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  • Connecting Conversations - Health and Wellbeing
    musical classes and communicate this to groups of students who have attended these activities to integrate these activities with performance studies Buddy system can be used to connect incoming students with more experienced students sharing both institutional and musical knowledge Making time for colleagues to share experiences would be a good form of professional development within institutions although students are sometimes more ready than the professors to hear new solutions Expert comments There is an argument for more external input from related professions to enrich Learning Teaching activities rather than be bound by teachers experiences as a student teaching only as we were taught Connecting with researchers in related domains can be done without great expense but the main issue is the culture of individual activity Movement towards a community culture may be a solution as is happening at this gathering Sharing Medical paper focussed on musicians and dancers Medical problems of performing artists easily accessible on the net at www sciandmed com mppa Original outline Seminar in Helsinki In Villecroze we saw that health and well being and practising are terribly closely related and cover a wide variety of issues the body the brain motivation the habits and routines we establish our artistic social and cultural environment our attitudes self awareness etc In Helsinki therefore we see our task being to articulate more clearly how we may address interconnected aspects of health well being and practising within the context of a conservatoire and the preparation for a life long career in music We will deal with the following fundamental questions 1 What are the key issues of health and well being which should be addressed during study and professional practice in the context of preparing for a life long career 2 What does the latest research on health well being and practising tell us 3 What are effective formats for enabling students to reflect on and develop practising in healthy and effective ways 4 How is the curriculum on this subject structured in your institution What is included and why and what kind of balance does this create Working form this first session will use a new working form for the group the world café which may also be useful as a method in our institutions Participants work at small tables with a maximum of five people at a table The session includes three rounds of 25 minutes each After each round participants change tables moving to a table with a different question as a starting point Each table also has a table host who does not move and who can inform a new group about things said earlier at that table as appropriate This session will also include some guests invited from Helsinki with specific expertise on health well being and practising in different domains of society sport care theatre to enrich our conversation Johnny McCarthy A need for a multiple disciplinary approach The teacher is not always the expert Be careful every student has their own individual

    Original URL path: http://www.connectingconversations.nl/page/2859/nl (2015-08-10)
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  • Connecting Conversations - Assessment
    what is their relationship to learning An event on musicianship professionality and quality Tag personen Assessment session in Helsinki Summary by Don Lebler Aims Engage participants with selected articles on assessment through contemplative dialogue What happened Four groups read contemplated discussed remade notes and discussed again Then collected for Carol s presentation followed by questions and a summary response from me What worked People in my group developed substantially enhanced understandings of the functions and forms of assessment through this process much more effective than I would have expected What was left undone Reports from each table discussions would have shared discoveries understandings and possibly enhanced the effectiveness of this session Original outline The session will look at the types of assessment used in conservatoires and their relationship to learning In preparation we will all read a short seminal text on assessment Working in small groups we will discuss this text and its implications for our practice A plenary session will then follow in which there will be an opportunity to interview and question an expert on assessment Working form contemplative dialogue Working form we will introduce the conversational format of a contemplative dialogue on a set text in small groups 1 hour 15mins After that we continue with a plenary interview and discussion with an expert 1 hour 15mins Karst de Jong A few very clear articles wake you up and say why haven t we given this more serious thought before Clichés have been placed in a broader perspective which makes you want to know more Hot topics included the link between assessment and learning outcomes assessment as a learning process itself and the actual role and responsibility of the students themselves in the teaching and learning processes ASSESSMENT HEADLINES by Armin Limiting assessing to a staff led

