This article conducts an in-depth analysis of the dialogue between religion and nationality in Hamzanwadi's mass devotional writings using Gadamer's hermeneutic approach. The results revealed the complexity of the interaction and the implications of these two aspects in cultural and religious contexts. Religion plays a central role in shaping deep moral foundations, whereas nationality becomes a collective identity closely linked to religious values. The main findings highlight that religion and nationality influence each other in the formation of people's identities, moralities, and values. This study provides a deeper understanding of how religion and nationality interact positively, promoting tolerance, diversity, and inclusiveness within the framework of religion and nationality. The results of this study have important implications for understanding the role of religion and nationality in shaping a strong social and moral unity. This article outlines these findings and provides deep insights into the contribution of religion and nationality in shaping people's identity and morality.
{"title":"Religious and National Dialogue in Hamzanwadi's Wasiat Renungan Massa: A Hermenutical Perspective","authors":"Herman Herman","doi":"10.58256/svt5ph36","DOIUrl":"https://doi.org/10.58256/svt5ph36","url":null,"abstract":"This article conducts an in-depth analysis of the dialogue between religion and nationality in Hamzanwadi's mass devotional writings using Gadamer's hermeneutic approach. The results revealed the complexity of the interaction and the implications of these two aspects in cultural and religious contexts. Religion plays a central role in shaping deep moral foundations, whereas nationality becomes a collective identity closely linked to religious values. The main findings highlight that religion and nationality influence each other in the formation of people's identities, moralities, and values. This study provides a deeper understanding of how religion and nationality interact positively, promoting tolerance, diversity, and inclusiveness within the framework of religion and nationality. The results of this study have important implications for understanding the role of religion and nationality in shaping a strong social and moral unity. This article outlines these findings and provides deep insights into the contribution of religion and nationality in shaping people's identity and morality.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"106 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Saddhono, Wati Istanti, Ari Kusmiatun, Dewi Kusumaningsih, Indriyo K. Sukmono, A. Saputra
Increased interest in the Indonesian language and culture among foreign students in the United States has drawn attention to the internationalization of Indonesian cuisine as an integral part of Indonesian Language for Foreign Speakers (BIPA) education. This research aims to explore the potential for the internationalization of the Indonesian language through a scientific-thematic approach by integrating Javanese culinary tourism into the Indonesian language teaching materials for international students (BIPA) in the United States. The study identifies how a learning method focused on Javanese culinary tourism can enhance international students’ understanding and proficiency in the Indonesian language, as well as how interactions with culinary culture help them comprehend the social, cultural, and historical values of Indonesia. This research employs a qualitative research method with a case study approach. Data is obtained through surveys and interviews with BIPA students studying Indonesian through culinary means, as well as instructors and program administrators at Yale University, United States. The data obtained from this research include expert validation data on the instrument’s feasibility, expert validation data on the effectiveness of the developed teaching materials, and practicality data of teaching materials in the form of practicality scores filled out by BIPA students and teachers. The results of this study indicate that, in teaching nasi goreng as a BIPA teaching material, it is crucial to ensure that the approach used is relevant, enjoyable, and tailored to the needs and proficiency levels of the students. As mentioned earlier, the integration of Javanese culinary tourism into Indonesian language teaching materials for foreign speakers using a scientific-thematic approach is an effective way to introduce nasi goreng and Indonesian culture to BIPA students in the United States or elsewhere.
