Engaging university students

ECORFAN Journal-Republic of Peru, 2018

Las redes de colaboración han demostrado su efectividad en el campo de investigación de lES, lo que constituye un mecanismo esencial para garantizar su capacitación e integradores para una mayor productividad. La Red "Arte, Música y Cultura" creó en 2012 un ambicioso proyecto denominado "Circuito Interdisciplinario del Norte-Centro de México y el Arte del Caribe", a partir del cual, como resultado de las interacciones de los diferentes componentes de la Red, se organizaron en el Foros / Festivales internacionales de arte. Inicialmente propuestos en un personaje experimental, se han consolidado en su organización y sus contenidos, al mismo tiempo que se han convertido en uno de los programas más sólidos y estables del paisaje cultural, no solo de la UAZ, sino del estado de Zacatecas. Desde la perspectiva actual, lo que permite.

ECORFAN Journal Spain, 2022

The University Network of Arts was created in Havana, (2014) to promote cooperation among university arts instructors and to improve artistic quality and its academic specificity (University Network of Arts [RUA], 2014). Since its inception, the network has been formed by university students and arts professionals who have represented dozens of institutions in America, Africa and Europe. The UAZ, based on the Academic Collaboration Framework Agreement (Convenio Marco de Colaboración Académica) signed with the Higher Institute of Arts of the Republic of Cuba (Instituto Superior de Artes de la República de Cuba) (2011), became a founding member, through various Academic Groups. The UAZ-CA 219 “Music and interdisciplinarity”, formed by the authors of this article, has actively taken part in meetings of the RUA, contributing proposals for its expansion and consolidation. Despite this, the results are rarely communicated. In this sense, this work has as its main objective to spread the importance of the University Network of Arts, RUA and disclose some ideas about its possible development perspectives, increasing the participation of the UAZ, from its institutional Academic Groups focused on art, culture and sustainable development, and its capacity for social and inter-institutional bonding. La Red Universitaria de Artes se creó en La Habana (2014) para promover la cooperación entre los formadores universitarios de las artes y para el mejoramiento de la calidad artística y su especificidad académica (Red Universitaria de Artes [RUA], 2014) Desde sus inicios, se integró por universitarios y profesionales del arte que han representado a decenas de instituciones de América, África y Europa. La UAZ, teniendo como base el Convenio Marco de Colaboración Académica firmado con el Instituto Superior de Arte de la República de Cuba (2011), se integró como miembro fundador, a través de varios Cuerpos Académicos. El UAZ-CA 219 “Música e interdisciplina”, que integran las autoras, ha participado activamente en las reuniones de la RUA aportando propuestas para su ampliación y consolidación. Pese a ello, poco se divulgan los resultados. En este sentido, este trabajo tiene como objetivo principal difundir la importancia de la Red Universitaria de Artes, RUA y exponer algunas ideas sobre sus posibles perspectivas de desarrollo, incrementando la participación de la UAZ, desde los Cuerpos Académicos institucionales enfocados en el arte, la cultura y el desarrollo sostenible, y su capacidad de vinculación social e interinstitucional.

2010

Neste artigo os museus sâo discutidos enquanto elemento fundamental para estabelecer urn elo de colaboraçao entre a universidade e a sociedade. Comparam-se numéros de visitantes em museus de arte universitârios e nâo universitârios, bem corno os programas desenvolvidos pelos primeiros para atrair novos e velhos visitantes, dentro e fora da comunidade universitaria. 0 texto apresenta igualmente urna descriçâo sumâria dos museus de arte universitârios no Brasil, suas funçoes e iniciativas para captaçâo de novos publicos.

Anais Do Workshop De Informatica Na Escola, 2006

Distance education (DE) is presenting, in the 21st century, a new challenge for teachers, asking for a change in their traditional roles, and requiring them to be specially trained for it. In order to find out if the Higher Education Institutions offering DE are training their teachers to work at a distance and how this preparation has been done, a research was conducted in the state of Santa Catarina, Brazil, using a questionnaire, sent by e-mail to 15 institutions. This article presents and discuss the results, showing that the Higher Education Institutions offering DE are not concerned only about the production of the course materials but are, also, creating support structures to prepare their professionals to teach at a distance. Resumo. A educação a distância (EAD) se apresenta no século XXI como um novo espaço de trabalho docente, trazendo mudanças nos papéis tradicionais, requerendo um preparo especial do professor. Para verificar se as IES que oferecem EAD formam seus docentes para ensinar a distância e como fazem este trabalho, foi feita uma pesquisa através de questionários enviados por email para 15 IES de Santa Catarina. O presente artigo discute os resultados encontrados que mostraram que as IES catarinenses não apenas se preocupam com a produção de materiais didáticos, mas estão criando estruturas de apoio para formar seus professores para ensinar a distância.

