An overview of choral activity in Latin America, including cathedrals, missions (particularly Jesuit missions), and musical centers such as the Escuela de Chacao in Venezuela and the Escola Mineira in Brazil. The 20th century witnessed a renaissance of choral music, along with the development of national conservatories and a variety of choral institutions. A regional survey highlights some of the activities in Argentina, Brazil, Venezuela, Mexico; the Caribbean region, including Cuba, Puerto Rico, and the Dominican Republic; and the Andean region, including Bolivia, Colombia, Ecuador, Peru, Chili, and Uruguay. Composers have been inspired by the burgeoning choral ensembles, writing music that may use contemporary compositional techniques, popular music, folk music, as well as arranging popular music for choirs.
20 pages, To explore young peoples’ motivation for engaging in agricultural education. Autonomous and controlled forms of extrinsic and intrinsic regulation are discussed regarding young peoples’ decision to pursue an agricultural education.
5 pages, Mitigating complex problems is increasingly essential to sustaining life on Earth. Empowering current and future generations to address these problems requires rethinking traditional education approaches. This article serves as a primer for land-based learning—defined as a pedagogical approach in which learners collaborate with community members to implement place-based interventions within agricultural systems to increase the sustainability of their community. As an introduction to land-based learning, the article (a) describes critical checkpoints within land-based learning, (b) illuminates the role of Extension educators in facilitating land-based learning, and (c) introduces a case study of land-based learning in Michigan's Upper Peninsula.
Examines children's musical practices on Corn Island, some 52 miles off the Caribbean coast of Nicaragua, which has long been a site of cross-cultural interaction and exchange. In 1987, as part of the postwar peace agreements, two autonomous regions—north and south—were established on the Caribbean coast of Nicaragua. The cultural and education aspects of autonomy came to be envisioned largely through concepts of interculturalidad, or interculturalism. Children's musical practices enter into discourses of interculturalism in several ways. They are often important symbols of the future; informal genres of vernacular expression (such as singing games) are a key resource for curricular reform that aims to bring regional folklore into the classroom; and they are central to processes of cultural interaction, exchange, and transformation. This is because children's activities are often oriented toward playful improvisation and because children are key actors in processes of socialization and adaptation to changing circumstances. Expressive practices such as music are dialogic tools through which differences are enacted, through which boundaries are constructed within and between social groups. This understanding of interculturalism as an everyday practice helps us see how culture emerges from interaction and play and how communication is accomplished using a diverse pool of resources. This essay focuses on the children of Miskitu migrants on Corn Island, particularly on singing game performance.
Anderson,William M., (Ed.And Pref.), Campbell,Patricia Shehan, (Ed.And Pref.), and Seeger,Anthony, (Foreword)
Format:
Book, Whole
Publication Date:
01/01; 2011
Published:
Lanham: Rowman & Littlefield Education
Location:
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
The following contributions are cited separately in RILM: William M. ANDERSON, Michael B. BAKAN, Patricia Shehan CAMPBELL, Jackie Chooi-theng LEW, Phong NGUYỄN, Pornprapit PHOASAVADI, Music of Southeast Asia (RILM ref]2010-13857/ref]); William M. ANDERSON, Patricia Shehan CAMPBELL, Teaching music from a multicultural perspective (RILM ref]2010-13846/ref]); William M. ANDERSON, Kuo-huang HAN, Tatsuko TAKIZAWA, Ricardo D. TRIMILLOS, Music of East Asia (RILM ref]2010-13856/ref]); William M. ANDERSON, Kristin Olson RAO, Music of South Asia: India (RILM ref]2010-13858/ref]); Sarah J. BARTOLOME, Pierre Cary (Kazadi wa Mukuna) KAZADI, Elizabeth OEHRLE, Music of sub-Saharan Africa (RILM ref]2010-13847/ref]); Bryan BURTON, Kay L. EDWARDS, Music of native peoples of North America (RILM ref]2010-13853/ref]); Milton L. BUTLER, Marvelene C. MOORE, Rosita M. SANDS, Linda B. WALKER, African American music (RILM ref]2010-13848/ref]); Patricia Shehan CAMPBELL, David G. HEBERT, World beat (RILM ref]2010-13855/ref]); Patricia Shehan CAMPBELL, Ellen MCCULLOUGH-BRABSON, Euro-American music (RILM ref]2010-13852/ref]); Patricia Shehan CAMPBELL, Music of Europe (RILM ref]2010-13851/ref]); Ann C. CLEMENTS, Peter DUNBAR-HALL, Sarah H. WATTS, Music of Oceania and the Pacific (RILM ref]2010-13854/ref]); David G. HEBERT, Jazz and rock music (RILM ref]2010-13850/ref]); Rita KLINGER, Christopher ROBERTS, George D. SAWA, Terese VOLK TUOHEY, Music of the Middle East (RILM ref]2010-13859/ref]); Dale A. OLSEN, Milagros Agostini QUESADA, Amanda C. SOTO, Music of Latin America and the Caribbean (RILM ref]2010-13849/ref]). The first edition is abstracted as RILM ref]1990-07600/ref], the second as RILM ref]1996-23510/ref].
17 pages., Via online journal., Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm.
Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.
Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.
Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.
Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.
Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.