{"title":"Internationalization of Indonesian culinary in learning Indonesian for foreign speakers (BIPA) in United States students","authors":"K. Saddhono, Wati Istanti, Ari Kusmiatun, Dewi Kusumaningsih, Indriyo K. Sukmono, A. Saputra","doi":"10.58256/rjah.v4i4.1315","DOIUrl":"https://doi.org/10.58256/rjah.v4i4.1315","url":null,"abstract":"Increased interest in the Indonesian language and culture among foreign students in the United States has drawn attention to the internationalization of Indonesian cuisine as an integral part of Indonesian Language for Foreign Speakers (BIPA) education. This research aims to explore the potential for the internationalization of the Indonesian language through a scientific-thematic approach by integrating Javanese culinary tourism into the Indonesian language teaching materials for international students (BIPA) in the United States. The study identifies how a learning method focused on Javanese culinary tourism can enhance international students’ understanding and proficiency in the Indonesian language, as well as how interactions with culinary culture help them comprehend the social, cultural, and historical values of Indonesia. This research employs a qualitative research method with a case study approach. Data is obtained through surveys and interviews with BIPA students studying Indonesian through culinary means, as well as instructors and program administrators at Yale University, United States. The data obtained from this research include expert validation data on the instrument’s feasibility, expert validation data on the effectiveness of the developed teaching materials, and practicality data of teaching materials in the form of practicality scores filled out by BIPA students and teachers. The results of this study indicate that, in teaching nasi goreng as a BIPA teaching material, it is crucial to ensure that the approach used is relevant, enjoyable, and tailored to the needs and proficiency levels of the students. As mentioned earlier, the integration of Javanese culinary tourism into Indonesian language teaching materials for foreign speakers using a scientific-thematic approach is an effective way to introduce nasi goreng and Indonesian culture to BIPA students in the United States or elsewhere.\u0000 ","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139640389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to produce Indonesian language teaching materials for foreign speakers (BIPA) with East Javanese culture that has the feasibility of being used in middle-level BIPA learning. This research was conducted in Malang, East Java in 2022. The procedure used is the ADDIE model. The results of the study show that the developed BIPA teaching materials have the following four characteristics. First, the contents of the BIPA teaching materials contain the art of Reog Ponorogo as one of the cultural icons of East Java. Second, this teaching material consists of five three study units with the unit themes (1) Geographical Location of Ponorogo Regency, (2) Reog Ponorogo Art History, (3) characterizations in Reog Ponorogo, (4) Reog Ponorogo Performance, and (5) controversy Reog Ponorogo. Third, each lesson unit is enriched with pictures or photos that represent the topics discussed in the lesson unit. Fourth, this teaching material is equipped with videos. Fifth, each study unit is equipped with receptive and productive Indonesian language skills exercises. Based on the due diligence conducted on BIPA practitioners and Reog cultural figures, the following three pieces of information were obtained. First, the suitability of language for intermediate level language proficiency was obtained with a score of 86. Second, the suitability of cultural content in teaching materials with culture (Reog Ponorogo art) scored 95. Third, the systematic structure of presentation was 85. Based on the assessment scores of the three feasibility aspects above, it can be concluded that the material teaching BIPA with East Javanese culture as a result of this development is very suitable for use in middle-level BIPA learning.
