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- Genre: Music--Instruction and study--Social aspects--Venezuela.
- Genre: Self-portraits
- Creators: Arizona State University
- Member of: Theses and Dissertations
Description
The Fundación del Estado para el Sistema Nacional de Orquestas Juveniles e Infantiles de Venezuela (FESNOJIV), also known as El Sistema, is an internationally recognized social phenomenon. By promoting social reform and development through music education, El Sistema is enriching the lives of thousands of impoverished youth in Venezuela by providing a nurturing environment for children in government-sponsored orchestras, choirs, and bands. In this thesis, I contend that the relationship between music education and social reform cultivates sociocultural ideas and expectations that are transmitted through FESNOJIV's curriculum to the participating youth and concert attendees. These ideas and El Sistema's live and recorded performances engage both the local Venezuelan community and the world-at-large. Ultimately, I will show that FESNOJIV has been instrumental in creating, promoting, and maintaining a national Venezuelan identity that is associated with pride and musical achievement.
ContributorsPalmer, Katherine (Author) / Solís, Ted (Thesis advisor) / Norton, Kay (Committee member) / Haefer, J. Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT
This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing.
This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing.
ContributorsHeineman, Richard Lee (Author) / Young, Benard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2015