' learning and development. While expenses can be a challenge, art can be incorporated into core subjects through activities that don't require high costs. Maintaining art education prepares students with valuable visual communication skills and allows for self-expression.
The document is the K to 12 Arts Curriculum Guide from the Department of Education of the Philippines. It outlines the curriculum for arts (including music, dance, theater, and visual arts) from Kindergarten to Grade 12. The curriculum is based on developing students' understanding of elements and principles of art through performing, creating, and responding to art. It takes a spiral approach where concepts are revisited at increasing levels of complexity. The goal is for students to appreciate Philippine and world cultures through the arts and develop critical thinking skills.
This document provides the K to 12 Arts Curriculum Guide published by the Department of Education of the Republic of the Philippines in May 2016. It outlines the conceptual framework, philosophy, standards and competencies for the arts curriculum from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of empowering students to develop cultural identity and expand their world vision through active involvement in the arts. It focuses on developing appreciation of Philippine art and culture.
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
This document introduces literature and its importance. It defines literature as written works of art including novels, plays, and poems that express ideas and experiences. The document discusses the importance of literature in improving language skills, teaching about other cultures, and providing entertainment. It also outlines the main elements of stories, plays, and poems. Some challenges to literature are a lack of books and support, while solutions include providing more resources to schools and teacher workshops.
Arts Integration in Education is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers, and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact, and practices for arts-based training and arts-integrated instruction across the curriculum.
INterCHANGE Bios and Workshop Descriptions .compressedKevin Slivka
This document provides information on presentations and workshops occurring on June 14th for the CIAE Arts Leadership Institute, including:
- An opening presentation and workshop by Navajo artist Melanie Yazzie on her artwork and printmaking techniques.
- Other workshops on hide painting, digital indigenous art, birchbark art, and stone shaping, led by Native American artists Theresa Goodwin, Christine Ballengee-Morris, Pat and Gage Kruse, and Dewey Goodwin.
- Keynote speeches and workshops on indigenous education models by LeRoy Saiz and a workshop on culture and identity by Deborah Smith-Shank.
The document discusses essays about respect and provides guidance on writing an essay on this topic. It notes that respect is a broad concept that encompasses various aspects like personal, cultural, and professional respect, making it a complex topic. It advises carefully considering which aspects of respect to explore and how to effectively structure arguments and examples. While challenging, writing about respect allows deeper reflection on one's own values and can inspire readers to consider the impact of respect in their own lives.
The document discusses effective approaches for teaching social studies. It defines social studies as the integrated study of history, social sciences, and humanities to promote civic competence. Five principles for powerful social studies teaching are outlined: lessons should be meaningful, values-based, active, challenging, and integrative. Specific strategies are provided for bringing each principle to life in the classroom, such as using primary sources, cooperative learning, place-based activities, and multidisciplinary projects.
Nasser 1
Nasser 4
Joanna Nasser
Prof Terence Meehan
ENG250E60W
November 6, 2019
Diversity in Children Literature Sentence Outline
Title: Understanding the role of diversity in classrooms
Topic: Diversity in children literature
Specific Purpose: To inform my audience about the importance of diversity in children literature and the role of educators and literature writers.
Thesis Statement: Despite the various misconception about the diversity of children in classrooms, diversity in children literature aids in cohesion and appreciation of other culture.
INTRODUCTION
Hook-As pointed out by Stephens and John (34) teaching children from different background comes with challenges. Substantially it bears prejudice and stereotype against some culture. From this point of view, it is the role of educators and literature writers to come up with teaching strategies that influence learners’ lives (Trent et al. 340).
Credibility material-Over the years' educators and literature writers have devised teaching practices to help children from different background.
Thesis statement-The goal of this research paper is to explore diversity in classrooms, its implications and the proposed solutions for the future.
Preview-To critically understand the issue, it will be necessary to consider the implication of diversity in classrooms, both positive and negative and likely solutions to address the issue.
BODY
Diversity in children literature involves incorporating learners from different ethnic backgrounds into one classroom.
1. Diversity in the classroom is not limited to:
· Gender, class, race, marital status, educational background, parental status and so on.
2. Benefits of diversity in children literature.
· Diversity promotes cohesion and understanding in a classroom set-up.