{"title":"Developing BIPA Teaching Materials Containing East Java Culture, Indonesia","authors":"K. Saddhono, Gatut Susanto, Helmi Muzaki, Ermanto","doi":"10.58256/842vbj33","DOIUrl":"https://doi.org/10.58256/842vbj33","url":null,"abstract":"This study aims to produce Indonesian language teaching materials for foreign speakers (BIPA) with East Javanese culture that has the feasibility of being used in middle-level BIPA learning. This research was conducted in Malang, East Java in 2022. The procedure used is the ADDIE model. The results of the study show that the developed BIPA teaching materials have the following four characteristics. First, the contents of the BIPA teaching materials contain the art of Reog Ponorogo as one of the cultural icons of East Java. Second, this teaching material consists of five three study units with the unit themes (1) Geographical Location of Ponorogo Regency, (2) Reog Ponorogo Art History, (3) characterizations in Reog Ponorogo, (4) Reog Ponorogo Performance, and (5) controversy Reog Ponorogo. Third, each lesson unit is enriched with pictures or photos that represent the topics discussed in the lesson unit. Fourth, this teaching material is equipped with videos. Fifth, each study unit is equipped with receptive and productive Indonesian language skills exercises. Based on the due diligence conducted on BIPA practitioners and Reog cultural figures, the following three pieces of information were obtained. First, the suitability of language for intermediate level language proficiency was obtained with a score of 86. Second, the suitability of cultural content in teaching materials with culture (Reog Ponorogo art) scored 95. Third, the systematic structure of presentation was 85. Based on the assessment scores of the three feasibility aspects above, it can be concluded that the material teaching BIPA with East Javanese culture as a result of this development is very suitable for use in middle-level BIPA learning.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"60 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pantun has been used since the Classical Malay era by the people of Riau, Indonesia, and even It has been tied to the people of Riau at that time. In the digital age, Pantun continues to exist in Riau and Indonesia. It has been inaugurated as an Intangible Cultural Heritage, which UNESCO inaugurated in December 2020. This study aims to describe the function of Pantun in the Classical Malay era and the digital era in Malay society in Riau Province, Indonesia. This research is descriptive qualitative research using a phenomenological strategy. Data were collected by interview techniques, namely with humanists, chanters, and Pantun maestros, and then through documentation and observation. Pantun data was taken from representatives of the four major rivers in Riau: the Rokan, Siak, Kampar, and Indragiri. The validation of the research data was carried out using source triangulation. Data analysis was done using interactive techniques: data reduction, presentation, analysis, and conclusion. The results of this study indicate that the function of Pantun in Riau in the Classical Malay era was the function of communication in daily life, in traditional wedding processions and conveying feelings of affection, didactic functions, entertainment functions, and kamal functions. The function of Pantun in Riau in the digital era is only to open and close remarks at an event, such as in traditional wedding processions and performing arts entertainment.
{"title":"Pantun in the Classical and Digital Malay Era: A Phenomenological Study","authors":"Hidayatun Nur","doi":"10.58256/fytw0v24","DOIUrl":"https://doi.org/10.58256/fytw0v24","url":null,"abstract":"Pantun has been used since the Classical Malay era by the people of Riau, Indonesia, and even It has been tied to the people of Riau at that time. In the digital age, Pantun continues to exist in Riau and Indonesia. It has been inaugurated as an Intangible Cultural Heritage, which UNESCO inaugurated in December 2020. This study aims to describe the function of Pantun in the Classical Malay era and the digital era in Malay society in Riau Province, Indonesia. This research is descriptive qualitative research using a phenomenological strategy. Data were collected by interview techniques, namely with humanists, chanters, and Pantun maestros, and then through documentation and observation. Pantun data was taken from representatives of the four major rivers in Riau: the Rokan, Siak, Kampar, and Indragiri. The validation of the research data was carried out using source triangulation. Data analysis was done using interactive techniques: data reduction, presentation, analysis, and conclusion. The results of this study indicate that the function of Pantun in Riau in the Classical Malay era was the function of communication in daily life, in traditional wedding processions and conveying feelings of affection, didactic functions, entertainment functions, and kamal functions. The function of Pantun in Riau in the digital era is only to open and close remarks at an event, such as in traditional wedding processions and performing arts entertainment. ","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"73 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Canterbury Tales by Geoffrey Chaucer, written in 1387, chronicles the transformations that the travelers experience. These modifications can come in a wide range of forms and shapes. Among these travelers is the Franklin, whose account includes a list of certain alterations that may be tracked down and examined. ....
