Studios for the masses : can student colaboration replace the master-apprentice relationship in design instruction?

This action research project investigated the use of a collaborative learning approach for addressing issues associated with teaching urban design to large, diverse cohorts. As a case study, I observed two semesters of an urban design unit that I revised between 2011 and 2012 to incorporate collaborative learning activities. Data include instructional materials, participant observations, peer-reviews of collaborative learning activities, feedback from students and instructors and student projects. Themes that emerged through qualitative analysis include the challenge of removing inequalities inherent in the diverse cohort, the challenge of unifying project guidance and marking criteria, and the challenge of providing project guidance for a very large cohort. Most notably, the study revealed a need to clarify learning objectives relating to design principles in order to fully transition to and benefit from a collaborative learning model.

Redefining the student-teacher relationship through online sharing activities

The student-teacher relationship should be a critical factor for successful teaching and learning in design education. In tradition, the relationship is defined as a master-apprentice, so design teachers’ visual assessment capability and technical standards significantly affect students’ quality of learning and achievements. However, there are some negative aspects of the master-apprentice relationship in design education that it may restrict student experiences to cultural diversity and interdisciplinary learning through various interactions with other students. A visual design subject was designed to adapt a new learning method that is to share students’ work and assessment through an asynchronous communication tool. This method was expected to reduce the negative aspects of the master-apprentice relationship and enhance peer-to-peer interactions and individualistic collaboration. A survey with two types of student groups in terms of their levels of participation was conducted to evaluate student experiences to this method. The outcomes implicate that online peer assessment is helpful to reduce the negative aspects of master-apprentice relation and can be useful for achieving the ultimate purpose of design education.

The Dancer as Reflective Practitioner

The inextricably intimate relationships connecting the dancer, the dance and the self indicate that the practice of dance is inherently a reflective practice of feedback looping. Professional dancers are aware of this in continuing self-critical analyses and reflections for self-improvement, striving for the ever-elusive perfection in performance. The reflective nature of learning dance is, however, less apparent to the student of dance due to the traditional master/apprentice approach to dance training. By making explicit the essentially reflective sequence of processes through which the self becomes the dancer of the dance, the locus of control is shifted towards the dance student, thereby increasing the sense of autonomy and intrinsic motivation for exploration, discovery and improvement of her or his own practice. This study documents the implementation of the 4Rs approach to reflective practice in a university dance training context. Data include reflective observations of dance lessons, and teacher and student reflections on the reflective approach taken in these lessons. Insider and outsider perspectives from students, the dance teacher and external researchers are taken to provide a nuanced understanding of the value of corporeal, visual and verbal reflection in dance for improved performance.

Dance teaching and learning in context : activating the head, heart and hands

Traditionally, the art of teaching dance has largely been a skill transferred from teacher to student. This master-apprentice paradigm encourages the passing on of technical and artistic traditions associated with the various genres of dance. Whilst this approach supports the passing of the flame of the art form from generation to generation, it has, in part, limited the teaching pedagogy that informs dance as an art form. The future of dance teaching is reliant on teachers’ engagement with the further development of inquiry learning and reflective practice skills within the dance studio. This paper charts one component of a reflective pedagogy, Head, Heart, Hands (Pstalozzi as cited in Rud 2006), developed as a result of an action research project, within a suite of three units across a three-year undergraduate teacher-training course for school, community and studio dance teachers.

The Cambridge Manufacturing Leaders' Programme

As with all Cambridge teaching, the Cambridge Manufacturing Leaders' Programme is based on one-to-one tutorial supervision, comprising guidance throughout a major strategic development project in the programme participant's company, interspersed with reflective study time spent in Cambridge. In this paper a description of the course is set in a wider philosophical context, looking at the role of work in a personal developmental sense, and the responsibility carried by manufacturing leaders for shaping and guiding that process. It is shown that the programme is rooted in and embodies important aspects of our European heritage regarding work as a learning process and the master/apprentice relationship as a way of giving educational guidance.

A capoeira como escola de ofício

The purpose of this paper is to provide an in-depth look at the origins of the capoeira, as well as the occupation school, aiming to structure a work in the historic-bibliographic perspective which allows elucidating this relation with the occupation school, since this beging its origins until nowadays. It is a descriptive study, using the source documentary collection of data. Among the results it was observed that the capoeira it was not considered a ocupation (it was rather forbidden) but a "subsistence system", being transmitted from one generation to the other orally. The paths that the capoeira has walked through and, under certain circumstance, has draw for itself, make it a occupation school, such as in the relationship master-apprentice which lasts until the present moment. We are able to conclude that the capoeira as corporation and occupation school are realities lived due to its structure and function, both present in the contemporary world.