· Learners can appreciate the diversity of culture, beliefs and ideas.
· Literature writers and teachers need to harmonize teaching materials to ensure students’ needs and interests are served without prejudice.
3. Literacy work is criticized because of the following reasons:
· It does not introduce learners to a diverse society
· It no longer connects learners to their traditions.
CONCLUSION
In conclusion, the purpose of the research is to explore diversity in children literature. By critically analyzing the pros and cos of diversity, the research will aid in proposing concrete recommendations to address current issues.
Concluding remarks. From a broader perspective diversity is a topic worth researching and understanding. Diversity plays different roles in society but at the same time there exist various misconception regarding diversity especially when teaching literature (Iwai and Yuko, 190). If we don’t address this important issue, we are likely to come into rescue when it’s too late.
Work Cited
Davis, Kathryn L., et al. "Experiencing diversity through children's multicultural literature." Kappa Delta Pi Re ...
Popular culture and education: How it teaches and how we learnPhil Benson
This document discusses the relationship between popular culture and education. It presents different perspectives on how popular culture can be integrated into or separated from education. Some key debates discussed include whether popular culture should be the object of critique or a medium for teaching; how theories of learning like constructivism and play-based learning relate to issues of media effects; and the role of the teacher in navigating different stances like moral, generational, and neutral academic perspectives on popular culture. The document considers a variety of sources and outlines pedagogical options and theoretical frameworks for conceptualizing the intersection of popular culture and learning.
This is my powerpoint presentation for the Wayne State Writing Project (2010)- Title of Presentation: "We Want Our City Back: Using Critical Lenses to Breathe New Life into Abandoned Spaces."
3. Disciplines and Ideas in the Social DLP2.docxErinRoelle
The document is a daily lesson log for a Grade 12 DISS (Disciplines and Ideas in the Social Sciences) class. It outlines four class periods covering topics on defining social sciences, distinguishing between social sciences and other fields, and introducing key social science disciplines including anthropology, economics, geography, and history. Learning activities include group discussions, presentations, worksheets, and games to help students understand and compare the different social science disciplines.
This document provides learning invitations for teaching third grade students about the history of African Americans' fight for equality and freedom using the picture book "We Shall Overcome: The Story of a Song." The invitations include having students create a visual timeline of key historical events from slavery to the Civil Rights Movement, role-playing responses to scenarios about injustice, responding to readings from the book through writing or discussion, and creating art in response to listening to different versions of the song "We Shall Overcome." The teacher notes provide instructions for introducing and facilitating the learning stations.
This document provides a daily lesson log for a 12th grade Understanding Culture, Society, and Politics class. Over the course of a week, students will learn about defining and understanding culture and society from anthropological and sociological perspectives. They will discuss topics like cultural relativism, ethnocentrism, cultural heritage, and threats to culture. Learning activities include group discussions, presentations, essays, and role-playing skits. The goal is for students to develop an appreciation of different cultures without judgment and to understand the complex relationships between culture and society.
In a 4-5 page paper, compare and contrast Russian and American culMalikPinckney86
In a 4-5 page paper, compare and contrast Russian and American cultural groups on the following:
· Beliefs, values, and practices, especially those related to causation, disability, and family
· How do both cultures address family and disability or delays?
· What do you think would be the hurdles and the fact you would take in addressing a disability in both cultures?
· What would be the best communication tools to reach the family?
· Any other factor(s) which interest you
2
Girija the Guru
Student name
Institution
Course Name
Date
Girija the Guru
A
The difference between the individual, group, and society values are as follows: Individual values are principles that are intrinsic to an individual and shape how they view life and set their goals in life. Individual values are desirable qualities in a person and motivate that person to do well in society. Group values are standards or principles formulated or adopted by a group of people to guide them in their activities. Community goals are core principles for people that identify as a community with shared culture and heritage. These principles guide them in their activities; sometimes, they are part of their culture.
B
The leader in the documentary is Girija, and she is among the gurus of Indian classical music. The 7Cs that the leader embodies are common purpose, controversy with civility, commitment, collaboration, consciousness of self, congruence, and citizenship. All these qualities are observed in her style of presentation.
