I “Prospect-us” to have a great semester!

Research Article Prospectus

Title: Why does music help us learn?

Description/Intro:

Throughout my high school and college careers, I have always been encouraged to listen to music as I study or use songs to help remember things. As a student, that was always incredibly helpful for me; but why? Why is it that music helps us? Scientifically speaking, how is my brain taking in information differently through song than regular speech? In today’s world, there is a major controversy over the importance of music education and integration in our public schools. This research will help me identify the connection between psychology and music, and allow me to study the best practices for how to integrate them.

Goals:

  • Studying the connection between learning and music will help me understand the best practices for integrating music into education, as well as education into music.
  • In addition, understanding the connection between psychology and music will allow me to be a more informed advocate for music education and integration in public schools.

Conclusion:

My major, Interdisciplinary Studies: The Performing Arts for Community Empowerment,
emphasizes the ways in which the performing arts can be a medium for empowerment or social change. In a country that minimizes the importance of public education, now is the time to speak out and advocate for the right of every student to have access to the best education possible, an education that includes music. Studying this topic will allow me to be the best advocate I can be.                                                                                                                  

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CC: TZA

Timeline:

Sunday, March 12

-I will have found library resources helping to understand the connection between music and psychology.

Sunday, March 19   

I will have identified facts/statistics around the subject of music education and integration.

-I will have information of the history of music education and integration in schools.

 

Sunday, March 26

-I will have found resources helping me understand why the psychology of music is beneficial to education.

-I will have conducted an interview with at least one PSU Psychology Major and one PSU Psychology Professor.

 

Sunday, April 2

-I will have read each of the resources, and noted the valuable sections for this research article.

 

Sunday, April 16th

I will have all of the information for my Body of Research identified.

 

Sunday, April 23rd

-I will have finished my synthesis.

-I will have incorporated a First-Person experience.

 

Sunday, April 30

-I will have a compelling conclusion.

 

Monday, May 8

-I will have a first draft completed that has at least two hyperlinks, three images that are related to my research, and a correctly cited APA format Works Cited page.

 

First Draft Due- Monday, May 8

Final Draft Due- Friday, May 12

 

*I will have visited the Writing Center for revision suggestions between May 8-12.

 

Applied Project Prospectus

Title: Does Music Help Us Learn?- Advocating for Music Education/Integration

Description/Intro:

As previously mentioned, there is a major controversy over the importance of music education and integration in our public schools. However, research suggests that music in the classroom is beneficial for students’ learning. I will answer two questions, by conducting interviews and utilizing resources, does music help us learn? And therefore, should music education and integration be encouraged and funded in schools? I will use this information to make a 3-10 minute video, which will be shared on all my social media accounts with the hopes of promoting music in schools.

Goals:

  • `To answer the two questions:
  1. Does music help us learn?
  2. Should music education/integration be encouraged?
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CC:Jesse Kruger

Deliverable:

I will post a video and short blog post on my ePort, twitter, facebook, youtube, etc. I will share this out to the #IDSsem with the hopes that it will continue to be shared!

Conclusion:

My major Interdisciplinary Studies: The Performing Arts for Community Empowerment emphasizes the ways in which the performing arts can be a medium for empowerment or social change. In a country that minimizes the importance of public education, now is the time to speak out and advocate for the right of every student to the best education possible, an education that includes music. Creating and sharing this video will hopefully shine a light on this topic and empower others to fight for music in our schools!

 

Timeline:

Sunday, March 12

-I will have found library resources helping to understand the connection between music and psychology.

-I will have practiced using a media maker software and research effective creation tools so I am prepared to begin my video.

 

Sunday, March 26

-I will have found resources helping to understand why the psychology of music is beneficial to education.

-I will have found information on the controversy regarding the place of music education and integration in schools- both private and public.

-I will have conducted and recorded an interview with at least one PSU Psychology Major and one PSU Psychology Professor.

 

Sunday, April 2

-I will have read each of the resources, and noted the valuable sections for this applied project.

 

April 16

-Using the information I have collected for my Research Paper, through interviews, and additional resources, I will create an overall format plan for my video.

 

April 23

-I will have edited both interviews, and added subtitles.

 

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CC: Paradox 56

April 30

-I will have completed a rough draft of the video.

 

Tuesday, May 9

-I will have finished editing the video.                                   

-I will have written a brief post accompanying the videos regarding the relation to my major, the lessons I learned, and the challenges, outcomes, and possible improvement of the project.

