2,174 research outputs found
Craig Crawford, Graham Scarborough, Cross Brandon, and Josh Sutton in a Scholars Day Recital
No full textFor Scholars Day, the Ouachita Saxophone Quartet, which includes Craig Crawford on soprano saxophone, Graham Scarborough on alto saxophone, Cross Brandon on tenor saxophone, and Josh Sutton on baritone saxophone, performed Terry Escaich\u27s Tango Virtuoso for Scholars Day
Case study of the experiences and perspectives of Hispanic immigrant parents of heritage language maintenance and bilingual education in the rural community of Brandon, Manitoba, A
No full textThis study investigated and described the experiences and perspectives of Hispanic immigrant parents on heritage language maintenance and bilingual education in the City of Brandon, Manitoba. Hispanic immigrant parents were interviewed to explore how they perceived and experienced the maintenance of the home language and bilingual education of their children. The study used a qualitative embedded case study methodology (Yin, 2014). Data collection methods included five individual semi-structured interviews and three focus group interviews. Sixteen first-generation Hispanic immigrant parents took part in this study, and they were divided into two subunits of analysis: Colombian, Honduran, and Salvadoran immigrant parents and non-Colombian, Honduran, and Salvadoran immigrant parents. The results of this study reveal that despite the importance that both groups of Hispanic immigrant parents place in their native language as a fundamental core value in their ethnic identity, they perceived a gradual erosion of their children’s home language. Colombian, Salvadoran, and Honduran immigrant parents had more challenges and difficulties in preserving their home language in comparison with Hispanic non-Colombian, Honduran, and Salvadoran immigrant parents. Data suggest that the Colombian, Salvadoran, and Honduran immigrant parents were less aware of the cognitive advantages of bilingualism and heritage language preservation in comparison with the Hispanic non-Colombian, Honduran, and Salvadoran immigrant parents. However, both groups of parents perceived the need to implement heritage and bilingual programs in the school and in the community for supporting their efforts to preserve the home language. Language barriers that parents faced, along with socioeconomic conditions, repercussions of intrafamilial conflicts, separation, and family disruption were factors negatively influencing home language maintenance in children. In summary, this research sought to raise awareness of heritage language maintenance issues that affect the Hispanic immigrants in a rural city of Manitoba. The results confirm that changes in heritage and bilingual policy are needed to support the Hispanic immigrant community in their efforts to maintain the heritage language. Teachers, school personnel, and parents need to develop ‘collaborative power relations’ (Cummins, 2001; Ntelioglou, Fannin, Montanera, and Cummins, 2014) to achieve the outcome of empowering Hispanic immigrant children.
Author-supplied keywords: Language maintenance, bilingual education, heritage language, Hispanic immigrantsIncludes bibliographical references (pages 179-193)."In partial fulfillment for the requirements for the degree of Master of Education.
Tear here
No full text48 unnumbered pages : color illustrations ; 17 x 15 cm
Artist's statement: "Tear Here started with taking a set of military uniforms, cutting off the arms and legs, and lashing them back together with red thread. Then I took digital images, tore at the seams, and visually documented the seams ripping apart. Using the structural vocabulary of the codex, Tear Here explores the ways in which the conflict in Iraq tears away at the bodies and the lives of those soldiers who serve in the U.S. military."
Call number: N7433.4.G73 T43 200
Advanced placement programs and the transition from secondary to post-secondary education
No full textThe transition from secondary education to post-secondary education is problematic for many students. Attrition rates at post-secondary institutions, with the attendant loss of human capital, continue to be a source of concern. This case study concerned the transition of students from secondary education to post-secondary education and was conducted during 2010 and 2011 in southwestern Manitoba. In particular, this transition was examined from the perspective of current university students who had taken Advanced Placement courses in high school.
Findings from the study shed light on aspects of the educational landscape that were influential to the participants during this period in their lives. In the process the findings reveal potential reasons for the high levels of attrition currently experienced. The findings suggest that the overwhelming majority of the participants experienced a successful transition to university. The participants felt that this was in large part due to the content of their AP courses, and also due to being exposed to challenges that were similar in nature to those they could expect at university. The dynamics of the learning environment at both levels of education were found to be instrumental in the development of the participants, both in a positive and a negative direction. In general the findings suggest that the pedagogical philosophies of the two levels of education are not consistent and the degree of articulation between the two levels of education is not sufficient to ensure a smooth transition. Recommendations for improving the articulation between the two levels of education are included. Changes on both sides of the transition appear to be necessary in order to reduce the difficulties that are currently experienced by students.Includes bibliographical references (pages 163-166).
