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- Creators: School of Sustainability
- Creators: Campbell, Andrew
Description
American youth are not well exposed to animal- and nature-related careers. This is especially important to consider due to the recent push to be more environmentally conscious. In addition, youth are spending less time outside and more time in front of screens. This is driving down biophilia strength. The combination of a weaker connection with nature and more screen time has been connected to a new condition named Nature-Deficit Disorder. In order to expose youth to animal- and nature-related careers while attempting to combat the growing presence of Nature-Deficit Disorder, a three day teaching program named Wild Careers was created. This program was presented to teens in December 2015 through a partnership with the education department of Arizona Animal Welfare League. The curriculum was centered on highlighting relevant careers and background information. Topics such as animal welfare and conservation were taught as cornerstones during the program due to their encompassing importance to the career fields in question. It was felt to be important to inform participants about the context of these fields through specially planned activities and guest speakers. Participants were challenged to conduct online research, think critically, and get hands-on during this program. Wild Careers also exposed the participants to animals and the relevant species management stories. The surveys given before and after the presentation of the created curriculum provided evidence that supported an increased understanding of careers and enjoyment of participants. I propose that other non-formal teaching environments should be created that target exposing youth to animals, nature, and related careers.
ContributorsTaubel, Samantha Kay (Author) / Smith, Andrew (Thesis director) / Minteer, Ben (Committee member) / Arthur, Emilie (Committee member) / Division of Teacher Preparation (Contributor) / School of Sustainability (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Classical pianists have struggled to reconcile personal artistic growth with the economic and cultural realities of a career as a musician. This paper explores the existing structure of North American undergraduate piano education and its development alongside sociological and cultural changes in the twentieth century. Through document study and interviews, I look at three different models of undergraduate piano curricula. Chapters One and Two explore the issues and history surrounding the traditional piano curriculum. Chapters Three and Four draw on interviews to study two different North American undergraduate curricula: a piano curriculum within a liberal arts environment of an American Conservatory-College, and a piano curriculum within a Canadian University Faculty of Music. Chapter Five concludes with a summary of these findings and potential recommendations for implementation. In this study, I suggest that changes to piano curricula were made because of a differing approach, one in which music is seen as an entrepreneurial vocation. These changes point to a discrepancy between what is being provided in the curriculum, and the actual skills that are needed in order to thrive in today's economy. Awareness of the constant flux of the current professional climate is necessary in order for pianists to channel their skills into the world. I theorize that changes in curricula were made in order to provide a better bridge for students to meet realistic demands in their career and increase their ability to impact the community.
ContributorsChoi, Rosabel (Author) / Kim, Kwang-Wu (Thesis advisor) / Campbell, Andrew (Committee member) / Hamilton, Robert (Committee member) / Levy, Benjamin (Committee member) / Pagano, Caio (Committee member) / Arizona State University (Publisher)
Created2013
Description
Current literature on sustainability education and its core competencies (systems thinking, normative, interpersonal, strategic, and future thinking) has yet to acknowledge the K-12 level, concentrating instead on higher-level institutions. To initiate study at the critical K-12 level, a curriculum module composed of four lessons to address the wicked sustainability problem of drought in the Sonoran Desert was developed, piloted, and evaluated. The framework of each lesson combined the core competencies and the 5Es pedagogy (engage, explore, explain, elaborate, and evaluate). Two lessons were successfully piloted in two seventh grade middle-school science classes in Phoenix, Arizona. Topics addressed were the water cycle, types of drought, water systems, and mitigation methods. Evaluation determined a high level of student engagement. Post-pilot teacher questionnaires revealed a high degree of support for inclusion of sustainability education and core competencies addressing drought in future opportunities. It is concluded that lessons in the future can adopt the core competences of sustainability with the support of educators in Arizona.
ContributorsComeaux, Victoria (Co-author) / Harding, Bridget (Co-author) / Larson, Kelli L. (Thesis director) / Frisk Redman, Erin (Committee member) / School of Sustainability (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12