In this article, we will examine the role and place of the street musician, their contribution to the urban soundscape and the ways in which this has been informed and (re)shaped by recent advances ...in music technology. Despite their global omnipresence, street musicians have seldom been the focus of contemporary scholarly research on music-making and performance. Historically, the street musician has been perceived and depicted as a romantic folk figure, one moving through and working in the urban environment in an ad hoc manner. However, as our research reveals, through the diversification of street music and the steady uptake of new music performance technologies, street musicians are forging different forms of presence in contemporary urban settings, their music becoming an inextricable aspect of the contemporary urban soundscape. Drawing on face-to-face interviews and participant observation work conducted in Brisbane, Australia, during late 2010 and early 2011, we endeavour here to bring street musicians further into the academic dialogues surrounding musicians and performance and in doing so further highlight the centrality of digital music tools within the work of contemporary street music performance.
In this research, I analyse the practice of caporales dances in community and school contexts. I put forward some debates around the position of dances in the processes of education and identity ...definition. I delve into the identification of the caporales with Bolivian migration, poverty and contexts of discrimination. The references are centred on the teaching and performance of these dances in workshops and festivities held by organisations of Bolivian migrants in a town near the city of Buenos Aires. I continue with the analysis of the practices of this dance in school situations and its coexistence with current trends of nationalism in Argentine schools.
This essay explores Italian mercantile perceptions of the non-western Mediterranean world during the late Middle Ages. In particular, it analyzes the corpus of merchant manuals known as pratiche ...della mercatura and argues that the intercultural and cross-confessional material included in these handbooks were vital components that helped facilitate trade across ethno-religious frontiers in the Arab-Turkic regions. This paper opens with an examination of the “traditional” manual genre, with particular emphasis on Francesco Pegolotti’s Libro di divisamenti di paesi (c. 1310-40). Pegolotti and other pratiche compilers proffered practical counsel on linguistic exchange, local folklore and customs, and resourceful intermediaries (dragomans) that could accommodate cultural assimilation for the trader abroad. The remainder of the essay builds on the fruitful historiographical shifts of recent years and identifies two additional manuals: Leonardo Frescobaldi’s Viaggio in Egitto(c. 1390) and Goro Dati’s Sfera(c. 1435). These texts, cascaded to a wide merchant audience, include striking language on the common theological underpinnings of Islam, Judaism, and Christianity. These two authors, and specifically Dati, also highlight the complex character of the Italian merchant and reveal that economic self-interest helped construct common ground across major barriers of faith in the medieval Mediterranean.
This research presents two educational activities realized in the 2017-2018 school year, at the Extended Programme Kindergarten, from "Nicolai Nanu" Technological High School in Bro?teni, Suceava ...County, Romania. In both activities, there were involved representatives from three generations and the preschoolers had an active role. At the activity 'I'm proud to be Romanian', representatives from preschoolers' families were actively involved in some activities, generating interactions between generations. At the demonstrative activity 'I'm Romanian, brave Romanian', there was an intense interaction between the pre-primary school teacher and the preschoolers and a little interaction between the invited pre-primary teachers and the preschoolers. Both activities had the role to enable the preschoolers' patriotic education and to make them aware of their local, regional and national identity through discussions about the national symbols, about the country and the people, through the intonation of the national anthem and of other patriotic songs, through wearing traditional costumes and through the execution of some Romanian dances.
This article aims to explore the role of community mobilisation in Taipei's culture-led urban regeneration process by analysing the case of the Bao-an Temple area. Over recent years, capitalising on ...cultural resources as a motor driving urban regeneration has increasingly become a central issue of post-industrial urban governance. Although previous researchers have emphasised the contributions of cultural strategies to local economic regeneration, the means to integrate unique cultural resources of local communities into urban regeneration projects still remain poorly understood. Within the debates on urban cultural strategies, this article argues that the generation and use of cultural resources in urban regeneration lie in community mobilisation and institutional support, rather than in a state-led cultural flagship approach. After examining the Bao-an Temple area in Taipei, Taiwan, this article concludes that local government needs to move beyond the instrumentalism of urban cultural strategies and to rediscover the spaces where local cultural activities and mobilisation capacities are attached. Only through understanding the relationship between place and community mobilisation will a virtuous cycle for the revitalisation of a unique and historical urban area be generated.
