AWL
发表于 2025-3-28 15:06:41
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信徒
发表于 2025-3-28 19:17:57
Busse Sebastian,Hanelt Andre,Kolbe Lutz M.al sequences and the production settings in order to implement and observe them again during new lessons. For the researcher, this provided opportunities to identify the unfounded convictions that teachers might have that must be overcome to implement this type of activity. For the student, this pro
修改
发表于 2025-3-29 00:00:28
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颠簸地移动
发表于 2025-3-29 06:45:25
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slipped-disk
发表于 2025-3-29 09:35:00
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AER
发表于 2025-3-29 12:23:37
Towards a “Socio-Creative” Approach to Educationof these steps (the creative collaboration task, the mini-recital, the follow-up discussion, and its playback) multiply the teacher’s opportunities to engage in a specialized and progressive pedagogy that encourages socio-cultural and creative learning, in other words, the “socio-creative educationa
confide
发表于 2025-3-29 17:10:28
https://doi.org/10.1057/9781137545978Creativity; collaboration; social interactions; music; culture; creative collaboration; teaching; creative
Frequency
发表于 2025-3-29 19:59:29
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Diskectomy
发表于 2025-3-30 00:04:09
Haitham Yaish,Madhu Goyal,George Feuerlichtch experience with more than 280 students, seven teachers, six different places, and three languages in four different countries (Argentina, Brazil, Canada, and Switzerland). This experiment is an adaptation of my doctoral thesis in which I designed and observed creative student-teacher interaction
Gene408
发表于 2025-3-30 07:51:31
Benefit Appraisal of the Wetlandgogues Emile Jacque-Dalcroze (1865–1950) and Edgar Willems (1890–1978) in Switzerland, Maurice Martenot (1898–1980) in France, Carl Orff (1895–1982) in Germany, Zoltán Kodaly (1882–1967) in Hungary, and Schinichi Suzuki (1898–1998) in Japan, amongst others. Each of these approaches has its own pedag