13TH INTERNATIONAL SEMINAR ON COMMUNITY

MUSIC: CREATING PARTNERSHIPS , MAKING

LINKS , PROMOTING CHANGE

ROME 15-19 JULY 2008

Leading beyond the walls: CMA

interdisciplinary cooperation through the virtual

classroom for students

Dr. Donald DeVito Dr. Emma Rodríguez Suárez

Dr. Magali Kleber Dr. David Akombo

The experience

enable a little group of CMA participants

from 2006/Singapura meeting, to

communicate with one another independently

of space and time to promote sharing of

musical and pedagogical contents and

conceptions, involving teachers, students from

different levels and countries and institutions.

This discussions meet the needs of

many learners and provide an

environment in which introverts thrive

and extroverts can learn to pause and

reflect before responding, resulting in

higher level thinking early in the

process.

The nature of this

experience allows for:

• Developing a community of learning

in different spaces and institutions

• Creating a student-centered

“classroom”

Importance, Design, Facilitation and

Evaluation states:

This musical pedagogical experience allowed to create an environment in which a learning and teaching community can develop and grow.

There is a wealth of educational and communication research that can support that most students, men or women, learn and think more critically within a learning community, rather than working in isolation.

Importance, Design, Facilitation and

Evaluation states:

This musical pedagogical experience allowed to create an environment in which a learning and teaching community can develop and grow.

There is a wealth of educational and communication research that can support the work of the proposal, supporting all the participants, learn and think more critically within a learning community, rather than working in isolation.

Music seen as social practice, generating a cultural

system which is built and organized soundly and

incorporating itself in the socio-cultural structure

of groups and individuals

The theoretical framework

concerns

The musical knowledge production can

“open the doors” to the production of new

ways of pedagogical, esthetic, political and

institutional knowledge.

The circulation spaces of symbolic values,

meetings, intersubjective and inter-

institutional, cognitive and affective

relations.

The music pedagogy is seen as both a process

that concerns the relationship between people

and music and the process of music

appropriation and transmission.

The analysis incorporates the interconnection

and, therefore, the meaning of “pedagogical”

is not only related to the learning and

teaching process, but also seen as a connected

plural-dimensional field.

.

Meu Balaio

Rafael Rosa

.

Meu Balaio

Rafael Rosa

This project was very interesting because,

using technological resources, provided the

participants with a very rich musical

experience. By exchanging experiences with a

foreign institution, we had the opportunity of

showing aspects of Brazilian music to people

who could never have this in another way.

This kind of experience is very important to

inclusive musical practice what makes the

music education field open to the cultural

diversity.

It was a great pleasure for me to present this

composition that reflects a little of my

experience as a popular composer here in

Brazil. I hope everybody could feel the joys of

these popular traditions, always having the

image of people who are able to change non-

support social and political situations into

poetry and wish of changes, keeping, always,

the hopeful (Rafael Rosa, Kleber student

class from Music’s Course in State University

of Londrina, musician and composer).