Consciousness of self- Girija express this by being precise while introducing herself and her background with music (Conole,2014). She is collaborative and had a common purpose with the people who taught her traditional music as she was growing up (Conole,2014). Controversy with civility-she uses modern platform to train the younger generation on Indian classicals that were only played in traditional events. Commitment- Girija consistently shows up to train and repeats the musicals until her students understand how to play them. Collaboration -works with other professionals to train the younger people and even interested older people. Congruence- she balances her life even as she interacts with everyone involved in mentoring her.
C
Citizenship -the service issue that I have selected is working with children by passing down the values of the community to them in order for them to preserve the culture. In this stance, the tradition being taught is Indian classical music. The need of the community that was being addressed was protecting the traditional music from being eroded which protects citizenship. Traditional music creates a sense of belonging and preserves history of the people. Collaboration with new genre of music will be sufficient to ensure that the traditional music does not lose its value. For instance ,music production would include having new records which incorporate traditional musicals. This will serve a common purpose of preserving th ...
This document discusses artistic literacy and creativity in education. It defines artistic literacy as the knowledge and skills needed to authentically engage with the arts. Artistic literacy provides benefits like improved academic and social outcomes for students by allowing creative expression and understanding of the world. Traits of artistically literate individuals include using art to communicate ideas, developing a personal art form, and finding meaning through art. The document also discusses issues in teaching creativity, such as schools prioritizing academic subjects over arts and focusing on academic ability rather than well-being and stimulating curiosity.
This document provides tips for teachers to help students explore culture in the classroom. It discusses two responsibilities of teachers regarding culture and language. It then lists tips such as having students define culture, raising culture to a conscious level, pointing out hidden aspects of culture, showing how cultures value things differently, and helping students understand how culture works. The document provides research and examples to support each tip. The overall goal is to help students learn about their own and other cultures.
Strategies and techniques for teaching cultureusalim
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
The document provides tips for teachers to help students explore culture in their language learning. It discusses defining culture, making students aware of how culture impacts their lives, highlighting visible and hidden aspects of culture, showing how cultures can value the same things differently, explaining how culture works using dimensions like individualism/collectivism, and building awareness of cultural adjustment stress. The overall goal is for students to develop cultural understanding and competence.
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
This document discusses several factors that influence second language acquisition, including cognitive, affective, social, and individual variables. It addresses topics like self-concept, attitudes, perseverance, locus of control, personality types, interests, needs, and learning strategies that affect how well students learn a new language. The role of the teacher, instructional methods, materials, and classroom activities are also examined.
The document discusses traditional ways of teaching culture in language education. It outlines several goals for teaching culture, including helping students understand how social and cultural factors influence behavior. It then provides tips and strategies supported by research. Some strategies discussed are using literature to explore cultural themes, surrounding students with cultural stimuli, having students present research on the target culture, and engaging students through experiential learning assignments. The document also addresses incorporating cultural elements like holidays, festivals and religious traditions.
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
This document introduces literature and its importance. It defines literature as written works of art including novels, plays, and poems that express ideas and experiences. The document discusses the importance of literature in improving language skills, teaching about other cultures, and providing entertainment. It also outlines the main elements of stories, plays, and poems. Some challenges to literature are a lack of books and support, while solutions include providing more resources to schools and teacher workshops.
Arts Integration in Education is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers, and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact, and practices for arts-based training and arts-integrated instruction across the curriculum.
INterCHANGE Bios and Workshop Descriptions .compressedKevin Slivka
This document provides information on presentations and workshops occurring on June 14th for the CIAE Arts Leadership Institute, including:
- An opening presentation and workshop by Navajo artist Melanie Yazzie on her artwork and printmaking techniques.
- Other workshops on hide painting, digital indigenous art, birchbark art, and stone shaping, led by Native American artists Theresa Goodwin, Christine Ballengee-Morris, Pat and Gage Kruse, and Dewey Goodwin.
- Keynote speeches and workshops on indigenous education models by LeRoy Saiz and a workshop on culture and identity by Deborah Smith-Shank.
The document discusses essays about respect and provides guidance on writing an essay on this topic. It notes that respect is a broad concept that encompasses various aspects like personal, cultural, and professional respect, making it a complex topic. It advises carefully considering which aspects of respect to explore and how to effectively structure arguments and examples. While challenging, writing about respect allows deeper reflection on one's own values and can inspire readers to consider the impact of respect in their own lives.
