The choice of these two reputable composers of the sixteenth century may be a further indication of the enormous prestige and esteem they had gained in Portugal. Lobo mastered with great proficiency this technique, as evidenced by the contents of the two books of Masses he published: of the eight Masses published in 1621 and the seven published in the volume of 1639, four-including Sancta Maria and Elisabeth Zachariae-are based on motets by the Spaniard Francisco Guerrero (1528-1599), another four being centred on motets by Palestrina. Thus parody allowed composers to explore and showcase their own abilities while simultaneously honouring the authors of the works they had chosen to model. This technique, widely popularized in the early sixteenth century-though the first explicit reference to the term ‘parody’ did not appear until 1587, on the frontispiece of a Mass by German composer Jakob Paix (1556-after 1623) that is based on a motet by Thomas Crecquillon (c1505-c1557)-implied not only the use of a pre-existing melody in the conception of a new musical work, but also the incorporation of elements pertaining to the very structure and substance of the reference work, including its motifs, rhythms and harmonies. You can use the same link to view the changes.To be found in the publication of 1621, the Missa Sancta Maria and Missa Elisabeth Zachariae are two examples of the use of the compositional technique of parody. You can view it at the following link it’s a work in progress so I’ll update it during the week. I thought you might enjoy the picture more than the 1000 words. So I started to think about important ideas and connections and with the end of the course in sight decided I’d attempt to map it all out. When I read the article on situated learning it felt like I was reading a practical guide to Hutchins’s theoretical explanation: theory translated into practice, thought becoming action.
I started with the article on distributed cognition and when I read Hutchins (2000) comments about it being impossible to “account for the cognitive accomplishments of our species by reference to what is inside our heads alone” (p 9) and “a more or less explicit decision was made…to leave out culture, context, history, and emotion” (p 10) the bells started to sound in my head. Situated cognition and the culture of learning. It is based on the following articles:īrown, J. This post was completed in response to an ETEC 512 module on Situated Learning and Distributed Cognition. Posted in Uncategorized | Leave a reply Launching My Metaphor I had a good time exercising my creativity when completing them (wouldn’t Vygotsky be proud!) and hope you enjoy viewing them. I have posted my assignments for this course to ETEC 512 page on the MET Line. It illuminates the path ahead, keeps me on track, and helps me see choices and make decisions more clearly. For me, an articulated theory of learning is a reference point. I understand I have become a constructivist teacher and, without knowing it, have incorporated many of Vygotsky’s ideas into my daily work. Learning about Vygotsky and Sociocultural Theory changed this. I sometimes reflect on my growth as a teacher over the last thirty years and before this course lacked a filter to really understand these changes. Reassuring to visit the theorists and theories I learned about in my undergraduate program and challenging to learn about new theories and the application of both to online and tech supported learning.
One week to wrap up the discussion threads and complete a final assignment. ETEC 512: Application of Learning Theories to the Analysis of Instructional Setting is almost finished.
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