{"title":"‘The Franklin’s Prologue and Tale’: The Idea of Change","authors":"G. Dohal","doi":"10.58256/99atsq57","DOIUrl":"https://doi.org/10.58256/99atsq57","url":null,"abstract":"The Canterbury Tales by Geoffrey Chaucer, written in 1387, chronicles the transformations that the travelers experience. These modifications can come in a wide range of forms and shapes. Among these travelers is the Franklin, whose account includes a list of certain alterations that may be tracked down and examined. ....","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"170 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocabulary learning is a very important aspect of language learning. The quality of students' language skills depends on the quantity and quality of their vocabulary. This study aimed to describe and explain the conditions for learning vocabulary for slow learners in inclusive elementary schools. This research uses a descriptive-qualitative approach. Sampling was carried out on students with slow learners at 10 inclusive elementary schools in Magetan Regency, East Java, Indonesia, which were selected based on regional considerations. The data sources selected were 10 special accompanying teachers, vocabulary learning activities in class, and documents or archives related to slow learners. Data collection techniques include passive participant observation, in-depth interviews, and documentation. Data analysis uses an interactive analysis model, which is carried out through three activity flows: data reduction, data presentation, and drawing conclusions. The results of the study show that the vocabulary of slow learners is minimal when compared to that of other normal students. Slow-learner students have difficulty using vocabulary in reading and writing and are weak at stringing letters into words. Factors that hinder slow learners' vocabulary mastery include being less accustomed to using Indonesian and the lack of support from parents. Teachers have good competence in preparing lesson plans, but the learning activities carried out are not in accordance with the lesson plans that have been prepared. Teaching materials taught by the teacher include the introduction of new terms, synonyms, antonyms, and standard words, filling in gaps in sentences, and constructing sentences with the available words.
{"title":"Vocabulary Learning for Slow Learner Students in Inclusive Elementary Schools","authors":"B. Cahyono, Dahlia Asri, Rischa Trisnani","doi":"10.58256/e4hejt58","DOIUrl":"https://doi.org/10.58256/e4hejt58","url":null,"abstract":"Vocabulary learning is a very important aspect of language learning. The quality of students' language skills depends on the quantity and quality of their vocabulary. This study aimed to describe and explain the conditions for learning vocabulary for slow learners in inclusive elementary schools. This research uses a descriptive-qualitative approach. Sampling was carried out on students with slow learners at 10 inclusive elementary schools in Magetan Regency, East Java, Indonesia, which were selected based on regional considerations. The data sources selected were 10 special accompanying teachers, vocabulary learning activities in class, and documents or archives related to slow learners. Data collection techniques include passive participant observation, in-depth interviews, and documentation. Data analysis uses an interactive analysis model, which is carried out through three activity flows: data reduction, data presentation, and drawing conclusions. The results of the study show that the vocabulary of slow learners is minimal when compared to that of other normal students. Slow-learner students have difficulty using vocabulary in reading and writing and are weak at stringing letters into words. Factors that hinder slow learners' vocabulary mastery include being less accustomed to using Indonesian and the lack of support from parents. Teachers have good competence in preparing lesson plans, but the learning activities carried out are not in accordance with the lesson plans that have been prepared. Teaching materials taught by the teacher include the introduction of new terms, synonyms, antonyms, and standard words, filling in gaps in sentences, and constructing sentences with the available words.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"9 s4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139640414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how variation marks the religious identity of the Egyptian Christians and helps in describing the present sociolinguistic landscape in Egypt. Data for this study has been collected from Christian friends, students, and neighbors as well as Christian T.V. programs and videos. Data has shown significant lexical and phonological differences in expressing common religious concepts, ritual expressions, and names. These differences, which depend mainly on synonyms, paraphrasing, loanwords, and pronunciation, constitute a shibboleth in Egypt. The study has revealed that not only is variation regional or social, but religious as well. Moreover, the colloquial lexis and non-standard speech forms that Christians use contradict Ferguson’s claim that the highly codified variety of diglossic languages is always used in giving sermons. Although the variation is not that substantiative and does not impede understanding, the study has pointed out that there is a religious-based dialect differentiation in Egypt and the Egyptian Christians could be classified as bidialectal to some extent. The ultimate goal of this variation is to mark themselves as a different religious group in an Islamic society. The plethora of the Arabic lexis and expressions and the diglossic nature of Arabic enabled the Egyptian Christians to easily communicate with Muslims and simultaneously preserve their socioreligious identity.