Capoeira Angola: saberes, valores e atitudes na formação do mestre

Pós-graduação em Ciências da Motricidade - IBRC

A quantitative approach to evolution of music and philosophy

The development of new statistical and computational methods is increasingly making it possible to bridge the gap between hard sciences and humanities. In this study, we propose an approach based on a quantitative evaluation of attributes of objects in fields of humanities, from which concepts such as dialectics and opposition are formally defined mathematically. As case studies, we analyzed the temporal evolution of classical music and philosophy by obtaining data for 8 features characterizing the corresponding fields for 7 well-known composers and philosophers, which were treated with multivariate statistics and pattern recognition methods. A bootstrap method was applied to avoid statistical bias caused by the small sample data set, with which hundreds of artificial composers and philosophers were generated, influenced by the 7 names originally chosen. Upon defining indices for opposition, skewness and counter-dialectics, we confirmed the intuitive analysis of historians in that classical music evolved according to a master apprentice tradition, while in philosophy changes were driven by opposition. Though these case studies were meant only to show the possibility of treating phenomena in humanities quantitatively, including a quantitative measure of concepts such as dialectics and opposition, the results are encouraging for further application of the approach presented here to many other areas, since it is entirely generic.

O reordenamento político e cultural do povo kokama : a reconquista da língua e do território além das fronteiras entre o Brasil e o Peru

Tese (doutorado)—Universidade de Brasília, Instituto de Letras, Departamento de Linguística, Português e Línguas Clássicas, Programa de Pós-Graduação em Linguística, 2016.

A present for an apprentice, or, A sure guide to esteem and wealth with rules for his conduct to his master and in the world /

Goldsmiths'-Kress no. 19551.1.

The craftsman, and freemason's guide : containing a delineation of the rituals of freemasonry, with the emblems and explanations so arranged as to greatly facilitate in acquiring a knowledge of the rites and ceremonies of the several degrees, from Entered apprentice to that of Select master /

"The constitutions of the freemasons containing the charges, regulations, etc. of that most ancient and right worshipful fraternity. London, 1723" (p. [317]-354) has special t.-p.

The craftsman, and freemason's guide, containing a delineation of the rituals of freemasonry, with the emblems and explanations so arranged as greatly to facilitate in acquiring a knowledge of the rites and ceremonies of the several degrees, from Entered apprentice to that of Select master, and the order of priesthood.

With music.

Master and apprentice or difference and complementarity? Local government practioners, doctoral studies and co-produced research

In their search for innovative policy solutions to complex social problematics, local governance practitioners will look to synergising specific policy guidance from government departments with conceptual scientific research outputs. UK academics are also now expected to emphasise the relevance of their research and to increase its utilisation by practitioners. Away from utilitarian pressures, academics from applied discipline, such as Public Administration and Local Government Studies are increasingly drawn to the benefits of co-produced research. Despite the pressure for more co-research there are few opportunities for practitioners and academics to nurture relationships that would support close collaboration. This paper looks at the opportunity for closer collaboration when practitioners undertake research degrees, in order to enhance their cognitive skills and develop greater scientific knowledge of particular policy domains. If this route to closer collaboration is to succeed, it will require academics to think differently about their relationship with practitioner-students.

GODOFREDO RANGEL AND AUTRAN DOURADO: THE ARTIST AND APPRENTICE

The name Godofredo Rangel has been fixed itself in the history of Brazilian literature mainly as Monteiro Lobato's eternal friend and correspondent. Nevertheless, his memory is revered by writers of the same strain as Carlos Drummond de Andrade and Autran Dourado. The latter, above all, in more than one occasion, declared having had in Rangel a master in writing, whose guidance had been fundamental to the development of his literary vocation. In the novel Um artista aprendiz (n.t.: An apprentice artist), from 1989, Dourado narrates the trajectory of a novice writer, whose  encounter with the literary personality of Godofredo Rangel, fictionalized by the author in the character of Sílvio sousa, is also decisive. This study consists of the comparison between the testimony of Autran Dourado about Godofredo Rangel and the fictional matter of the novel, searching in them the elements to understand what Dourado and others considered as being a work of mastery in the literary art.