Revista de Comunicación de la SEECI, 2016

Buscamos determinar el nivel de la comunicación de las instituciones museísticas en una fase de la historia en la que los cambios en este terreno se aceleran de forma exponencial gracias a los nuevos dispositivos y plataformas de difusión de contenidos que suponen la rápida obsolescencia de los anteriores. Los análisis desarrollados en este texto indican que el museo, como concepto, lleva años de retraso en la implantación de cambios técnicamente muy necesarios, tanto en el ámbito tecnológico ya citado, como en el empleo de personal cualificado en comunicación, dotado de capacidad directiva real.

Revista da Sociedade Brasileira de Fonoaudiologia, 2012

To investigate the existence of exhibitions and displays on topics related to Human Communication in national and international interactive science museums, and analyze the content to determine what are the issues related to Speech-Language Pathology and Audiology discussed in the museums. Methods: Website analysis of 40 international science and/or technology museums and 20 national museums to identify exhibitions or displays related to the theme "Human Communication". Results: Most of the researched museums have exhibitions or displays related to Human Communication. Among the national museums only four have an entire exhibition related to the topic, and among the international museums, thirteen exhibitions were found. The number of international exhibitions is greater than the number identified in national museums, and the quality of the material also varies. The primarily discussed topic in museums is acoustics, followed by message reception by hearing sense. Most museums do not approach the topics of message production, language, and voice anatomy and physiology. Conclusion: Science museums address basic sciences and, for this reason, acoustics is much explored. Many exhibits were found on topics related to Human Communication that allow individuals to learn about how the human body works, arousing curiosity about the subject. Because museums are institutions of science communication and informal education that contribute to the population's scientific literacy, Speech-Language Pathology and Audiology can take advantage of these spaces to disseminate research and knowledge about Human Communication.

Universidad de Salamanca, 2021

Resúmenes de las ponencias y comunicaciones presentadas en el XXIII Congreso Nacional de Historia del Arte, que se celebrará de modo virtual en Salamanca, del 17 al 20 de mayo del 2021.

2014

La educacion es un acto espacial, afectivo y colectivo. En consecuencia, la innovacion en la educacion esta estrechamente ligada con la calidad de sus edificios y espacios asociados. Estos principios apoyan una idea trascendental: los valores culturales y artisticos de un campus (arquitectura, naturaleza, obras de arte) deben ser proyectados internamente y externamente como paradigmas para la comunidad universitaria y la sociedad en general, ya que tienen el potencial para enriquecer a docentes y procesos de aprendizaje. Los planificadores encargados de la concepcion de cualquier campus deben ser conscientes de la trascendencia de tal mision. Es necesario subrayar el papel clave que los espacios fisicos tienen que jugar en la evolucion de las universidades a la innovacion, cuando reciban el contacto humano necesario para lograr la verdadera mision de las universidades: la formacion integral del ser humano. El diseno de cualquier futura sede de la Universidad debe ser impulsado por u...

Theatre, Dance and Performance Training, 2016

This article describes the origins of SP Escola de Teatro (SP Theatre School-Development Centre for Stage Arts), located in São Paulo (Brazil), and the pedagogical system developed by the Brazilian artists who founded it. The school aims to establish an innovative teaching method comprising the specificities and the cultural reality of the twenty-first century. At the beginning of 2000, when the theatre company Os Satyros arrived at Franklin Roosevelt Square, the area was then controlled by criminality, prostitution and drug trafficking. Due to the theatre projects developed by Os Satyros within the area, it was completely revitalised, attracting other theatrical groups to the square. Starting from the question 'What would your dream theatre school be like?', some of these artists devised a stage arts school, with eight regular courses (acting, dramaturgy, directing, light design, sound design, costumes and scenography, stage technician and mime), eventually funded by the State of São Paulo's government. They devised a modular project, non-hierarchical and non-cumulative, in full consonance with the Brazilian pedagogue Paulo Freire's principles, in which 'those who teach also learn, and those who learn also teach'. Over the course of time, the school has been understanding through trial and error the best strategies to implement the project. This is especially true concerning the students' role as active partners in the pedagogical process. The practical implementation of this principle caused many misunderstandings and over the years we have been learning how to deal with these challenges. However, many important contributions by students have made the school more dynamic and meaningful to all its members.