{"title":"Variation as Christian Identity Marker in Egypt: A Sociolinguistic Study","authors":"Adel Refaat","doi":"10.58256/2rny1z31","DOIUrl":"https://doi.org/10.58256/2rny1z31","url":null,"abstract":"This study explores how variation marks the religious identity of the Egyptian Christians and helps in describing the present sociolinguistic landscape in Egypt. Data for this study has been collected from Christian friends, students, and neighbors as well as Christian T.V. programs and videos.\u0000Data has shown significant lexical and phonological differences in expressing common religious concepts, ritual expressions, and names. These differences, which depend mainly on synonyms, paraphrasing, loanwords, and pronunciation, constitute a shibboleth in Egypt. The study has revealed that not only is variation regional or social, but religious as well. Moreover, the colloquial lexis and non-standard speech forms that Christians use contradict Ferguson’s claim that the highly codified variety of diglossic languages is always used in giving sermons.\u0000Although the variation is not that substantiative and does not impede understanding, the study has pointed out that there is a religious-based dialect differentiation in Egypt and the Egyptian Christians could be classified as bidialectal to some extent. The ultimate goal of this variation is to mark themselves as a different religious group in an Islamic society. The plethora of the Arabic lexis and expressions and the diglossic nature of Arabic enabled the Egyptian Christians to easily communicate with Muslims and simultaneously preserve their socioreligious identity.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"61 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Prose fiction texts have an aesthetic function, which seeks to create a sense of aesthetic appreciation through means of language style amongst other devices. Bearing this in mind, it is the author’s belief that using colloquial language in a prose fiction text may negatively impact language style of the text and acquisition of the foreign language. Motivated by this conviction, this study addresses two main questions. First, how does use of colloquial language impact language style of a prose fiction text? Second, how does use of colloquial language impact language acquisition in relation to foreign and second English learners? For data gathering purposes, the author of this paper created and distributed a questionnaire comprising ten items. Including three groups: English as a Foreign Language (EFL) students; EFL university instructors; and adult readers, the questionnaire was addressed to a total of one hundred and sixty-six subjects in Dubai. Moreover, the researcher conducted a semi-structured interview involving six subjects. According to the statistical results, most of the respondents and interviewees believed that including colloquial language in prose fiction texts would negatively impact language style of the text and acquisition of the foreign language.
{"title":"Using colloquial language in prose fiction texts: An exploratory study","authors":"Suhair Al-Alami","doi":"10.58256/vmjf6m37","DOIUrl":"https://doi.org/10.58256/vmjf6m37","url":null,"abstract":"Prose fiction texts have an aesthetic function, which seeks to create a sense of aesthetic appreciation through means of language style amongst other devices. Bearing this in mind, it is the author’s belief that using colloquial language in a prose fiction text may negatively impact language style of the text and acquisition of the foreign language. Motivated by this conviction, this study addresses two main questions. First, how does use of colloquial language impact language style of a prose fiction text? Second, how does use of colloquial language impact language acquisition in relation to foreign and second English learners? For data gathering purposes, the author of this paper created and distributed a questionnaire comprising ten items. Including three groups: English as a Foreign Language (EFL) students; EFL university instructors; and adult readers, the questionnaire was addressed to a total of one hundred and sixty-six subjects in Dubai. Moreover, the researcher conducted a semi-structured interview involving six subjects. According to the statistical results, most of the respondents and interviewees believed that including colloquial language in prose fiction texts would negatively impact language style of the text and acquisition of the foreign language. ","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140511509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Modern opera in China has developed during many important historical periods, such as the Republic of China (1912-1949), founding of the People's Republic of China (1949) and the Reforms and Opening Up (1978). There is a lack of literature specifically introducing how Chinese modern opera matured. The exploration of this period in this paper can help scholars better understand the essential characteristics of modern opera. This study analyzes the sociocultural and historical background of modern Chinese opera during the first half of the 20th century, identifying the representative composers and works of each period. A qualitative research methodology is used in this paper, which mainly analyzes secondary data and scores. The study found that modern Chinese opera emerged from four periods. Modern Chinese opera entails a synthesis of traditional Chinese and Western operatic practices.
