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Full-Text Articles in Arts and Humanities
Music As The Architect For Speech And Language: A Systematic Review, Savannah Vance
Music As The Architect For Speech And Language: A Systematic Review, Savannah Vance
Honors Projects
It is hypothesized that before the complexity of speech and language developed, much of human communication was based on basic forms similar to music and gesture (Hamilton, 2010). Differences in pitch and tone in conjunction with expressive gestures were used in conveying excitement, fear, danger, or happiness. Today, music is used as a way to express emotions when spoken words are just not enough. As a result, many have begun to see the significant relationship between the use of music and language in human development as a whole. Specifically, some speech-language pathologists (SLPs) are learning to accept music in speech …
A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan
A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan
Language Arts Journal of Michigan
Education professionals now favor Constructivist and project-based strategies for learning over Traditional methods, which include such frowned upon practices as rote memorization and recitation. The Constructivist approach is being taken to its natural apex by educators like Larry Rosenstock who have created Constructivist utopias such as High Tech High in San Diego, the school put under the microscope in the 2015 documentary film Most Likely to Succeed. Project-based, experiential units of study are effective, exciting, and edifying for both students and teachers. They promise to prepare students for the type of world they will inhabit, a world whose economy …
Thomas Jefferson, Slavery, And The Language Of The Textbook: Addressing Problematic Representations Of Race And Power, Sarah L. Thomson
Thomas Jefferson, Slavery, And The Language Of The Textbook: Addressing Problematic Representations Of Race And Power, Sarah L. Thomson
Language Arts Journal of Michigan
This paper uses critical discourse analysis to demonstrate how two written texts about Thomas Jefferson and slavery construct very different representations of the past. The paper suggests methods that teachers can use to help students critique representations of marginalized groups in written texts, and develop a more authentic understanding of the experiences of enslaved African American men and women.