To examine the quality of rhythmic improvisations after learning Ugandan folksongs via notated or aural/oral means, we asked university music majors (N = 32) to practice two Ugandan folksongs via ...Western notation or while viewing a prerecorded video of an expert Ugandan performer singing the same song to mimic aural/oral tradition conditions. Subsequently participants heard an authentic performance of the song they had just learned and were asked to create a rhythmic accompaniment to that song. All conditions were counterbalanced by treatment and by song. Resulting improvisations were judged regarding whether the first was better than the second. Results indicated no significant difference between improvisations on the basis of how the song was learned (p = 0.2617), differences between the songs themselves (p = 0.1261) or the order of the songs (p = 0.7518). Participants improvised better when the song was learned under notation conditions (differences not significant), but 70.1% of participants preferred to learn the song via aural/oral means (p = 0.0041). Results are discussed in terms of challenges in assessment of improvisations and pedagogical implications for future research.
This paper discusses a cross-cultural pedagogical approach, couched in a theory-practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers' (PSTs) engagement ...with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in Australian and international literature, to explore the relevance and success suggested by data from this cross-cultural pedagogical approach, in particular the notion of teacher ethnicity in racialised spaces. In doing so, we have addressed recent sentiments about a lack of quantitative and qualitative research that explores inclusion of Aboriginal and Torres Strait Islander content and discussions of ways in which tertiary educators construct and influence teachings about Aboriginal and Torres Strait Islander cultures. It is anticipated that this paper will generate further dialogue and research-based evidence on ways in which other tertiary education providers may draw on cross-cultural theories to guide inclusion of Aboriginal and Torres Strait Islander content and perspectives in PST education courses.
Being an indispensable part of our folk tradition, the traditional dance bears elements of our cultural tradition and heritage and passes them down from generation to generation. Therefore, it ...contributes substantially to the reinforcement of our cultural identity and plays a crucial role in the "cultural development" of our society. Our culture is going through a constant process of mutation. Some traditional elements get lost, while others resist and survive or get transformed and readjust to new emerging circumstances. The aim of the present study is to investigate the learning process of Music/Movement Education and Creative Dance within the context of the "second existence" of dance, and the way in which this learning process can effectively save and preserve the characteristic cultural traits of the "first existence" of the traditional dance. The experiential way of learning and transmitting dance from one generation to the other, is characterized as "the first existence" of dance. Changes in modern social, political and economic conditions have influenced the Greek traditional dance, which has acquired a more entertaining and tourist-commercial character, while its educational character has transformed going through teacher-centered educational processes. Having undergone this change, the traditional dance is now defined as "the second existence" of folk dance. The conversion of the traditional dance from its "first existence" into its "second existence" is supported and interpreted by the three components of the dancing process, the so-called "communication triangle": the dancer, the dance and the viewer. The adoption of the particular approach of Music-Movement Education and Creative Dance in teaching Greek traditional dances can preserve and convey a large part of our cultural heritage to the new generation. Only by learning their country?s history and culture will the young generations be able to learn their own identity and make the best of the past in order to live more happily today and create a better future.
The objective of this study is to design English materials for undergraduate students. In designing the materials, the writers focused on the general English materials integrated with Bangkanese' ...Folks as one of the literary works existing in Bangka Belitung Province, Indonesia. This idea was based on the writers' awareness to introduce local values to the students. Thus, the existing literary works were taken and modified by the writers to meet the purpose of the research. The writers used the theory of Hutchinson and Waters (1987) and Borg & Gall (1989). The theory offered six steps, namely need analysis, writing syllabus, developing materials, trying-out materials, evaluating materials, revision, and writing the final draft. The participants of the research were 37 students studying in one of the private colleges in Bangka Belitung Province. These participants were chosen randomly. The designed ELT materials integrated the English lessons and the local folktales and culture. The integration was intended to improve the students' communicative competence of both productive and receptive skills. Furthermore, it was expected that the designed materials were able to encourage the students to communicate more communicatively and appropriately in their social context.
Albanian poetry of Oriental tradition which began to emerge during the Ottoman period, that continued throughout the twentieth century, was structured within the schematization and poetic ...formulations of the Turkish tradition. The Albanian poets of the period originally succeeded to create in Turkish, Persian and Arabic languages, where subsequently introduced this tradition to their Albanian creativity. Communist ideological studies had ignored, even deliberately overlooked, judging as the poetry and culture of the national enemy. But our research argues that this type of literature had an enormous influence in the culture and particularly in the national Albanian literature. Thus, the Albanian poetry, created within Ottoman poetical and aesthetic-philosophical systems, has left deep traces in Albanian mentality and culture and has occupied an important place in the structuring of the Albanian mentality. Our paper argues that this poetry tradition reflects the ontological and epistemological condition of the Albanian people for many centuries, which has also penetrated deeply into the subjugation of Albanians. The paper additionally assesses the traces that Turkish classical poetry has left in Albanian folk culture and folk literature.
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