Bick-har Lam
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9789888083428
- eISBN:
- 9789882209848
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888083428.003.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses the philosophical and cultural basis of education and teaching to help teachers become fully functioning professionals. The central features of Confucianism as applied to ...
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This chapter discusses the philosophical and cultural basis of education and teaching to help teachers become fully functioning professionals. The central features of Confucianism as applied to education, and its influence and evolution in Hong Kong classrooms, are examined.Less
This chapter discusses the philosophical and cultural basis of education and teaching to help teachers become fully functioning professionals. The central features of Confucianism as applied to education, and its influence and evolution in Hong Kong classrooms, are examined.
Dean Speer
- Published in print:
- 2010
- Published Online:
- September 2012
- ISBN:
- 9780813034386
- eISBN:
- 9780813046280
- Item type:
- book
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813034386.001.0001
- Subject:
- Music, Dance
This book provides a look into the careers and teaching philosophies of eighteen of the world's most respected ballet masters, principals, and artistic directors. The author sat down with prominent ...
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This book provides a look into the careers and teaching philosophies of eighteen of the world's most respected ballet masters, principals, and artistic directors. The author sat down with prominent ballet pedagogues and asked each a standard set of questions, including “What do we mean when we say someone has beautiful technique?” and “How did you become a dancer?” Featuring such artists as Peter Boal (Artistic Director of the Pacific Northwest Ballet) and Bene Arnold (first Ballet Mistress of the San Francisco Ballet), this volume offers insights into the nature of both performance and artistic instruction. The author's approach reveals convergences among these world-class talents, despite their varying pedagogical backgrounds and divisions.Less
This book provides a look into the careers and teaching philosophies of eighteen of the world's most respected ballet masters, principals, and artistic directors. The author sat down with prominent ballet pedagogues and asked each a standard set of questions, including “What do we mean when we say someone has beautiful technique?” and “How did you become a dancer?” Featuring such artists as Peter Boal (Artistic Director of the Pacific Northwest Ballet) and Bene Arnold (first Ballet Mistress of the San Francisco Ballet), this volume offers insights into the nature of both performance and artistic instruction. The author's approach reveals convergences among these world-class talents, despite their varying pedagogical backgrounds and divisions.
Bethanie L. Hansen
- Published in print:
- 2019
- Published Online:
- December 2019
- ISBN:
- 9780190698379
- eISBN:
- 9780190069117
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190698379.003.0002
- Subject:
- Music, History, Western
This chapter introduces teaching philosophies that apply to music appreciation and online education, and ways in which music appreciation instructors might develop or refine a philosophy for teaching ...
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This chapter introduces teaching philosophies that apply to music appreciation and online education, and ways in which music appreciation instructors might develop or refine a philosophy for teaching the course online that can withstand various inherent challenges. Developing a philosophy for teaching music appreciation online can support instructors by giving them purpose and clarity about instructional choices and daily online teaching. The philosophy traditionally associated with music appreciation classes, an aesthetic philosophy, is introduced, alongside the learner-centered, participatory praxial music education philosophy. Readers are provided with example philosophy statements that have guided some instructors’ approaches to teaching music appreciation and questions that can guide one’s development of a personal philosophy for teaching online music appreciation. Additional considerations for attitudes and assumptions are provided that promote success when teaching online. The idea that one’s philosophy and mindset drive the choice of methods and teaching strategies is core to this chapter. This chapter ends with a brief summary of important points and an infographic designed to visually highlight philosophical questions, mindset tips, and ways in which online music appreciation instructors can find satisfaction and identity in their roles.Less
This chapter introduces teaching philosophies that apply to music appreciation and online education, and ways in which music appreciation instructors might develop or refine a philosophy for teaching the course online that can withstand various inherent challenges. Developing a philosophy for teaching music appreciation online can support instructors by giving them purpose and clarity about instructional choices and daily online teaching. The philosophy traditionally associated with music appreciation classes, an aesthetic philosophy, is introduced, alongside the learner-centered, participatory praxial music education philosophy. Readers are provided with example philosophy statements that have guided some instructors’ approaches to teaching music appreciation and questions that can guide one’s development of a personal philosophy for teaching online music appreciation. Additional considerations for attitudes and assumptions are provided that promote success when teaching online. The idea that one’s philosophy and mindset drive the choice of methods and teaching strategies is core to this chapter. This chapter ends with a brief summary of important points and an infographic designed to visually highlight philosophical questions, mindset tips, and ways in which online music appreciation instructors can find satisfaction and identity in their roles.
Sabine Feisst
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780195372380
- eISBN:
- 9780199896967
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195372380.003.0006
- Subject:
- Music, History, American, History, Western
Chapter 6 sheds light on Schoenberg’s American teaching career: his students at Boston’s Malkin Conservatory, the University of Southern California, and University of California, Los Angeles; and his ...