The document discusses effective approaches for teaching social studies. It defines social studies as the integrated study of history, social sciences, and humanities to promote civic competence. Five principles for powerful social studies teaching are outlined: lessons should be meaningful, values-based, active, challenging, and integrative. Specific strategies are provided for bringing each principle to life in the classroom, such as using primary sources, cooperative learning, place-based activities, and multidisciplinary projects.
Nasser 1
Nasser 4
Joanna Nasser
Prof Terence Meehan
ENG250E60W
November 6, 2019
Diversity in Children Literature Sentence Outline
Title: Understanding the role of diversity in classrooms
Topic: Diversity in children literature
Specific Purpose: To inform my audience about the importance of diversity in children literature and the role of educators and literature writers.
Thesis Statement: Despite the various misconception about the diversity of children in classrooms, diversity in children literature aids in cohesion and appreciation of other culture.
INTRODUCTION
Hook-As pointed out by Stephens and John (34) teaching children from different background comes with challenges. Substantially it bears prejudice and stereotype against some culture. From this point of view, it is the role of educators and literature writers to come up with teaching strategies that influence learners’ lives (Trent et al. 340).
Credibility material-Over the years' educators and literature writers have devised teaching practices to help children from different background.
Thesis statement-The goal of this research paper is to explore diversity in classrooms, its implications and the proposed solutions for the future.
Preview-To critically understand the issue, it will be necessary to consider the implication of diversity in classrooms, both positive and negative and likely solutions to address the issue.
BODY
Diversity in children literature involves incorporating learners from different ethnic backgrounds into one classroom.
1. Diversity in the classroom is not limited to:
· Gender, class, race, marital status, educational background, parental status and so on.
2. Benefits of diversity in children literature.
· Diversity promotes cohesion and understanding in a classroom set-up.
· Learners can appreciate the diversity of culture, beliefs and ideas.
· Literature writers and teachers need to harmonize teaching materials to ensure students’ needs and interests are served without prejudice.
3. Literacy work is criticized because of the following reasons:
· It does not introduce learners to a diverse society
· It no longer connects learners to their traditions.
CONCLUSION
In conclusion, the purpose of the research is to explore diversity in children literature. By critically analyzing the pros and cos of diversity, the research will aid in proposing concrete recommendations to address current issues.
Concluding remarks. From a broader perspective diversity is a topic worth researching and understanding. Diversity plays different roles in society but at the same time there exist various misconception regarding diversity especially when teaching literature (Iwai and Yuko, 190). If we don’t address this important issue, we are likely to come into rescue when it’s too late.
Work Cited
Davis, Kathryn L., et al. "Experiencing diversity through children's multicultural literature." Kappa Delta Pi Re ...
Popular culture and education: How it teaches and how we learnPhil Benson
This document discusses the relationship between popular culture and education. It presents different perspectives on how popular culture can be integrated into or separated from education. Some key debates discussed include whether popular culture should be the object of critique or a medium for teaching; how theories of learning like constructivism and play-based learning relate to issues of media effects; and the role of the teacher in navigating different stances like moral, generational, and neutral academic perspectives on popular culture. The document considers a variety of sources and outlines pedagogical options and theoretical frameworks for conceptualizing the intersection of popular culture and learning.
This is my powerpoint presentation for the Wayne State Writing Project (2010)- Title of Presentation: "We Want Our City Back: Using Critical Lenses to Breathe New Life into Abandoned Spaces."
3. Disciplines and Ideas in the Social DLP2.docxErinRoelle
The document is a daily lesson log for a Grade 12 DISS (Disciplines and Ideas in the Social Sciences) class. It outlines four class periods covering topics on defining social sciences, distinguishing between social sciences and other fields, and introducing key social science disciplines including anthropology, economics, geography, and history. Learning activities include group discussions, presentations, worksheets, and games to help students understand and compare the different social science disciplines.
This document provides learning invitations for teaching third grade students about the history of African Americans' fight for equality and freedom using the picture book "We Shall Overcome: The Story of a Song." The invitations include having students create a visual timeline of key historical events from slavery to the Civil Rights Movement, role-playing responses to scenarios about injustice, responding to readings from the book through writing or discussion, and creating art in response to listening to different versions of the song "We Shall Overcome." The teacher notes provide instructions for introducing and facilitating the learning stations.
