We are very pleased to announce the 20th International EAS (the European Association for Music in Schools) Student Forum, which will take place on May 22-25, 2023, prior to the 30th EAS Conference in Lyon, France (May 24-28, 2023).
The Student Forum (SF) has become an established part of the annual EAS conference and is proving to be very successful-both for the students and the conference. The EAS student forum presentation at the EAS conference has become one of the highlights.
The EAS SF programme will include workshops, discussions and musical presentations. Its aim is to give student teachers an opportunity to share and exchange their experience and views of music teaching.
The theme of the Student Forum:
"Innovating and Inventing Music in the Classroom"
•Three three elements to the programme:
•Practical and creative music making through sharing examples of musical activities, and creating new music together.
•Discussion on the theme and sharing the students' different experiences and perspectives of learning to become a teacher in their own school system.
•Participation in selected conference activities, and group work.
Selection criteria:
•The participating students should:
•currently be in the final years of their music teacher training programme;
•be interested in European and international perspectives in music education;
•have a basic knowledge of English;
•have the ability to work with others and contribute to debate.
EAS Student Forum Team 2023:
Sara Savovic (Faculty of Music, Belgrade, student delegate, Serbia)
mail:savovic. sara4@gmail. com
Prof. Dr. Branka Rotar Pance (University of Ljubljana, Slovenia)
mail: branka. rotar-pance @ ag. uni-lj. si
Tom Rousselet(Le Centre Formation des Musiciens Intervenants, de l'Université Lyon France)
mail:tomrousselet@univ. lyon2. fr
Prof. Dr. Oliver Krämer(Rostock University of Music and Drama, Germany)
mail: oliver. kraemer@hmt-rostock. de
Contact person of the EAS board for further questions: Prof. Andreas Bernhofer, PhD: andreas. bernhofer@moz. ac. at
Yesterday, after arriving in Madrid, I knocked on a stranger's door. "I searched on the website. Will you give me lessons?" I asked. This was the reason I'd come to Spain. Because I once believed I was meant to be a female flamenco(弗拉门戈) guitarist.
Forty-five years ago, when I was two, my father also came to Madrid and knocked on strangers' doors. A well-known classical guitarist, he admired flamenco a lot, and in Spain he learnt from anyone willing to teach him. He approached performers in bars, made friends with street musicians and managed to study with Paco de Lucia, the greatest flamenco guitarist of our time.
I started playing classical guitar when I was five. My father's hands exploded across the strings like fireworks. I practised while he instructed and criticized. I played till I had sharp pain in my fingertips. By age seven, I was called a child genius.
Then, at 11, I quit. Heartbroken, my father distanced himself. Guiltily, I followed suit. Soon we spoke only when necessary. Our relationship didn't rebound until, in my early 200s, I found myself pulled back to guitar.
When I was in my early 30s, he got sick. Before he died a few years later, my father told me there were almost no female flamenco guitarists in the world. If I kept practising, I could be one of the first. I promised, and he left me his guitar. But after he died, I couldn't bear to play it. He'd spent so much time with his arms around that instrument, and it seemed an extension of his own body. Holding it gave my grief an unbearable tangibility(可触知). So for 13 years it sat mostly untouched, coming out only when my son Ellis begged to see it. He was careful with his grandfather's instrument in a way that made me want to pass it down to him-both the guitar and the music. Problem was, I couldn't really play anymore.
Now, Antonia is sitting with me in her living room, teaching me patiently. I have been here for only two days, and already my fingers hurt. It's a sharp pain, like when a fallen-asleep limb(肢体) returns to life. The feeling delights me. It means I'm doing something right.
Teachers often can fall into the trap of teaching content, paying no attention to children. Many of us have the attitude that "we will put the information out there, and if they don't get it, they are to blame."
Several years ago, I had a student named Jeremy in 12th-grade English, in which British literature was taught. I struggled to find ways to make the content interesting. Jeremy didn't care. Though Jeremy was classified as gifted, he slept in class every day. I began to get really frustrated. I even began to dislike him.
