Titlebook: Intersecting Cultures in Music and Dance Education; An Oceanic Perspecti Linda Ashley,David Lines Book 2016 Springer International Publishi

奇怪

一大块

小臼

Introduction,and critical differences encountered in their performing arts, educational paradigms and cultural worldviews. In this introductory chapter, the editors reflect on aspects of their personal histories that inform their thinking in the book. This is followed by an editorial discussion that outlines the

木质

Mau Kōrari – Traditional Māori Martial Art Training Incorporating American and European Contemporaryhat is integral to its practice. Mau Kōrari’s relevance and application in education has been evaluated both within the context of the New Zealand Arts curriculum in schools and through a series of public workshops presented to a broad cross-section of the community. Mau Kōrari combines elements of

SSRIS

Cultural Disjunctures and Intersections: Indigenous Musics and School-Based Education in Micronesiacational institutions, and the indigenous musical practices in the wider community that have deep roots in the nation’s peoples and cultures..In this chapter I examine the culture of music learning in Chuuk in the Federated States of Micronesia, and I seek to understand the underlying frameworks tha

议程

滔滔不绝地讲

“Pride and Honour”: Indigenous Dance in New South Wales Schoolste educational policies and practices. The discussion about the role and the integration of indigenous dance within curriculum takes place in the context of research with Aboriginal and Torres Strait Islander students in schools in a regional area of the state of New South Wales. More than two centu

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Conscientious

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Forging Genuine Partnerships in the Music Studio Context: Reviving the Master-Apprentice Model for Ps specific to Aotearoa/New Zealand and is framed within a narrative that describes the creation and implementation of a postgraduate studio pedagogy course. Creating a culturally safe and psychologically safe studio context is increasingly complicated in this post-colonial context. The course was de