Universitetet i Agder: UiA Journal System
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Om "progressiv rock" i Pekka Pohjolas musikk og komposisjonspraksis
No full textIn this article I examine the music and compositional practices of the Finnish composer Pekka Pohjola, with special attention given to the terms ”progressive rock” and ”post rock”. After leaving The Sibelius Academy, Pohjola became part of Helsinki’s experimental rock scene as one of the founders of Finnish ”progressive rock”. In the first part of the article I discuss the content of this term. A number of groups and composers that originated as rock musicians in the seventies, have in later years evolved from the expression they were once known for, and are today representatives of a musical aesthetic that is often ignored or overlooked in musicology. By analyzing Pohjolas composition ”Metropolitan”, my ambition is to add a new example to the notion of musical ”post rock” as a relevant terminology.
Facebook Goes to College; Recent Research on Educational Uses of Social Networks
No full textThe number of courses offered partially or entirely online continues to grow, offering students many different ways to access academic content. Educational institutions largely use course management systems to deliver academic content, collect assignments and conduct discussions. Traditional CMS systems, however, are often underutilized and almost always require login protocols tied to students’ institutional email accounts. The ubiquity of the social networking site Facebook, demonstrates that students are willing to use online environments to exchange information and, naturally, many academics have been eager to use the networking site in their classes. The following essay examines some of these attempts in order to gain a clearer picture of some of the advantages and pitfalls of using Facebook as a CMS
John Stewart and Stephen Colbert as Jesters in King Harald’s Court: Relying on Heavily Humor when Teaching English at Home and Abroad
No full textJohn Stewart and Stephen Colbert as Jesters in King Harald’s Court: Relying on Heavily Humor when Teaching English at Home and Abroa
"Litteratur på nett" Om utvikling av digitale læringsressurser til bruk i litteraturundervisning på spansk
No full textI denne artikkelen vil vi presentere de digitale læringsressursene vi har utviklet i forbindelse med prosjektet Litteratur på nett, der vi har utviklet en elektronisk lærebok i spanskspråklig litteratur til bruk i emnet Litteratur og kultur i Latin-Amerika og Spania. Først vil vi si litt om bakgrunnen for prosjektet, før vi presenterer de digitale ressursene og de erfaringene vi har gjort igjennom å bruke disse. Den elektroniske læreboka består av ulike digitale ressurser, som er bygd opp rundt de litterære tekstene som inngår i emnets pensum. Hver novelle, roman eller dikt har derfor ett sett med digitale ressurser, der hovedkomponenten er en videodialog der faglærerne samtaler om den litterære teksten. Det er også laget videodialoger som handler om forfattere, litterære epoker, osv. For hver av novellene er det også laget vokabularlister, lydfiler, arbeidsoppgaver og lenker til ekstern informasjon, og målet har vært å hjelpe studentene i arbeidet med de litterære tekstene på det som er et fremmedspråk for de fleste, slik at de kunne forberede seg bedre til seminartimene på campus. Selv om ressursene er utviklet for studenter på universitetsnivå, kan den elektroniske læreboka fungere som en modell som enkelt kan overføres og tilpasses andre fag og nivåer. Modellen består av en videodialog med oppfølgingsspørsmål, nøkkelord, diskusjonsspørsmål, refleksjonsspørsmål, oppsummering og forslag til videre arbeid
What counts as ”knowledge” in foreign language teaching and learning practices today?
No full textAbstract The purpose of this text is to describe and problematize possible didactic consequences for the communicative aspects of foreign language teaching and learning that the contemporary discussion at both national and transnational levels about ”knowledge” and ”accountability” in education may lead to. This discussion concerns, among other issues, various standardized measurements of pupils achievements and increasing demands on schools and teachers to deliver measurable and comparable results. What, then, counts as ”knowledge” in foreign language teaching and learning practices today? By undertaking a critical discourse analysis (Fairclough 1989) of the maybe most important transnational steering instrument for language teaching and learning practices in contemporary Europe, i.e.,The Common European Framework of Reference for Languages: Teaching,Learning and Assessment (CEFR) (2001) at least some answers to this questions may be clarified: The discourse of ”knowledge” in foreign language teaching and learning as expressed in CEFR is described by means of a typology of decontextualized ”competences” and ”skills”, cathegorized in specific domains and reference levels. One of the consequences for the communicative aspects of foreign language teaching and learning practices may be that a former democracy-oriented discussion about the aims and meaning of language communication in an increasingly heterogeneous and plurilingual world is lost. Key words: Communicative aspects of foreign language teaching and learning practices, ”Knowledge”, ”Accountability”, ”Competences and Skills”, CEFR, critical discourse analysis
Lærerstudenters dramatiske reise: Readers theatre og «En sporvogn til begjær»
No full textThis article discusses the choice of Readers Theatre as a tool for teaching Tennessee Williams’ play A Streetcar Named Desire. While making references to relevant pedagogical theory, its main focus remains on the more practical experiences of teaching the play. A considerable part is devoted to the reflections I as a teacher went through while deciding the choice of this particular pedagogical method
Diverging task orientations in L2 oral proficiency tests – a conversation analytic approach to participant understandings of pre-set discussion tasks
No full textAbstract Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers
Linking Readers Theatre to CLIL in foreign language education
No full textThis article explores the potential of linking Readers Theatre (RT), a group reading aloud activity, with Content and Language Integrated Learning (CLIL) in foreign language education. Both RT and CLIL, independent of each other, have demonstrated affective and cognitive benefits for foreign language learners. Examples are provided of how subject matter texts, for example about history, can be adapted and created for RT in the foreign language classroom. Reference is made to positive experiences for both learners and teachers of the combination of RT and CLIL in lower secondary English classrooms in Norway. Finally, classroom implications are addressed, for example how the combination of RT and CLIL integrates different language skills, how combining the two allows for a focus on form within a meaning-based approach, and how group dynamics can aid the individual learner
"En helt anden måde at skrive på" Et studie i skriftlighed i projektarbejde med tysk som fremmedsprog
No full textArtiklen præsenterer et studie i skriftlighed i et tværfagligt projektarbejde i et dansk gymnasium med fagene tysk og historie. Fokus er på hvordan eleverne arbejder med skriftlighed: Hvad bruger eleverne skriftlighed til i projektarbejdet? Hvilke aspekter af sprog, tekst og skriveproces arbejder de med? Hvilken betydning tillægger de skrivning på fremmedsproget i deres læring og selvopfattelse som brugere af et fremmedsprog? Studiet bygger på sociokulturel teori med henblik literacy, tekstkompetence og identitetsaspekter af sproglæring. Metodisk er studiet anlagt som en kombination af en etnografisk og en tekstanalytisk tilgang; heri indgår en analyse af elevers samarbejde om at skrive et tysksproget abstract. Til slut diskuteres hvordan projektarbejde med fremmedsprog kan bidrage til at udvikle elevers studieforberedende skrivekompetencer.Studiet er et delprojekt under forskningsprojektet Faglighed og Skriftlighed, finansieret af det danske forskningsråd for humaniora, FKK (2011-2014). Projektet er et samarbejde mellem forskere ved Syddansk Universitet, Aarhus Universitet og Roskilde Universitet www.sdu.dk/fo