    Original URL path: http://www.connectingconversations.nl/page/2861/nl (2015-08-10)
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  • Connecting Conversations - Sharing expertise
    Tag personen johnny Dinah Stabb talks about Ulla Raiskio s warm up excercises Ulla showed us 4 exercises she uses to help her students increase their peripheral vision and awareness in performance 1 In pairs one person holds the palm of their hand 10cms approx from their partners nose an imaginary string is connecting them The partner is then led keeping that connection constant 2 In pairs 1 person closed their eyes The other person made a definite and regular noise which the sightless person followed around the room down and up 3 All walked in the space each person picked a point in the room walked to it chose another point walked to it A normal walk speed was named 1 2 fast 3 slow Ulla called out different numbers we had to change tempo accordingly We also had to mirror different gestures which Ulla made whilst continuing our task and without directly looking at her 4 In a straight line without directly looking we had to mirror a chosen leader s physical gestures We were in 3s but it could be a larger number In the discussion we all noticed that it was hard to place or move towards a sound if it was above or below us ear level The musicians were surprised to discover how much they use visual experience in their perceptions what a relatively small part sound plays in every day experience for them The sobering conclusion was if musicians with their trained ears rely so much on visual stimuli how much more do an audience of untutored ears rely on it The exercise of eyes shut and following a sound highlighted the need for the physical aspect of performance to be taken into consideration so that the audience can be drawn in to

    Original URL path: http://www.connectingconversations.nl/page/2871/nl (2015-08-10)
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  • Connecting Conversations - One to one tuition
    participant presented some context then framed a question to stimulate further discussion The moderator for each group selected a question for the group to address through asking the poser of that question further questions to stimulate further development of the question Finally a reworded question was developed to bring to the plenary session at which the poser of each question elaborated on the process What worked This seemed to be a very effective approach that produced refined questions that will stimulate further thought on issues relating to performance tuition What was left undone This activity seemed complete Summary by Don Original outline The session examines vital questions how do we learn in one to one tuition What can can t we learn in this context How do we learn in small groups What can can t we learn in this context We will draw on an audit of best practices in each of our institutions see homework In the first part of the session each person will make a short presentation in a small group The presentation should address the question How can I further develop learning within the context of one to one tuition or small group tuition The presentation should focus on your own role as a teacher and may draw on examples of good practice you have found for inspiration In the second part of the session there will be some reading time in which to consider an important text and then a plenary in which to summarise our understanding of what can best be learned in one to one and small group situations and experiences of best practices Working form individual presentations in small groups We will choose four or five different locations on the campus in which to do these 1 hour Reading time 30mins Plenary session to summarise learning in one to one and small group situations and examples of best practice 1 hour Headlines for Intervision session by Pamela Lidiard Questions concentrated on 1 1 instrumental teaching o What should be at the centre of an instrumental lesson o Is it possible to teach something that cannot be taught o Can small groups replace 1 1 teaching in a positive way o How can I analyse my role in lessons and develop my teaching through this o How can I encourage my students to manage their time for optimal results All questions were thought equally interesting and it was difficult to home in on one but finally the last one was chosen Questions were asked about this topic particularly concentrating on the role of the institution and of the students themselves in time management The original question was rephrased in several ways but the one chosen as being most useful was How can I refocus reorganize my instrumental lessons so that they enable the students responsibility empowerment in their own studies Thoughts offered on this were o to focus on 1 1 teaching more insistently o to challenge students dreams and root them

    Original URL path: http://www.connectingconversations.nl/page/2869/nl (2015-08-10)
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  • Connecting Conversations - Presence
    through body presentations and responses What worked People engaged willingly What was left undone Perhaps and explanation of intentions or a summary at the end Orignal outline Dinah Stabb Helsinki sessionWorking with Dinah Stabb actor and theatre director at the Guildhall School of Music Drama turned out to have a wider effect on us as participants in addition to presence in performance This approach seems to be about presence in general presence as a teacher presence in conversation and maybe in the end even about presence in innovating within the institution We would like to continue this work with Dinah Gerda van Zelm 30 People in a circle throwing a little beans bag towards each other saying shouting or whispering a name Dinah gives the opportunity by offering an atmosphere exercises and the discipline of the actor she is no speaking to become present vivid physically and mentally communicative with their surrounding and in connection with themselves In short everything a musician on stage needs Thomas Rydfeldt Carol Fordham Clarke Warming up exercises loosening muscles body becoming free Welcoming exercise remembering names and maintaining a steady energy flow People moving across the circle initiated by voice or just look Learning to trust using a guided walk influenced by gender body position leading style 2 brave persons trusting the rest of the class to maintain safety moving from person to person running being left to walk alone Much movement avoiding people miraculously no accidents Experience of being in a safe environment Maintaining positive energy whilst using simple commands trying not to feel despondent over lack of control Awareness of invading individual s personal space Powerful control over another person s behaviour Fun Robert Schenk Armin Zanner Openness is everything Don t be afraid of mistakes others will want to help you