High school teachers sometimes develop a hands-off attitude. I thought, "OK, Jeremy, if you want to fail my class, fine. I've tried everything. " As time went on, I ignored Jeremy. I didn't ask him questions, or even make eye contact with him.
By accident, I found that Jeremy was capable of much more. One day, Went to the broadcasting classroom to edit a video. On this day, several students were working on an assignment. Then I heard a voice I recognized. I looked up and saw Jeremy was teaching his classmates energetically how to film. My first thought was that Jeremy must have a twin! Suddenly he realized I was sitting in the corner.
Our eyes met. "Mrs. Duff?" he asked with surprise. "You know how to edit video?"
"Yes. I had no idea you were a videographer!" At this, he smiled with pride and explained the project his group was working on. It was clear he had earned his classmates' respect. And it was suddenly clear to me that I had not really made an effort to know Jeremy at all.
What happened next was amazing. In class, Jeremy stayed awake and completed his work. He passed my class with a B.
What happened? When Jeremy encountered me outside English class, it changed his perspective of me. He realized I wasn't just some odd lady trying to force him to learn British poetry. Equally important, my perspective about him changed. He wasn't just the kid who slept in my class.
I'm not proud that I didn't make a better effort to know Jeremy before the encounter in the broadcast room. I told myself I had tried everything, but I had not stepped outside of my little English world at all.
Schools in the US and elsewhere are announcing bans on the recently released Al-powered ChatGPT out of fear that students could use the technology to complete their assignments. However, bans may be practically impossible given how difficult it is to detect when text is composed by ChatGPT. Is it instead time to rethink how students are taught and evaluated?
Educators are starting to question what it means to assess, student learning if an AI can write an essay or paper similar to, or even better than, a student would - and the teacher can't tell the difference. Many teachers believe the time-honored learning tradition will be destroyed from the ground up by Chat GPT. The Los Angeles Unified School District in California first blocked the use of ChatGPT on networks and devices in December 2022.
However, removing technology from the classroom can mean undesirable consequences, such as creating more obstacles for students with disabilities, says Trust. Additionally, restricting the use of ChatGPT on school networks and devices can't stop students from using ChatGPT at home and in libraries.
It is also unclear if anti-cheating software can reliably detect Al-assisted writing. OpenAI is working to develop a digital watermark that can help teachers and academics spot students who are using ChatGPT to write essays. OpenAI's attempts to watermark AI text, however, hit limits.
Instead of worrying about how ChatGPT could enable cheating, educators should ask what motivates students to cheat in the first place and work on developing relationships of trust, says Jesse Stommel at the University of Denver in Colorado.
"Talk to students really frankly about what ChatGPT's capable of, what it's not," says Stommel. "Have students use it to write an essay about Jane Austen and gender dynamics, and then have them read that essay and peer review it and think about what ChatGPT gets right and wrong. "
Have you had a meltdown lately? An emotional meltdown isn't exactly a medical disease. It's a popular term used to describe a situation where we are overcome emotionally or hit a breaking point.
How do you feel after you've had a meltdown? Do you feel embarrassed about your behavior? An occasional meltdown doesn't mean something is "wrong" with you. It may just be an indicator of a challenging time for you.
While most people would rather forget a meltdown as quickly as possible, it can be a learning experience.
If you feel embarrassed about revealing your emotions in public, you might examine how you feel about your feelings. Why isn't it okay for you to be angry, or to be sad, or to need something from someone else? So, be kind to yourself.
If your meltdown involved raising your voice at other people or behavior like throwing an object in the presence of others, apologize and come up with a plan to manage your emotions differently the next time you're upset or stressed. If you find this type of behavior is common for you and you're having difficulty managing it on your own, consider reaching to a psychologist. It damages another person's attitude and eats into their health.
Your experience serves a basis for reflection. Be kind to yourself and find some helpful ways to deal with meltdowns.
