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- Keyword
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- African-centered approach (1)
- Afrivisual (1)
- Ancient African history (1)
- Culturally relevant teaching (1)
- Developmental theory; early childhood; music-making behavior; music education; early development; music structure; aesthetic perception; music form; rhythm; music leader; percussion instruments; Zone of Proximal Development (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Say It Loud: An Action Research Project Examining The Afrivisual And Africology, Looking For Alternative African American Community College Teaching Strategies, Daniel E. Mitchell
Say It Loud: An Action Research Project Examining The Afrivisual And Africology, Looking For Alternative African American Community College Teaching Strategies, Daniel E. Mitchell
CGU Theses & Dissertations
For this study, the researcher sought to implement a visual arts-based Afrivisual to help inspire, motivate and empower African American students in gaining a culturally relevant education in Euro-American-centered schools. Using the Afrivisual in this work as an action-oriented tool the researcher sought to expose African American students to an African historical context.
This research project utilized three African-centered theoretical frameworks: (1) Afrocentricity, (2) Africana Philosophy, and (3) Africana Critical Theory. The problem this work addresses is found in four areas, (1) American history is Eurocentric, (2) African history has been distorted, (3) Africa’s contribution to world civilization has been …
Investigating Young Children's Music-Making Behavior: A Developmental Theory, Paul G. Morehouse
Investigating Young Children's Music-Making Behavior: A Developmental Theory, Paul G. Morehouse
CGU Theses & Dissertations
We have many developmental theories contributing to our understanding of children as they meander steadfastly toward maturation. Yet, none have reported on how young children interpret the qualitative meaning and importance of their own music-making experiences. Music created by average, not prodigious, young children is perceived by adults as “play” music rather than “real” music. But do young children take the same view as adults? When Piaget speaks of the young child’s qualitatively unique view and experience of the world (Ginsberg & Opper, 1988), can we assume that his statement encompasses young children’s predispositions related to music-making?
Music is understood …