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05 Figures of Rhetoric Made Manifest
No full textSing as You Speak – Principles of delivering rhetorical figures. Discussion of period sources and the ways singers can use figures to move listeners
03 Alter the Rhythm – Noble Negligence of Notation
No full textSing as You Speak – The liberation of early 17th-century music from its notation. Discussion of period sources and examples of altering the rhythm (Campion’s “The peacefull westerne winde,” Dowland’s “Sorrow stay,” and Monteverdi’s “Sì dolce è’l tormento”)
02 Pause to Express – The Art of Phrasing
No full textSing as You Speak – Phrasing in early 17th-century music. Discussion of period sources and examples of adding pauses to spoken text (Shakespeare’s “To be or not to be” from Hamlet) and songs (Campion’s “There is none, O none but you” and Dowland’s “Awake sweet love”)
07 Da Capo Aria
No full textSing as You Speak – Principles of da capo aria delivery. Discussion of period sources and an example of singing an aria with 18th-century expressive devices (Conti, “Dopo tante e tante pene,” 1750).https://ir.lib.uwo.ca/bel_canto_videos/1007/thumbnail.jp
The Sweetgrassroots Movement: An Indigenous Way of Leading, Doing, and Changing for Indigenous Education
Get PDFThis paper explores and provides context for resolving a problem of practice which identifies Rivertown District School Board’s (pseudonym) oppression of the Indigenous learning communities it serves. This paper identifies the gaps between the current state of Indigenous Education at Rivertown District School Board against the minimum global standards for Indigenous Education defined in the United Nations Declaration on the Right of Indigenous Peoples and draws further comparison to traditional Indigenous Education through Indigenous scholarship. The writer’s personal journey with Indigenous Knowledge constructs such as land-based knowledge, Seven Generations Teachings, Seven Sacred Grandfather Teachings, Mino-Bimaadiziwin, and Blood Memory are discussed to help Indigenous readers resolve their own inquiries. The writer reveals his individual and familial experiences with colonialism and racialization in order to shed light on the importance of self-advocacy and leveraging international Indigenous human rights policies. A unique Indigenous leadership approach described as a “Sweetgrassroots” leadership approach, which draws inspiration from the calming and balancing effects of the sacred circumboreal plant sweet grass, combined with the democratic, natural, critical, and feminist aspects of Indigenous leadership, is created to explore the problem of practice. Four solutions to address the problem of practice are proposed. As a result, a holistic plan is identified as the best solution which empowers Rivertown First Nation (pseudonym) students and the surrounding community to lead the reform of Indigenous Education in RDSB utilizing a “Sweetgrassroots” change framework, implementation plan, and knowledge mobilization plan
More than Caring: Building a Foundation of Skills and Competencies to Teach Self-Advocacy in a Female-Dominated Profession
Get PDFExternal patriarchal interventions and market-driven forces have limited professional advancements and autonomy of the female-dominated dental hygiene (DH) profession since its foundation. The DH profession defines itself though caring and advocating for public access to its essential services. However, the lack of voice and autonomy are reported causes of DH practitioner burnout and labour shortages. DH education lacks training and foundational skills for self-advocacy. This Dissertation-in-Practice (DiP) explores the organizational context of a South-Western Ontario DH college (SWO College or the school) and addresses a complex problem of practice (PoP) that recognizes the barriers, both past and present, that kept DH educators from teaching self-advocacy and recognizes the needs of these educators to develop the required skills and competencies. As change agent, my agency as a female DH educator supports a feminist lens to create novel ideas and solutions. A framework analysis of sociocultural recognition, political representation, and technical/economical distribution paradigms reveals rigid hierarchy and gender inequality in DH education. An envisioned future for SWO College supports collaborative bottom-up community of practice peer mentoring led by ethical and transformational leadership approaches. The ADKAR change model fosters an individualized focus on DH educators’ needs to acquire the knowledge, communication, and leadership components of self-advocacy. The PDSA cycle monitors and evaluates each change step. The DiP concludes with next steps and future considerations for the school
In Search of Belonging in a Grade 6-8 Public School in Western Canada
Get PDFSystemic racism and oppressive practices within and outside British Columbia institutions are negatively impacting students’ sense of belonging in schools. The Metro School District (MSD, a pseudonym) and BC Ministry of Education (BCMoE) have responded with the district equity plan and the K-12 Anti-Racism Action Plan, respectively, to address this issue. However, a gap remains between their goals and the current reality of creating inclusive school environments. Valley Middle School (VMS, a pseudonym) has seen instances of racism and exclusion affecting students and teachers from minoritized backgrounds, including myself as a Sikh, South Asian principal. My Dissertation-in-Practice (DiP) focuses on bridging this gap and fostering a sense of belonging for all students through inclusive school practices. Applying transformational, transformative, and culturally responsive leadership, informed by critical and postmodern lenses, aims to address equity, diversity, inclusion, and decolonization (EDID). Using Nadler and Tushman’s Congruence Model, I assessed the organization’s readiness for change, revealing a low readiness level across work, culture, structure, and people. Consequently, my DiP emphasizes developing teacher capacity in culturally responsive teaching and promoting change grounded in the ethics of care, critique, and justice. Implementing frameworks like Kotter’s 8-Step Change Model and Deming’s PDSA Cycle provide a structure for this change process, fostering a greater sense of belonging for all students