This document provides a daily lesson log for a 12th grade Understanding Culture, Society, and Politics class. Over the course of a week, students will learn about defining and understanding culture and society from anthropological and sociological perspectives. They will discuss topics like cultural relativism, ethnocentrism, cultural heritage, and threats to culture. Learning activities include group discussions, presentations, essays, and role-playing skits. The goal is for students to develop an appreciation of different cultures without judgment and to understand the complex relationships between culture and society.
In a 4-5 page paper, compare and contrast Russian and American culMalikPinckney86
In a 4-5 page paper, compare and contrast Russian and American cultural groups on the following:
· Beliefs, values, and practices, especially those related to causation, disability, and family
· How do both cultures address family and disability or delays?
· What do you think would be the hurdles and the fact you would take in addressing a disability in both cultures?
· What would be the best communication tools to reach the family?
· Any other factor(s) which interest you
2
Girija the Guru
Student name
Institution
Course Name
Date
Girija the Guru
A
The difference between the individual, group, and society values are as follows: Individual values are principles that are intrinsic to an individual and shape how they view life and set their goals in life. Individual values are desirable qualities in a person and motivate that person to do well in society. Group values are standards or principles formulated or adopted by a group of people to guide them in their activities. Community goals are core principles for people that identify as a community with shared culture and heritage. These principles guide them in their activities; sometimes, they are part of their culture.
B
The leader in the documentary is Girija, and she is among the gurus of Indian classical music. The 7Cs that the leader embodies are common purpose, controversy with civility, commitment, collaboration, consciousness of self, congruence, and citizenship. All these qualities are observed in her style of presentation.
Consciousness of self- Girija express this by being precise while introducing herself and her background with music (Conole,2014). She is collaborative and had a common purpose with the people who taught her traditional music as she was growing up (Conole,2014). Controversy with civility-she uses modern platform to train the younger generation on Indian classicals that were only played in traditional events. Commitment- Girija consistently shows up to train and repeats the musicals until her students understand how to play them. Collaboration -works with other professionals to train the younger people and even interested older people. Congruence- she balances her life even as she interacts with everyone involved in mentoring her.
C
Citizenship -the service issue that I have selected is working with children by passing down the values of the community to them in order for them to preserve the culture. In this stance, the tradition being taught is Indian classical music. The need of the community that was being addressed was protecting the traditional music from being eroded which protects citizenship. Traditional music creates a sense of belonging and preserves history of the people. Collaboration with new genre of music will be sufficient to ensure that the traditional music does not lose its value. For instance ,music production would include having new records which incorporate traditional musicals. This will serve a common purpose of preserving th ...
This document discusses artistic literacy and creativity in education. It defines artistic literacy as the knowledge and skills needed to authentically engage with the arts. Artistic literacy provides benefits like improved academic and social outcomes for students by allowing creative expression and understanding of the world. Traits of artistically literate individuals include using art to communicate ideas, developing a personal art form, and finding meaning through art. The document also discusses issues in teaching creativity, such as schools prioritizing academic subjects over arts and focusing on academic ability rather than well-being and stimulating curiosity.
This document provides tips for teachers to help students explore culture in the classroom. It discusses two responsibilities of teachers regarding culture and language. It then lists tips such as having students define culture, raising culture to a conscious level, pointing out hidden aspects of culture, showing how cultures value things differently, and helping students understand how culture works. The document provides research and examples to support each tip. The overall goal is to help students learn about their own and other cultures.
Strategies and techniques for teaching cultureusalim
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
The document provides tips for teachers to help students explore culture in their language learning. It discusses defining culture, making students aware of how culture impacts their lives, highlighting visible and hidden aspects of culture, showing how cultures can value the same things differently, explaining how culture works using dimensions like individualism/collectivism, and building awareness of cultural adjustment stress. The overall goal is for students to develop cultural understanding and competence.
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
Similar to Traditional ways of teaching culture (20)
This document discusses several factors that influence second language acquisition, including cognitive, affective, social, and individual variables. It addresses topics like self-concept, attitudes, perseverance, locus of control, personality types, interests, needs, and learning strategies that affect how well students learn a new language. The role of the teacher, instructional methods, materials, and classroom activities are also examined.