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Chapter 6 sheds light on Schoenberg’s American teaching career: his students at Boston’s Malkin Conservatory, the University of Southern California, and University of California, Los Angeles; and his private students in Boston, New York, Chautauqua, and California, including John Cage, Patricia Carpenter, Lou Harrison, Earl Kim, Oscar Levant, Dika Newlin, and Leonard Stein. Schoenberg’s teaching personality, philosophy, subjects, and methods are also explored. Schoenberg reached beyond his academic appointments with his textbooks, his advice to academic music educators across the country, and his participation in local and national music education conferences. This chapter challenges the Eurocentric cliché that Schoenberg threw pearls before swine and the Anglocentric supposition that his teaching impeded the free development of American composers.Less
Chapter 6 sheds light on Schoenberg’s American teaching career: his students at Boston’s Malkin Conservatory, the University of Southern California, and University of California, Los Angeles; and his private students in Boston, New York, Chautauqua, and California, including John Cage, Patricia Carpenter, Lou Harrison, Earl Kim, Oscar Levant, Dika Newlin, and Leonard Stein. Schoenberg’s teaching personality, philosophy, subjects, and methods are also explored. Schoenberg reached beyond his academic appointments with his textbooks, his advice to academic music educators across the country, and his participation in local and national music education conferences. This chapter challenges the Eurocentric cliché that Schoenberg threw pearls before swine and the Anglocentric supposition that his teaching impeded the free development of American composers.
Cornelia Watkins and Laurie Scott
- Published in print:
- 2012
- Published Online:
- May 2015
- ISBN:
- 9780199740529
- eISBN:
- 9780190268169
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199740529.003.0010
- Subject:
- Music, Psychology of Music
This chapter discusses the benefits of creating a philosophical statement in teaching music. Putting ideas about teaching and learning into a statement can help clarify teachers' beliefs and guide ...
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This chapter discusses the benefits of creating a philosophical statement in teaching music. Putting ideas about teaching and learning into a statement can help clarify teachers' beliefs and guide their interactions with students and other professionals. The chapter describes how values and beliefs become integral part of teaching. The goals that are put in the philosophy statement need to emerge from what teachers do in their lessons. The chapter further describes how a teachers' philosophy reflects their attitude and actions in teaching.Less
This chapter discusses the benefits of creating a philosophical statement in teaching music. Putting ideas about teaching and learning into a statement can help clarify teachers' beliefs and guide their interactions with students and other professionals. The chapter describes how values and beliefs become integral part of teaching. The goals that are put in the philosophy statement need to emerge from what teachers do in their lessons. The chapter further describes how a teachers' philosophy reflects their attitude and actions in teaching.
Patricia M. Cooper
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226115238
- eISBN:
- 9780226115252
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226115252.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young ...
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Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. This book takes a synoptic view of Paley's many books and articles, charting the evolution of Paley's thinking while revealing the seminal characteristics of her teaching philosophy. This analysis leads the text to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.Less
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. This book takes a synoptic view of Paley's many books and articles, charting the evolution of Paley's thinking while revealing the seminal characteristics of her teaching philosophy. This analysis leads the text to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.
Colleen M. Conway
- Published in print:
- 2020
- Published Online:
- March 2020
- ISBN:
- 9780190945305
- eISBN:
- 9780190945343
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190945305.003.0012
- Subject:
- Music, Performing Practice/Studies
Chapter 12 focuses on assisting the reader in finding and securing a position teaching music in higher education. It begins with an extended discussion of the postings and types of positions. ...
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Chapter 12 focuses on assisting the reader in finding and securing a position teaching music in higher education. It begins with an extended discussion of the postings and types of positions. Instructions are provided for preparing resumes, curriculum vitaes, cover letters, teaching philosophy statements and other materials. Protocols for communicating with references and other stakeholders. Details are provided for teaching and research. The middle section of the chapter is devoted to sample interview questions and recommended answers. Master classes and teaching presentations during the interview process are also discussed.Less
Chapter 12 focuses on assisting the reader in finding and securing a position teaching music in higher education. It begins with an extended discussion of the postings and types of positions. Instructions are provided for preparing resumes, curriculum vitaes, cover letters, teaching philosophy statements and other materials. Protocols for communicating with references and other stakeholders. Details are provided for teaching and research. The middle section of the chapter is devoted to sample interview questions and recommended answers. Master classes and teaching presentations during the interview process are also discussed.
Joshua R. Brown
- Published in print:
- 2017
- Published Online:
- August 2017
- ISBN:
- 9780190677565
- eISBN:
- 9780190677596
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190677565.003.0011
- Subject:
- Religion, Religious Studies, World Religions
In today’s global and higher education contexts, engaging Chinese language and culture has and will become increasingly relevant and marketable for theology and religion (TRS) departments. This ...
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In today’s global and higher education contexts, engaging Chinese language and culture has and will become increasingly relevant and marketable for theology and religion (TRS) departments. This chapter provides a guide for instructors not trained in Chinese religions or philosophy, but who can make use of a comparative course facilitating an encounter between Christianity and Chinese religious traditions. The first part discusses general learning objectives and intellectual habits cultivated in comparative courses, and three guiding principles for text selection. In the second part, I provide a concrete application of these principles by offering sample texts for a course on Catholicism and Confucianism, with additional insights for selecting texts for courses treating other Chinese or Christian traditions.Less
In today’s global and higher education contexts, engaging Chinese language and culture has and will become increasingly relevant and marketable for theology and religion (TRS) departments. This chapter provides a guide for instructors not trained in Chinese religions or philosophy, but who can make use of a comparative course facilitating an encounter between Christianity and Chinese religious traditions. The first part discusses general learning objectives and intellectual habits cultivated in comparative courses, and three guiding principles for text selection. In the second part, I provide a concrete application of these principles by offering sample texts for a course on Catholicism and Confucianism, with additional insights for selecting texts for courses treating other Chinese or Christian traditions.
