September 2009
58 posts
Lifeworld & Facebook →
bear with me :)
- Deidre
Copyright & Copyleft →
I think this is really neat because it gives quotes, views, definitions, statutes, and also resources that really give a social and historical context for copyright and copyleft.
- Deidre
Victoria- Block Ch. 4,5,6
Victoria Neil
CP III
9.28.09
Block 4, 5, 6
Accountability is a strong word that can have multiple connotations. Block gives a short and simple definition, “Accountability is the willingness to care for the whole.” But how can we know if someone possesses this trait? What if they are willing, but have never had the opportunity, or are just plain lazy? How does this attitude of...
Victoria- rewarded or sanctioned for... →
Victoria- California's integrated ACCOUNTABILITY... →
Victoria. Block pg. 59- John McKnight on community →
Block Chapters 4, 5, & 6
Hannah De Los Reyes CP III Block 4, 5, & 6
Accountability requires a shift in thinking from entitlement to personal responsibility. It means that we stop blaming others for the problems in our communities and start taking an active role as a citizen. Block says that part of being a citizen means that we “choose to own and exercise our power rather than defer or delegate it to others” (Block...
Fareed Zakaria →
A link to his website - I liked what he said about the voting issue (Block pg. 64), so I looked him up. I’m not sure I agree with him on much more, but check him out for yourself.—Hannah DLR
Definitions of Accountability →
This article describes the difference between the ‘buzzword’ and what it means in reality. —Hannah DLR
Accountability.
From Merriam Webster…
Main Entry: ac·count·abil·i·ty
Pronunciation: \ə-ˌkau̇n-tə-ˈbi-lə-tē\Function: nounDate: 1794
: the quality or state of being accountable; especially : an obligation or willingness to accept responsibility or to account for one’s actions <public officials lacking accountability>
From Wikipedia…
Accountability is a concept in ethics with several...
Elementz. →
4.5.6.
It seems that every person is raised in a climate which promotes some sort of prejudice. The fact of the matter is that we live in an extremely divided society. Even within schools of thought there are divisions. We are surrounded by extremes - rich and poor, conservative and liberal, black, white and gray. It is natural, then, for people to villianize those who are not like them - those who have...
Accountability Definition #1 →
Block Response #3
Cait Murach Critical Pedagogy III Shmidt Block Response #3 In what ways can Identity be formed through conversations, as Block proposes on pg. 53? How does/can that take place in education? For most teachers and students, the classroom seems as though it is a place to learn, and to get the students through the “system”. In the education system, learning and growing does in fact take place, but...
Block Ch. 4/5/6 Response
Accountability, Identity, and Conversation: Making Education Personal
In his section “The Community as Conversation”, Block theorizes that conversation among citizens of any community is the single best way to label the things we would like to achieve. By speaking together about our hopes and needs – the things we have to offer the group and what we feel should be done – we define our personal...
Elementz Hip Hop Center →
"Accountable" Definitions
Most standard dictionary definitions for “accountable” are along the lines of a person “subject to the obligation to report, explain, or justify something” and considered a synonym of “responsible” or “answerable”. This link is to the social/political action organization “Citizen’s Circle for Accountability”. The group states in...
Two definitions of accountability
the quality or state of being accountable; especially : an obligation or willingness to accept responsibility or to account for one’s actions <public officials lacking accountability
http://www.merriam-webster.com/dictionary/accountability
This definition of accountability talks about people being accountable for their actions.
Education. a policy of holding schools and teachers...
More information on Phoenix Place- Lauren Jurgrau →
Block 2&3 SilkyC
Silky Carter
September 21, 2009
Critical Pedagogy III
Dr. Schmidt
Block 2 & 3 When can music become an insulting practice?
While music is universal, it can in many ways become a tool for exclusion and chaos. Music can be racist, and bias. Notice most conductors and composers are men, the majority of classical composer and singers are Caucasian, and most Hip-Hop and Rap artists are African...
CP III Assingment 2
Ricardo Valle
September 24, 2009
Critical Pedagogy III
How do we move schools from being a ‘community of problems’ to a ‘community of possibilities?’
As teachers in general, we have the power to either build the community that is our classroom, or build nothing at all. Without community, there is no whole and without a whole, there is no productive learning. Obviously, we must not let this...
Kinda cool touches on copyright n copyleft →
Silky Carter September 2009 Critical Pedagogy III Dr. Schmidt
Community: Belonging in the Class Room Many times in the field of education teachers will diagnose students with attention deficit disorder, illiteracy, delinquency and more because the student will not accomplish what the educator considers appropriate. However, what is not considered is the student’s past predicaments and how it...
Block Questions Chapters 2 & 3 - Anna Friars
Anna Friars Block Questions Chapters 2 & 3 CPIII Dr. Schmidt Why or In what ways can ‘problem solving’ be a problem when we are attending to community building? Problem solving in community building is a big issue we need to consider in education and life in general. In large communities, problem solving is an even larger issue because so many people want to contribute to the conversation and...
Lifeworld - Anna Friars →
CP III Block Ch 2. Victoria
Victoria Neil
9.21.09
CP III
Block Ch. 2
How can efforts to foster social capital and/or authentic teaching coexist with standardized education?
When we see uplifting videos such as “Room 26,”1 often we see it as a brilliant success story to be emulated. But what is going on behind the scenes? How did that particular teacher work their way into that structure, and what kind of...