The document discusses traditional ways of teaching culture in language education. It outlines several goals for teaching culture, including helping students understand how social and cultural factors influence behavior. It then provides tips and strategies supported by research. Some strategies discussed are using literature to explore cultural themes, surrounding students with cultural stimuli, having students present research on the target culture, and engaging students through experiential learning assignments. The document also addresses incorporating cultural elements like holidays, festivals and religious traditions.
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
1) The document discusses key considerations for curriculum planning in second language teacher education (SLTE), including determining goals for what teachers should know and be able to do, understanding teacher-learners' prior knowledge and contexts, and providing opportunities for practice, reflection, and collaboration.
2) It examines frameworks for defining the knowledge base of language teaching, which includes domains like content knowledge, pedagogical content knowledge, and contextual knowledge.
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2. ATU PhD
Course: Culture & Identity
in Language Teaching
Professor: Dr. Khatib
Prepared by: Amir Parviz
Molkizadeh & M.Soleimani
Aghchay
A. P. Molkizadeh & M. Soleimani Aghchay 2
3. Views about Teaching Culture
In ESL context, teaching culture is
inevitable (for survival purposes).
In EFL context, teaching culture is
preferable.
A. P. Molkizadeh & M. Soleimani Aghchay 3
4. Goals for Teaching Culture
Seelye 1974 proposes 7 goals:
Ss should demonstrate that
1. They understand that people act the way they do
because they are using options the society allows
for satisfying basic physical and psychological
needs
2. They understand that social variables as age,
sex, social class, and place of residence affect
the way people speak and behave
3. How people conventionally act in the most
common mundane and crisis situations in the TC
A. P. Molkizadeh & M. Soleimani Aghchay 4
5. 4. They are aware that culturally conditioned images
are associated with the most common target
words and phrases
5. They are able to evaluate the relative strength of
a generality concerning the TC in terms of the
amount of evidence substantiating the statement
6. They have developed the skills needed to locate
and organize material about the TC from the
internet, library, mass media, and personal
observation
7. They possess intellectual curiosity about the TC
and empathy towards its people
A. P. Molkizadeh & M. Soleimani Aghchay 5
Goals for Teaching Culture (cont.)
6. Tips for Traditional Ways of
Teaching Culture
1. Use literature to explore culture
2. Use the arts to explore culture
3. Surround Ss with stimuli from TC
4. Assign Ss to present research on the TC
5. Include problem solving skills to help discover
culture
6. Engage Ss in role plays, drama, simulations
7. Get Ss involved through experiential learning
and contact assignment
8. Introduce holidays, festivals, and religious
traditions
A. P. Molkizadeh & M. Soleimani Aghchay 6
7. Use Literature to Explore Culture
Peterson(2004): Big C culture
consists of grand themes readily
visible, but little c culture consists
of minor themes, often invisible.
Little c e.g. behavior, attitudes,
values
Big C e.g. literature of TC
Can be used to teach culture
A. P. Molkizadeh & M. Soleimani Aghchay 7
8. What the Research Says
Valdes(1986): when using poetry, short
stories and novels in teaching literature,
“make clear the values that underlie the
behavior of characters and points of view of
the authors” (p. 139) to help Ss grasps key
elements of the target culture.
Christison(1982, pp. 5-11) provides criteria for
the selection of poetry:
High student interest
Short and simple
Full-filled and rhythmic
A. P. Molkizadeh & M. Soleimani Aghchay 8
9. Collie and Slater (1987) recommend the
following aims for the use of literature:
Maintain interest and involvement by using a
variety of student centered activities
Supplement the printed page by appealing to a
variety of learning styles
Tap the resources of knowledge and experience
within the group by encouraging shared activities
Help Ss explore their own responses to lit.
Use target lang.
Integrate lang. and lit.
A. P. Molkizadeh & M. Soleimani Aghchay 9
What the Research Says(cont.)
10. Use the Arts to Explore Culture
Means of connecting Ss with the target
language:
Visual arts
Films
Music
A. P. Molkizadeh & M. Soleimani Aghchay 10
14. Murphy (1992) provides ideas for using songs:
What is the pedagogical value of the song?
Be sure that the song is enjoyable for the Ss
Are the lyrics easily accessible and
understandable to the Ss?
