Learner-centered approach and culturally relevant instruction using creative arts in Guinean secondary schools

Persistent Link:
http://hdl.handle.net/10150/278799
Title:
Learner-centered approach and culturally relevant instruction using creative arts in Guinean secondary schools
Author:
Onivogui, Jacques Akoye
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This thesis is about how the creative arts helps circumvent the negative effects of the traditional school, such as, its disconnectedness from the community, confined view of literacy, isolation of school disciplines, and its predilection for competition over cooperation. The study notes that beyond geographical barriers and other historical differences, the colonial practices of mainstream schooling as seen in the U.S. and Guinea (West Africa) have pernicious effects on the school success of linguistic minorities. To improve learning, this study supports that students learn better when the school embraces their identities, dreams, and values their "fund of knowledge" and beliefs. It advocates using the creative arts to mediate students' affective, experiential, and intellectual input within a problem solving approach to instruction. The social, affective, physical, and intellectual gains from their encounter with the arts are not only engaging for critical thinking but also empowering for personal and school change.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Art.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
McCammon, Laura A.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleLearner-centered approach and culturally relevant instruction using creative arts in Guinean secondary schoolsen_US
dc.creatorOnivogui, Jacques Akoyeen_US
dc.contributor.authorOnivogui, Jacques Akoyeen_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis thesis is about how the creative arts helps circumvent the negative effects of the traditional school, such as, its disconnectedness from the community, confined view of literacy, isolation of school disciplines, and its predilection for competition over cooperation. The study notes that beyond geographical barriers and other historical differences, the colonial practices of mainstream schooling as seen in the U.S. and Guinea (West Africa) have pernicious effects on the school success of linguistic minorities. To improve learning, this study supports that students learn better when the school embraces their identities, dreams, and values their "fund of knowledge" and beliefs. It advocates using the creative arts to mediate students' affective, experiential, and intellectual input within a problem solving approach to instruction. The social, affective, physical, and intellectual gains from their encounter with the arts are not only engaging for critical thinking but also empowering for personal and school change.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Art.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCammon, Laura A.en_US
dc.identifier.proquest1411700en_US
dc.identifier.bibrecord.b43473210en_US
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