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Theater Art

Women and Music in Cross-sculptural Perspective11 weekTheater Art1. The Peony Pavilion-How are the women similar and different from one another?First of all, the point that they are all male is similar. However, we can recognize each role by their voices and dresses. Each one has a different tone of voice and make up. For example, Qingyi who wore yellow(gold) dress has a high voice and singing tone. If someone has a lighter and stronger voice and also sings a lot, this means that they are Hua Dan who has slightly lower social status.-How are stylized movements used to express femaleness?They shake their head to express women’s physical weakness and they use their hands to show women’s cute-style of communication.2. The Courtesan Akoya-How are stylized movements used to express femaleness?They use a particular style of acting like tilting their head to show shyness. Also, women’s roles have different ways of sitting from men’s roles. Also, female roles move their hands smoothly.-Is the actor convincing in his portrayal of female likeness?They stylized female’s movement. They convince viewers well.3. Compare and contrast the representations of the Chinese and Japanese women.Chinese female roles have a long stick under their feet. I think it signifies Chinese traditional foot-binding. Chinese female roles do not seem to express shame as much as Japanese female roles. But both of them have exaggerated acting about facial movements to represent women’s shyness. Also both of them have high voices.4. How is femaleness performed in the music with which you are most familiar?

예체능| 2012.09.15| 2페이지| 1,000원| 조회(61)

여성학, teater art, teater art 영어 레포트, 여성과 음악

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Effective Teaching and Learning Midterm Paper

Effective Teaching and Learning Midterm PaperIntroductionThere are many factors to consider when thinking about the most effective methods of teaching and learning. Recently, pedagogical approaches are challenging the rigid teaching structures that have existed in the past. With this change, it is important to examine important influences that affect pedagogical settings. Factors such as culture and age are critical in identifying and understanding how educators can incorporate the best practices into their classrooms.This paper will argue that pedagogical setting is the most effective teaching environment for students, especially in the elementary age group. I have divided it into four sections. It will begin by identifying what pedagogy is. It will then draw on comparisons to traditional methods to argue the need for change. Next, I will then use personal experience as a teacher in a tutoring center in Seoul, Korea (called “hagwon”) to provide examples of certain “outside the box” mee, is more likely to be descriptive and normative, whereas pedagogy invites us to recognize the multiple and various dynamics of scenes of learning and teaching…Pedagogy is a mode of engagement with the social process – or rather with social processes” (Leach and Moon, 4). In basic terms, pedagogy argues that there is more to education then the traditional chalkboard/textbook ways of teaching and it explores the “extra” dynamic that facilitates the most effective learning. In the process, the teacher must learn how to teach and the student must learn how to learn.Pedagogical MethodsSo what exactly defines a pedagogical setting? For the purpose of this mid-term paper, I have identified three key categories through which a pedagogical setting can be established: course content, social factors, and cognitive activities. I think it is important to note that there are many other underlying factors that contribute to a pedagogical setting. In addition, pedagogy in the classroom is fluid and vities help students think about how they learned and successful learning strategies. It is important to guide students to think about their experience as it relates to the subject. Also, allowing the students to influence the direction of the course can drive learning.Personal ExperienceI had the great opportunity to see pedagogy in action. The following is an example that I am taking from my time as a teacher at a tutoring center in Seoul, Korea. I was teaching math to elementary (Grade 1st-6th) students and we played a game to aid learning of division. I had the chance to compare students who learned division through this game (it should be noted that they did not know that the game was for learning division) with those students who had learned division through conventional mathematic ways (rote memory). I noticed that there were big differences between these groups of students. The game is called Baskin Robbins and involves two students. The basic rule is that each student takes tuthe logic. Usually after 50 games however, the students deduced that the key numbers that they would have to claim were 30, 26, 22, 18, 14, 10, 6, and 2. So working backwards, they would have to act first and claim the number 2 if they wanted to win. At the point, I would change the game to “Baskin Robbins 50” or “Baskin Robbins 102”. The students were so excited! Interestingly, they started to use same logic in these games, but it was not as easy. However after about 1 hour or 2 hours, they found the logic, they needed to claim 49, 45, 41,,,,, and 2.There might be some people who can’t tell the logic behind a seemingly fun game and why it applies to mathematics but I will explain. The reason why I taught this game is that the students were learning indirectly about quotients and remainders. The key to this game is that you can find out what numbers to hit by dividing second to last number (30) by 4 and finding the remainder (2). Then beginning on the remainder, continue to add 4 to evudents would have fun interacting with each other and playing a game while learning. Also, it was interesting to see them begin to strategize together to work out the winning strategy. I noticed that the students who played this game enough began to understand division better. The group of students who learned division through this game would constantly ask to continue to play and had better motivation in learning, while the group of students who had not been exposed to this game would typically complain that they “hated division” and would ask why they needed to learn division.Further QuestionsThroughout this course so far and through writing this mid-term, I have realized that I have barely scratched the surface as to the power of pedagogy. I would like to suggest a few key questions for additional research. First, why is pedagogy important especially to elementary-aged students? I think that teachers can learn a lot about how to teach by examining how pedagogy affects the learning h