Do the lyrics have some degree of repetition?
Be sure you have an accurate copy of the
lyrics
Do the lyrics contain lang. or ideas that might
be objectionable to some Ss, parents, or
school administration?
A. P. Molkizadeh & M. Soleimani Aghchay 14
What the Research Says
15. Recommended movies by genre and
cultural topics:
A. P. Molkizadeh & M. Soleimani Aghchay 15
What the Research Says(cont.)
Genres Movies
Family relationships Dead poet society
Race relations The color purple
Feminist films and the role of women Tootsie
Religion Ganhi
Cultural conflict E.T.
Biography JFK
Short story adaptations A Rose for Emily by William Faulkner
16. Surround Ss with stimuli from
TC
Mainly in EFL context
Awareness of Ss’ differences can
help focus teachers’ efforts when
they surround Ss with stimuli from
the target culture
A. P. Molkizadeh & M. Soleimani Aghchay 16
17. Remember Ss have different learning
styles (Ehrman and Oxford 1190, p.311)
Remember that Ss have eight
intelligences: Gardner (1983, p.62):
Multiple intelligence, “human intellectual
competence that entails a set of skills of
problem solving- enabling the individual
to resolve genuine problems/ differences
that s/he encounters.”
A. P. Molkizadeh & M. Soleimani Aghchay 17
What the Research Says
18. Maley, Duff, Grellet(1981) suggest working
with visual arts, paintings, photographs,
drawings, and cartoons to provide stimulus
for discussions
Goldstein (2008) suggests designing
activities based on descriptions,
interpretations, and creating images from
visual arts to provide cultural insights.
Other stimuli include: newspapers,
magazines, radio and TV broadcasts, films,
songs, and food
A. P. Molkizadeh & M. Soleimani Aghchay 18
What the Research Says(cont.)
20. Assign Ss to present research on the
TC
Excellent way to give them the
responsibility of first learning about the
culture and then presenting their
knowledge to their peers
A. P. Molkizadeh & M. Soleimani Aghchay 20
21. Jenks (1974b): teacher provides Qs, Ss would
need to search to find the answer.
Chastain (1988, p. 309): culture aside, an
unplanned brief cultural comment, e.g. Ss
have the word coffee, teacher talks about how,
when, and to what extent it is used in different
cultures.
Taylor (1972): slice of life technique, teacher
chooses a small segment of life from TC and
presents it at the beginning of class, e.g.
calendar
A. P. Molkizadeh & M. Soleimani Aghchay 21
What the Research Says
22. Taylor and Sorenson (1961) introduced
Culture capsule, Ss present information about
the target culture in a short report of about 2 to
4 paragraphs. Presentations are combined
with audio visual reinforcements and followed
by comprehension questions.
Culture clusters, several culture capsules
A. P. Molkizadeh & M. Soleimani Aghchay 22
What the Research Says(cont.)
23. Include problem solving skills to
help discover culture
By taking advantage of Ss’ natural
curiosity and desire to solve problems,
teachers can motivate them to learn
more about culture.
A. P. Molkizadeh & M. Soleimani Aghchay 23
24. Seelye (1993, p. 162) presented culture
assimilator:
Describes a critical incident of cross cultural
interaction that is usually a common occurrence in
which a foreign visitor and a host national interact,
a situation one or both find puzzling or conflictual or
that they are likely to misinterpret, and a situation
that can be interpreted in a fairly unequivocal
manner, given sufficient knowledge about the
other’s culture.
After Ss read about the incident, they are
asked an interpretive question, may be in
MC form
A. P. Molkizadeh & M. Soleimani Aghchay 24
What the Research Says
25. In writing culture assimilators, the writer
should consider:
The incident must be reasonably natural rather
than too artificially contrived
The incorrect answers or distractors must be
sufficiently plausible
The explanations offered for the distractors
should also lead to learning
The correct answer needs to be such that a
typical
A. P. Molkizadeh & M. Soleimani Aghchay 25
What the Research Says(cont.)