 

First Draft Due: Tuesday, May 9th

Final Post Due: Friday, May 12th

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How “But I’m A Cheerleader” (1999) helped change perspectives of the LGBTQ community

 

 

But I’m A Cheerleader! is a 92-minute long film that came out in 1999 directed by Jamie Babbit.  The title is actually found within the first section of the movie when Megan (played by Natasha Lyonne), an all-American, feminine high school student is approached by her friends and family.  Based on her recent behaviors, she returns home from school to find them sitting in a circle – waiting to tell her, “Honey, we think you’re a lesbian.” “But I’m A Cheerleader!” This frames the rest of the plot for this queer, satirical show.

Megan is surprised to find out that she is a lesbian, but in order to help her “become cured,” they send her to True Directions- a reparative therapy camp run by Mary Brown (Cathy Moriarty), based on teaching members of the LGBTQ community to “overcome their homosexuality”by admitting their feelings, continually performing Continue reading “How “But I’m A Cheerleader” (1999) helped change perspectives of the LGBTQ community”

Good End, Good Beginning…

Fives Ideas for an Interdisciplinary Research Paper:

-The psychology and application of empowerment through dance. Why DOES dancing make us feel empowered? This truly interests me because I personally feel very empowered when I dance. There are many different reasons that I can explain, but I want to know scientifically speaking what the reason is for WHY dance can be empowering. By this, I would be able to come up with best practices for applying dance empowerment. The disciplines would include dance, social work, and psychology.

-Comparing the empowerment of performers vs. audience members. As we know, the performers of a piece of theatre, song, and dance have a very different experience than the audience members watching it. Both can be empowering for different people or in different situations. I would compare and contrast the feelings of empowerment through the same piece, for the audience member and performer to get a better understanding of how and maybe why this form of empowerment works, and when is the best time to use it. This would include music, theatre, or dance and social work, psychology, and maybe social justice.

-How does music improve learning? You constantly hear on the radio or TV that playing music improves test stores. Learning songs help memory… why is that when we are also constantly told one side of the brain is creative and the other numerically smart? What is the proof and how can we use that to better our music, education, and music education? The disciplines for this would be music, education, and neuroscience/psychology.

-What are the best practices for cross-cultural dance exploration? Is it possible to truly understand or “dance” the dances of other cultures? What would be the barriers to learning dances from around the world, and how could we apply them in culturally sensitive ways? Is there a way to make World Dance classes more interactive? The disciplines for this would be anthropology, dance, and social justice/work.

-Ableism in dance/theatre. I would study how the current dance/theatre world is inclusive and neglectful of people who are disabled. Hopefully, I would be able to challenge the pieces that are ableist, and create a manual for dance studios, companies, etc to model when trying to be more inclusive. This would combine social work and dance/theatre.

Five Ideas for an Applied Project:

-Organizing and Directing a benefit production of The Vagina Monologues. This play tackles important issues regarding violence against women, feminity, and challenging gender norms. This will use the disciplines theatre and social work.

Empowering Youth Through Movement course. I will help to run the workshop for the Empowering Youth Through Movement course that I created alongside social work Prof. David Lynch and IDS alum Marina Phillips.I will be able to document the journey of creating the course, running the course, and passing the course on for future courses. The disciplines this will include is education, dance, and social work.

-Empowerment Dance Class- many people feel empowered by dancing but why? Is there more than one way to dance for empowerment? Can you actually train someone to be empowered by dance? These are the questions I have. Using dance and social work/psychology techniques, I would create and run a dance class (similar to zumba, without latin influences as I am not trained that way) that focuses more on the empowerment behind the dance, than the dance itself. The mission would be to get the dancers to love themselves and their bodies, or the way they feel when they dance.

-World Dance Tourism Program- someday, I would love to work for a nonprofit. I am very passionate about the importance of cultural exchange through fair-trade learning opportunities. I would love to create a program that providers dancers from around the world the opportunity to travel to countries, learning their heritage, cultural, and dances. This would give dancers the experience to recognize different forms of World Dance as an experience unlike the dance world in America. And it would allow for cultural exchange, which is incredibly important in breaking down stereotypes and helping to find the universal oneness within us all.

-Emotion Improv- create a course based on theatre improv and empowerment that would allow students to express themselves while being faced with important social questions and constructs. This would require me to pull from Social Work, theatre, and education.