Learner-centered approach and culturally relevant instruction using creative arts in Guinean secondary schools
| dc.contributor.advisor | McCammon, Laura A. | en_US |
| dc.contributor.author | Onivogui, Jacques Akoye | |
| dc.creator | Onivogui, Jacques Akoye | en_US |
| dc.date.accessioned | 2013-04-03T13:37:03Z | |
| dc.date.available | 2013-04-03T13:37:03Z | |
| dc.date.issued | 2002 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278799 | |
| dc.description.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. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Education, Art. | en_US |
| dc.subject | Education, Curriculum and Instruction. | en_US |
| dc.title | Learner-centered approach and culturally relevant instruction using creative arts in Guinean secondary schools | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1411700 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Teaching and Teacher Education | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b43473210 | en_US |
| refterms.dateFOA | 2018-08-27T16:43:09Z | |
| html.description.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. |