26. Engage Ss in role plays, drama,
simulations
Good for kinesthetic learners
Provides variety in activity types
Involves learners multidimentionally
Helps Ss grasp concepts and ideas
about the new culture
A. P. Molkizadeh & M. Soleimani Aghchay 26
27. Wintergerst et al. (2003, p. 92) found that
Russian EFL students and Asian ESL
students preferred a kinesthetic learning
style or what researchers called "project
orientation,"defined as "a student's
preference of learning best when he or she
is involved in hands-on activities of when
working with materials in a learning
situation." e.g. minidramas/miniskits,
A. P. Molkizadeh & M. Soleimani Aghchay 27
What the Research Says
28. Kalivoda, morain, and Elkins (1971): make use of TPR
in teaching TC e.g. the audio-motor unit, Ss act out
commands given by the teacher e.g. Ss imagine they
are in a restaurant, T tell them to pick up their napkins,
unfold them, put them on their laps, pick up the fork in
their left hand, etc.
Damen (1987):
social-psychological contrasts btw the two cultures, Ss read sth
and then discuss, role play, dramatize, etc.
Critical incident, some problems occur in interactional pattern
of people from different cultures, Ss consider the situation and
reaction of the people and comment on the cultural values
Self awareness techniques, Ss think about their own beliefs,
values, attitudes, and actions to understand the role of culture
in society and individual lives.
A. P. Molkizadeh & M. Soleimani Aghchay 28
What the Research Says(cont.)
29. Ryffel (1997) noted that when selecting,
adapting, and using culture learning activities,
teachers should vary tasks in an effort to
acknowledge the different learning style
preferences of students.
Brown (2001, p. 183) notes that role play
involves:
Giving a role to members of a group
Assigning an objective or purpose that
participants must accomplish e.g. a series of Qs
for discussion
A. P. Molkizadeh & M. Soleimani Aghchay 29
What the Research Says(cont.)
30. Allen (1985): the micrologue, T chooses a
cultural passage to read aloud in class in 1
min. Ss listen, answer Qs, give oral
summary, or write a dictation.
Morain (1979): cultoon, T presents a
cartoon/ cartoon strip in which some
cultural misunderstanding occurs, Ss
discuss the clues to come up with correct
interpretations
A. P. Molkizadeh & M. Soleimani Aghchay 30
What the Research Says(cont.)
31. Get Ss involved through experiential
learning and contact assignment
Can mainly be used in ESL context
A. P. Molkizadeh & M. Soleimani Aghchay 31
32. Experiential learning or contact assignments
involve the creation of a task that students then
carry out in the community around their
classroom:
interviews of native speakers
opinion surveys
trips to various types of stores
rides on public transportation
Jerald and Clark(1983) prefer "Eating Out“: A
visit to a restaurant can introduce students to
typical foods of the host culture, as well as to
the appropriate behaviors in a restaurant
setting.
A. P. Molkizadeh & M. Soleimani Aghchay 32
What the Research Says
33. Introduce holidays, festivals, and
religious traditions
The source or reason for a holiday
and the way that a culture chooses
to celebrate it provide valuable
insights into the way that a group of
people think about themselves
A. P. Molkizadeh & M. Soleimani Aghchay 33
34. A shift in focus from the traditional ways of
teaching culture to new ways of looking at
intercultural communication deemphasized
the teaching of the three Fs: food, fiestas,
and famous people.
Klebanow and Fischer(1985) offer a number
of suggestions and resources for teaching
about holidays in a U.S. context:
Examining current traditions and customs
Looking into the background, origins, and
traditions of the holiday
A. P. Molkizadeh & M. Soleimani Aghchay 34
What the Research Says
35. Kohls (1996, p. 63) suggests:
Identifying the nation’s heroes and
heroines as a key part of “knowing thy host
country”.
It is helpful to learn about
Predominant religion
Sacred writings
Important religious observations e.g. marriage
celebrations
A. P. Molkizadeh & M. Soleimani Aghchay 35
What the Research Says(cont.)
36. Resources
Chastain, K. (1988). Developing Second
Language Skills Theory and Practice.
Harcourt Brace Jovanovich, Inc.
Rivers, Wilga M. (1981). Teaching Foreign
Language Skills. The University of Chicago
Press
Wintergerst, Ann C. (2011). Tips for
Teaching Culture. Person Education Inc.
A. P. Molkizadeh & M. Soleimani Aghchay 36
37. Thank You for Your
Attention
A. P. Molkizadeh & M. Soleimani Aghchay 37