A. It can happen to anyone.
B. Are you a happy person?
C. Learn from every meltdown.
D. There are some negative effects about meltdown.
E. Shaming yourself about your emotion is not helpful.
F. Are you anxious about possible consequences for your outburst?
G. Having an emotional meltdown is never an excuse for abusive behavior.
In 2017, my husband-to-be, Ricardo, brought his border collie (牧羊犬), Jack, on our first date. I was swiftly struck by the pair of them. Fast forward 18 months and they'd fitted in1with me and my daughter, Cayla. The2between Jack and us is like no other-he brings us great joy and makes us happy. Now we were all3to take on a new family member.
Then came our4to the animal rescue centre. It was a love at first sight between Cayla and a little dog, Ruby. As I5, this little creature instantly sat back. She made herself as tall and6as she could, trying to contain her7while apparently letting me know what a good girl she was. It8. Our adventures as a family of five9.
One day, Cayla scootered(玩踏板车) off out of sight along the footpath, Jack and Ruby by her side. Before long, with an10bark Jack ran back, forcing us to11. We did, and found Cayla, bloody-kneed after falling off.
Cayla looked up smiling, overjoyed that the dogs had come through for her in her moment of12. One went for help while the other13the wounded. It's a wonderful14of how our dogs care for their pack. And I can't15our family without them.
Locally (know) as "mosquito writing", Nüshu looks like dancing Chinese characters at first glance. On (close)inspection, however, it is unreadable to readers of Mandarin(普通话).
Nüshu was used by women who lacked access education in reading and writing. It enabled them to express themselves freely. It was taught mainly by mothers, daughters then practised among themselves and friends.
Surprisingly, for hundreds of years, Nüshu remained unknown outside of Jiangyong. It wasn't until the 1980s Nüshu was learned of by the outside world. There are only a few remains of Nüshu texts, as most were traditionally buried or burned. (lucky), after years of research, over 95% of all (exist) original documents written in Nüshu have been collected and translated.
Now, this little-known written language (experience) something of a rebirth. Local governments are inviting Nüshu specialists to prepare easy-to-understand manuals(手册) (promote) Nüshu culture as well as stress the need for its preservation.
Nüshu represents a typical Chinese traditional female culture and remains an empowering means to appreciate women's beauty and (strong).
1）你对这句话的理解；
2）这句话对你的影响。
注意：
1）写作词数应为80左右；
2）请在答题卡的相应位置作答。
Almost every childhood memory I have is centred on food. Telling stories around a crowded table at holiday dinners, the smell of roasting vegetables, the sensation(感受) of heat coming from the kitchen, all picture a familiar feeling of love and comfort.
My favourite memory of all is of my grandparents making and baking bread together. To this day, I have never tasted bread that is as delicious as theirs. No other loaf has ever been made with that kind of powerful, unconditional love.
When our son Brian, one of seventh graders, began to refuse usual communication with me, I felt desperate. How I missed those lovely old days when he couldn't wait to tell me his stories in kindergarten the moment, I arrived home without getting changed! And there were also times when he brought loads of storybooks to me and demanded to be told all the stories before going to bed. But I didn't know since when everything changed. There was hardly any sharing about his daily school life with friends or any trouble about his schoolwork. Most of the time, his bedroom door was closed. The cold silence between us seemed to warn me that love between us began to fade.
At that time, like most mothers, I couldn't focus on work and couldn't sleep well. Why did things go off track so much? Was it because my work took away most of my energy that family love was taken for granted? Was it because my only precious spare time went too much to my two-year-old baby daughter that Brian's need for my company was ignored? The more I reflected, the more I felt myself to blame and it was my responsibility to find a way out.
One day, as my eyes landed onto the bread on the kitchen table, I was reminded of those sweet childhood memories. "Could food help us make a change?" I wondered.
注意：
1）续写词数应为150左右；
2）请按如下格式在答题卡的相应位置作答。
With an uneasy feeling, I decided to try.
……
More than that, one weekend evening, Brian offered to help me in the kitchen.