{"title":"Modern Chinese Opera in the formative years: Extrapolation of music and its socio-cultural development","authors":"Rong Jiang, N. Jamalludin","doi":"10.58256/ntj89217","DOIUrl":"https://doi.org/10.58256/ntj89217","url":null,"abstract":"\u0000Modern opera in China has developed during many important historical periods, such as the Republic of China (1912-1949), founding of the People's Republic of China (1949) and the Reforms and Opening Up (1978). There is a lack of literature specifically introducing how Chinese modern opera matured. The exploration of this period in this paper can help scholars better understand the essential characteristics of modern opera. This study analyzes the sociocultural and historical background of modern Chinese opera during the first half of the 20th century, identifying the representative composers and works of each period. A qualitative research methodology is used in this paper, which mainly analyzes secondary data and scores. The study found that modern Chinese opera emerged from four periods. Modern Chinese opera entails a synthesis of traditional Chinese and Western operatic practices. \u0000 \u0000 \u0000 \u0000","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"71 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to explore the synergy between design, culture, and innovation in pedagogy and examine its impact on educational outcomes and the development of new horizons for education. A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection and analysis techniques. An extensive literature review was conducted to establish a theoretical foundation, while case studies of different educational institutions and settings were examined to gather insights into the practical application of design, culture, and innovation in pedagogy. Finally, expert opinions and panel discussions were analyzed to further enrich the understanding of the topic. The study revealed that the synergy of design, culture, and innovation in pedagogy fostered a more immersive and engaging learning experience for students. This interdisciplinary approach contributed to the development of critical thinking, problem-solving, and collaboration skills, while also promoting cultural appreciation and understanding. The findings of this research have practical implications for educators, curriculum developers, and policymakers in the realm of education. By integrating design, culture, and innovation into pedagogical processes and strategies, education stakeholders can enhance the overall quality of teaching and learning experiences, better preparing students for the challenges of the 21st century. The synergy of design, culture, and innovation in pedagogy offers new horizons for education, opening doors for the development of more engaging, relevant, and culturally inclusive learning environments.
{"title":"Synergy of design, culture, and innovation in pedagogy: New horizons for education","authors":"Kateryna Gamaliia, Lesia Turchak-Lazurenko, Olha Lavrenyuk, Oleksandra Penchuk, Nataliya Lytvynenko","doi":"10.58256/rjah.v4i4.1131","DOIUrl":"https://doi.org/10.58256/rjah.v4i4.1131","url":null,"abstract":"The aim of this study was to explore the synergy between design, culture, and innovation in pedagogy and examine its impact on educational outcomes and the development of new horizons for education. A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection and analysis techniques. An extensive literature review was conducted to establish a theoretical foundation, while case studies of different educational institutions and settings were examined to gather insights into the practical application of design, culture, and innovation in pedagogy. Finally, expert opinions and panel discussions were analyzed to further enrich the understanding of the topic. The study revealed that the synergy of design, culture, and innovation in pedagogy fostered a more immersive and engaging learning experience for students. This interdisciplinary approach contributed to the development of critical thinking, problem-solving, and collaboration skills, while also promoting cultural appreciation and understanding. The findings of this research have practical implications for educators, curriculum developers, and policymakers in the realm of education. By integrating design, culture, and innovation into pedagogical processes and strategies, education stakeholders can enhance the overall quality of teaching and learning experiences, better preparing students for the challenges of the 21st century. The synergy of design, culture, and innovation in pedagogy offers new horizons for education, opening doors for the development of more engaging, relevant, and culturally inclusive learning environments.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"62 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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