Naming our Story
Hannah De Los Reyes CP III Patrick Schmidt 9/22/09
Naming Our Story
The idea of ‘naming’ a story or situation means that we recognize the idea that our identities are merely the culmination of the story that we tell ourselves. Our self is defined by our past, which is defined by how we remember the past (Block p. 34-35). Studies have shown that memories are fallible. According to Dr. Elizabeth...
Block Response # 2
Ketti Jane Muschler
· Are there connections between attributing ‘fault’ and attributing ‘grades’? Grades are a qualitative assessment of contribution; they are a fixed measure of past performance. Though there are successful styles of educational systems deliberately built without grades, it is the simplest way to standardize assessment of both tangible and intangible knowledge. When the...
LifeWorld-SilkyC →
Lifeworld →
lifeworld link →
Block Response #2
Cait Murach Critical Pedagogy III Schmidt 9/21/09 Block Responses If transformation is a shift in context, as Block presents in pg. 31, how would I go about enacting this ideal in my classroom? “Context is the set of beliefs, at times ones that we are unaware of, that dictate how we think, how we frame the world, what we pay attention to, and consequently how we behave” (pg. 29). To enact...
A Community of Problems vs. A Community of...
Lili Koblentz
Professor Schmidt
September 22, 2009
Critical Pedagogy III
In Community: The Structure of Belonging, Block discusses the difference between and causing a shift between a ‘community of problems’ and a ‘community of possibilities.’ As it applies to schools, the difference is very important. A teacher who views his or her classroom as a community of problems is likely to see nothing...
Lifeworld →
Pink, Possibilities and Perceptions in the Music...
Deidre Sheehan
Dr. Schmidt
CP III
21 September 2009
How do we move schools from being a ‘community of problems’ to a ‘community of possibilities?
In my mind, Block’s thoughts about community have great relevance to the classrooms we will make as music teachers and critical pedagogues. Using Block’s ideas on community as a model for the classroom, we can shift the communities we build into...
Ioana's Story →
Block - Chapters 2 & 3
Eric Johnson
9.22.09
A large part of Block’s ideology stems from the concept of a paradigm shift from viewing our communities as a checklist of issues that need to be worked through to a breeding ground for creativity and a support system for all the community’s members. In the same way, when music students open a score for the first time, they will never be able to transform the little black...
Problems-to-be-solved. →
Lauren Jurgrau Block Questions 2
This chapter by block highlighted how it is important for a community to focus on becoming a “community of possibilities” rather than focusing on being a “community of problems.” The chapter talks about how when people look to reform their community they alway highlight the problems in the community. It talks about how looking at “problems” as lapses in the community that need to be built back...
Lifeworld. →
Notes and Blogs!!! Attention, costumers...
Please check out the revised Power Point from last Thursday’s presentation (we started in a great note. Thanks K and H!!)
As you get ready to write and post your one pagers this week please take a look at the entry that Victoria posted this past week. While many of you did a great job also, Victoria’s is really a model for future contribution. Why? Here it is:
It addresses both...
Block Ch. 1 PowerPoint - Revised! →
Block week 1
Anna Friars 9/14/09 CPIII Dr. Schmidt How do Social Capital and technology interact in the music classroom today? How should they? Why should we pay attention to Social Capital and how it may impact learning? Social Capital seems to refer to the connection we as human beings have with each other. As time and science progress, technology continues to stunt our growth as face to face socially...
Block questions
Amanda Zweck
A sense of connectedness is an imperative element of the foundation we as educators must lay in our classrooms. This obviously can be an extremely difficult accomplishment to achieve when dealing with students that do not know each other, and have no real ‘interest’ in being in a general music or choral classroom. Nevertheless, it is absolutely an attainable goal.
Many depict...
Community and Belonging in the Music Classroom
POSTED BY DEIDRE HERSELF!!!! :)
15 September 2009
In what ways can belonging manifest itself in music education? What can I do, pedagogically, to insure that it is an outcome of my teaching? What awareness of exclusion is necessary, so that belonging can become part of music making?
Music Education should be a place where the issues of belonging are constantly discussed and evaluated....
Community and Belonging in the Classroom - Eric...
Eric Johnson
Critical Pedagogy III
Dr. Patrick Schmidt
One of the wonderful things about the arts, and more specifically music, is that they often have community and belonging as a built in component. The choral, band or orchestral classroom are mediums and environments which can only reap success if people work as a community. When people decide that their egos and agendas are more...
CP III Block Ch 1- Victoria
Victoria Neil
CP III
Block Intro and Ch. 1
How do Social Capital and technology interact in the music classroom today? How should they? Why should we pay attention to Social Capital and how it may impact learning?
Facebook, Twitter, online blogs, ichat, YouTube, and Photo Bucket are all terms that one can scarcely go a couple of days without hearing. Sites such as blogspot.com...
Gifts and Educating with Rigor
Hannah De Los Reyes
The idea of educating with rigor I take to mean encouraging students to learn not only in depth, but also breadth. There does seem to be a conflict with the idea of educating with rigor and focusing on gifts. However, I feel that Block’s idea of focusing on gifts did not intend to be placed in the classroom. I believe that Block’s idea of focusing on gifts is a model meant to...
Block Questions
Cait Murach Critical Pedagogy III Shmidt 9/14/09 In what ways can belonging manifest itself in music education? What can I do, pedagogically, to insure that it is an outcome of my teaching? What awareness of exclusion is necessary, so that belonging can become part of music making? Belonging can manifest itself in music education through participation f students, being active in the classroom...
Block Ch. 1 Presentation →
Here is our PowerPoint presentation for Block, Chapter 1 … as it stands at the moment. We are still lacking media examples. If you have any suggestions for us, please let me know!
~ Ketti