    Original URL path: http://www.connectingconversations.nl/page/2864/nl (2015-08-10)
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  • Connecting Conversations - Improvisation
    What happened We divided into three ensembles and spent the first part of the session devising performances using a variety of approaches including a theatrical approach inspired by brief texts we each wrote about our beginnings as performers using an existing piece as a basis for improvisation and using a number of techniques to engage with improvisational concepts The final part of the session was a performance of each group s work performed for each other What worked There seemed to be general engagement with this activity including by those who may not have had much experience with the approach to performance previously The sense of joy and pleasure in the performance was striking as was the degree of acceptance from all for the contributions of all What was left undone This activity seemed complete Original outline Your evaluations confirmed strong interest in further exploration of improvisation In Helsinki we d like to develop this subject with three different groups in slightly different directions Anto Pett will continue his approach and structured exercises within free improvisation Rolf Delfos from The Hague will be a new member of the group instead of Marijke He is an improviser and jazz teacher saxophone and will join the seminars two and three Delfos will introduce his approach to improvisation with classical students which is more tonally oriented often working with modes Bart van Rosmalen will explore a method that is based on similarities between improvisation and conversation Working form a practical session in three groups exploring different methods forms with an opportunity to play or to observe and consider for example the application of improvisation in one to one tuition Hans Christian Braein Improvisation focus concentration thinking fast change of color rhythm dynamic interaction Adolf Pla The improvisation activity is one of the best

    Original URL path: http://www.connectingconversations.nl/page/2867/nl (2015-08-10)
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  • Connecting Conversations - Presence
    C In Verbinding Storylinks Dartington Helsinki Villecroze Coachen van onderzoekers De lector als veranderaar Stadsgezelschap 2010 Nieuwe Grond YP RKL 2009 2011 Moves Between COLLECTIE Contact Bart van Rosmalen Bart van Rosmalen Search Evenement Presence Session 3 Bijdrage toevoegen 30 sept 2009 Helsinki Finland Helsinki Finland With Dinah Stabb As with the first of the presence sessions all participants seemed to enjoy this activity which included pairs of people telling the story of their musical beginnings to each other and the opposite number recounting the story of their partner This was expanded to groups of four then to individuals telling their partner s stories to the group as a whole and ultimately to dramatic enacting of some people s stories Summary by Don Comments by Ulla Raiskio The focus of this session was on memories After warming up with a namegame throwing a sandbag to someone who s name you had said and or changing places with someone we started sharing stories about ourselves We worked in pairs and shared one story of our lives It was supposed to be a memory of early music making performing situation in one s life After that we set up a circle and

    Original URL path: http://www.connectingconversations.nl/page/2870/nl (2015-08-10)
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  • Connecting Conversations - Finland film 2007
    21st century Innovative Conservatoire nl Lectoren Onderzoek Innovatie Cultuur Young Professionals Vrede van Utrecht Moves Between Thema s Improvisation Practising health and wellbeing Artistry21 Masterclasses LAB21 I C In Verbinding Storylinks Dartington Helsinki Villecroze Coachen van onderzoekers De lector als veranderaar Stadsgezelschap 2010 Nieuwe Grond YP RKL 2009 2011 Moves Between COLLECTIE Contact Bart van Rosmalen Bart van Rosmalen Search Bijdrage Bart van Rosmalen Finland film 2007 ICON and the

    Original URL path: http://www.connectingconversations.nl/page/4002/nl (2015-08-10)
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