"A thesis presented to the Faculty of Education, Brandon University, in partial fulfillment of the requirements for the degree of Master of Education.
2009-2010 John Brandon
No full textJohn Brandon is the author of three novels, Arkansas, Citrus County, and A Million Heavens, and a new short story collection, Further Joy, all with McSweeney\u27s. His shorter work has appeared in Oxford American, The Believer, ESPN the Magazine, GQ, McSweeney\u27s Quarterly Concern, The New York Times Magazine, and numerous university journals. For two seasons, he wrote about college football for Grantland.com. He holds an undergraduate degree from University of Florida and an MFA from Washington University in St. Louis. He\u27s recently spent time as the Grisham Fellow in Creative Writing at University of Mississippi, and as the Tickner Writing Fellow at Gilman School, in Baltimore, and is the recipient of a Sustainable Arts Fellowship.https://egrove.olemiss.edu/grisham_res/1010/thumbnail.jp
Junior Recital: Janna Graham, jazz percussion
No full textThis recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Performance. Miss Graham studies jazz percussion with Justin Chesarek.https://digitalcommons.kennesaw.edu/musicprograms/1263/thumbnail.jp
Orion: a novel
No full textOrion is the story of Iraq war vet Gene Temmens as he returns home to Michigan in an attempt to reconnect with family and start over. But when financial crises rear their heads and smoothing out the wrinkles in his family relationships proves almost impossible, Gene lapses into old habits that end in murder.M.F.A.by Matthew Brandon Blas
Shifts in regular music programming : engaging grade 3 boys in the singing process
No full textThe purpose of this teacher action research study was to explore how regular music programming in rural South-Central Manitoba could be designed to foster engagement in singing in grade 3 boys. Participants included ten grade 3 boys in two mixed-gender classes of Grade 3 General Music and one mixed gender class of Grade 2/3 General Music. Data sources included two initial surveys, feedback loop sessions, researcher journaling, and peer interviews. Findings indicated the following effective interventions for engaging grade 3 boys in singing: including students in the repertoire selection process, incorporating student interests into the selection of musical repertoire, accompanying songs on the guitar, drums, and piano, and incorporating male role models into the teaching of singing. Other effective interventions included: selecting songs with a strong beat and rhythmic interest, incorporating movement, incorporating singing games, providing opportunities for student creativity, incorporating humour, incorporating current music, choosing songs with appealing texts, and providing opportunities for rhythmic speech. Selecting repertoire that was challenging, but not too challenging, was also found to be an effective intervention.
Keywords: Grade 3, boys, singing, engagement, general musicIncludes bibliographical references (pages 167-189)."In partial fulfillment for the degree of Master of Music (Education), Brandon University
Exploring improvisation pedagogy based on participatory and M-base characteristics: an action research study
No full textThis action research study explored my personal pedagogy of improvisation through a combined lens of Thomas Turino’s (2008) participatory field of music and the M-base collective. Influenced by the imbalance between performance-based goals and presentational music-making in high school settings and my personal lack of experience teaching improvisation, this study focused on learning how to teach improvisation away from typical educational outcomes such as assessment, curricular outcomes, and presentational values. Four high school students and two post-high school musicians participated in four two-hour sessions which took place at the Bassment in Saskatoon, Saskatchewan. Through the use of an action research cycle, several key themes emerged based on the participants’ experiences in regards to the purpose, process and reason for teaching improvisation. I came to the following four conclusions based on the actions that occurred during the study: a teacher needs to create attainable levels for successful improvisation; the facilitator role requires time for reflection and practice; participating allowed me to recognize and challenge personal self-doubt around improvisation; and improvisation can thrive in a non-traditional environment through a balance between structure and freedom. The thesis concludes with future recommendations for educators, researchers, and myself.
Keywords: improvisation, participatory, M-base, secondary, music education, action researchIncludes bibliographical references (pages 133-147)."In partial fulfillment for the degree of Master of Music (Education), Brandon University
Brandon University campus master plan
No full textOffice of the Vice-President (Administration and Finance)Grant Hamilton, Director of Marketing and Communications, Brandon UniversityA physical copy of this document is held in the SJ McKee Archives
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