교육학| 2012.09.15| 8페이지| 1,000원| 조회(118)

이화여대, 효과적 교수법

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Composer Kim Soonae

Composer Kim SoonaeKim Soonae, who was born in 1920, is the first famous female composer in Korea, which is a very male dominated society. In the creative field of music, women were not allowed a part of it. However, she studied all the complex musical languages in Europe and USA during 1983-2003. Her music was influenced by western style but she wanted to focus on Korean music style in this time that western music was overwhelmed. She was concerned about Korean music history not only to express personal sadness or love. There were many female musicians who have gone through war, losing family, and colonization but the special thing that made her unique is not only that she expressed “Han” Korean sadness well but that she was concerned about the future of Korean music.She made 100 songs, called Kagok written for Korean poems clearly reflecting the nation’s socio-cultural changes. The reason why she made lyrical “kagok” even though she learned the difficult science of harmony is that she wanted to communicate to Koreans.Also, similar to other female composers she has not been seriously considered or celebrated. One of the reasons is that she made many easy and small scale lyric “Kagok”. But she said “Symphonies, sonatas, and concertos by big name composers can impress us, . . . However folk songs and small scale kagok of unknown date by unknown composers can also touch us deeply with their simple and unassuming beauty and sincerity” and “Good composition is not dependent on the scale of composition but the ‘quality’ of work.”Also she had foreseen then said “Korean music should contain the essence and quality of Korea combined with the techniques of Western art music.” Nowadays many western musicians are learning Asian music. If there was not the effort of pioneers who tried to make Korean music, we could not show them what Korean music is. She was an accomplished composer and a prolific writer. As a shin yeoseong (well educated and professional), she has paved the way for many female professionals of today.Music and Woman in a Cross-cultural Perspective.Week 12 assignment

예체능| 2012.09.15| 2페이지| 1,000원| 조회(90)

작가 김순애 일대기, 김순애, 여성음악가, Composer Kim Soonae

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주디스 버틀러와 페미니즘

Women and Music in Cross-sculptural PerspectiveMid term PaperJUDITH BUTLERJudith Butler is an American Post-structuralist philosopher and feminist. She was a minority because she was Jewish and she was also a trouble maker in the school. She repudiated normal education but she knew she was smart in her way. Her teachers said she could not go to the school more when she was in 5th grade. Finally, she skipped normal class and she started to study extraordinary things with a new teacher. He asked her what she wanted to study and if she had interest in studying philosophy. She was influenced from her family who were Jewish, so she was interested in studying minorities in society.She thought gender is culturally and socially constructed and said, “One is not born woman but rather becomes one.” In the 《Trouble: Feminism and the Subversion of HYPERLINK "http://terms.naver.com/entry.nhn?docId=475228" t "_blank" Identity》(1990), the word bisexuality has negative effects on out mind to restricts our thinking about possibility of gender. It means we think some sex is normal and some sex is abnormal. So she used the word “Gender” to definite characteristics vary from HYPERLINK "http://en.wikipedia.org/wiki/Sex" o "Sex" t "_blank" sex to HYPERLINK "http://en.wikipedia.org/wiki/Social_role" o "Social role" t "_blank" social roles ( HYPERLINK "http://en.wikipedia.org/wiki/Gender_role" o "Gender role" t "_blank" gender roles) to HYPERLINK "http://en.wikipedia.org/wiki/Gender_identity" o "Gender identity" t "_blank" gender identity. Also Butler aims to break the suppose links between sex and gender so that gender and desire can be “Flexible, free floating and not caused by other stable factors”. The idea of identity as free and flexible and gender as a performance, not an essence, is one of the foundations of HYPERLINK "http://en.wikipedia.org/wiki/Queer_Theory" o "Queer Theory" t "_blank" Queer Theory. Also, she talked about marriage. She thinks modern marriage should have more than one way to be organized. She thinks that it has to open to people who may want to join together not just in the traditional male/female sense but can be any two, three, four, etc. people joining together..Through this paper I felt as if I experienced a new social issue. Althought it was not enough research to create my own perspective, I felt that it helped me to break my stereotype that gender has to be divided into two categories: man and woman.

사회과학| 2012.09.15| 2페이지| 1,000원| 조회(162)

여성학, 이화여대, 영어 레포트, 주디스 버틀러, Judith Butler, 주디..

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