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With the development of social economy, the globalization of the world has become an inevitable trend. However, the cultures of various countries and nationalities in the world are constantly communicating and merging with each other; the folk art in China has been greatly impacted, and the traditional culture with distinctive national characteristics has been rejected. Strengthening folk art education is needed not only to improve people's personality and cultivate people's aesthetic taste, but also to protect traditional culture and impart national spirit. With the rapid development of information technology relying on hand-held learning equipment, mobile internet technology, and network multimedia technology, life-long learning is possible. Using smart mobile devices to study the art teaching of folk art is conducive to in-depth exploration, applying the learning methods of folk art to our own study and life, and protecting and inheriting the infringed folk art.

Lower limb injuries in dancers are a very common complication preventing them from maximizing their performance or even causing one to end their dance career. The aim of this study was to investigate the dynamic stability using the Y-balance test (YBT) in professional folk dancers in comparison with the non-dancers. The study involved 30 folk dancers from the Urpin Folk Group and a control sample of 30 individuals from the general. Analysis of the results showed no statistically significant difference between the folklorist group and the control group in the anterior direction. However, the differences between groups were statistically significant for the posteromedial direction with the medium effect size for both legs and for the posterolateral direction with the strong effect size for both legs. The differences in the composite score for the right leg were not statistically significant with the small effect size, yet the difference in the left leg in the composite score was statistically significant with the strong effect. The results of the study indicate that folk dancers present poorer dynamic balance compared to the general population.

The study aims to consider the issues of vocal creativity by analyzing students' song-creating processes. To achieve this goal, survey methods were used. They greatly contributed to the determination of the important data. The survey demonstrated that among all styles of musical compositions, students give the greatest preference to folk and classical Chinese compositions. The results also showed that only 7% of the research participants had previously created their own musical compositions while 68% of students do not possess such a skill. These data contributed to the development of training recommendations for creating one's own musical compositions based on the study of historical features of folk and classical Chinese songs, characteristic elements of texts and melodies, as well as to the development of improvisation skills and expressiveness formation. At the end of the training course, it was determined that the musical composition creation quality was almost identical, which was confirmed by the Student's t-test. The study also showed that, in the musical composition creation, the poetry writing level (58%) is higher than that of music writing (42%). The results obtained are important for rising musicians who seek to get better at musical compositions.

The present study contributes to recent renewed interest in the social construction of folk linguistic knowledge and directs its focus to a multilingual workplace. The article reports on an in-depth sociolinguistic investigation in a European institution in Luxembourg. Data were collected in 2020-2021 with trainees and permanent staff in a terminology and communication unit. The data collection triangulated qualitative techniques of longitudinal interviewing, reflective drawing, writing reflection and observation. Analysis of participants' stances uncovered a varying understanding of what multilingualism means in the workplace, how it changes and to what effect. During reflective participation, the trainees heightened their sociopragmatic awareness of diversity in the meaning-making process. Moreover, they ceased to construct their personal multilingualism as proof of professional competence and started to see it as the basis of their own well-being, personal self-realisation and growth. As such, they re-coupled the social and linguistic aspect of their language use and aligned their stances with the permanent staff. This study aims to inspire more innovative approaches with a potential direct effect in multilingual workplaces, especially in those welcoming workers from monolingual or otherwise homogeneous social environments.

Teaching Odissi in the university space is not new to me. However, as a dancer-scholar located in India, teaching this dance form in a university in the United States expanded and deepened my understanding of this dance form and the ways it can be taught. This encounter, a collision of cultures, beliefs, and movement practices in the dance studio, engendered a pedagogical process that revealed itself as I taught this class over two semesters. The design of the class discussed in this article emerged from an intersection of my own training in Odissi with my guru and the institutional requirements of the program. This paper unpacks my pedagogical process of creating a syllabus, adopting teaching strategies, and assessing student work for negotiating the cultural chasm between me and my students, hoping to generate a sense of critical questioning, mutual curiosity, and respect.

The purpose of this philosophical inquiry is to problematize the assumptions underlying elementary music teachers' choice to both erase folk songs from their curricula and to replace lyrics with racist associations. Erasing is defined as a process in which music educators remove certain folk songs with racist origins entirely from their repertories, whereas replacing is defined as a process in which music educators adapt texts of certain folk songs with racist origins and thereby change the musical stories of those songs. I argue that both choices are insufficient for teaching students about the historical legacy of contemporary racism. Next, I propose erasing-as-dismantling and radically replacing as two sequential processes in lieu of the simplistic choices to erase and replace. Subsequently, I conceive of "thoughtfully erasing to radically replace" as a practice during which white teachers decenter whiteness and center the lived experiences of the Black, Brown, Indigenous, and Asian/Pacific Islander (BBIA) community.

The purpose of this survey study was to investigate the self-reported practices of P-6 elementary general music teachers (N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P-6 elementary general music teachers' familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, "Jingle Bells" was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants' responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants' American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed.

During crisis times, what children are playing and what grown-ups think their games signify can become a focus of adult anxiety. The Play Observatory, a COVID-19 research project, drew on folklore studies and cultural histories of childhood to collect, document and understand what children were playing and doing during extraordinary times, in ways which were meaningful to children themselves. This article discusses some of the children's and families' contributions, juxtaposed with children's contributions to the archive of childhood folklorists Iona and Peter Opie, to highlight and contest adultist interpretations around children's play during difficult times. We suggest that these interpretations are rooted in particular social constructions of the child, of childhood and of play that reflect themes of innocence, purity and vulnerability, and the need for adult protection from contamination, both material and symbolic. We introduce the idea of 'inflection' to suggest how habitual and perennial forms of play may be made to temporarily accommodate contemporary issues by the players as opposed to the play (and hence the child) being 'infected' with troubling or distressing themes which detract from idealised constructs of childhood.

People are born into an existing culture and are shaped by it, whether they realize it or not. The fact that people socializing in the same cultural environment have similar values, norms and behavior patterns results from this feature of the culture. While there are quite distinguishable differences between the cultures of different societies in the world, when it comes to violence against women, the distinctiveness of cultures disappears and societies show great similarities with each other. This is due to the fact that men's perspectives on women are similar around the World. The elimination of the violence primarily depends on men to change their perspective on women; to accept that women are human beings in the true sense of the word to accept that they have a dignity and this honor is at least as valuable as their own and to perform their relations with women on this acceptance. For a world without violence, both formal and informal education institutions have great responsibilities. The problem of violence can be solved by starting a total education campaign in the media, schools and religious institutions, especially in the family. The cultural basis of violence against women is tried to be revealed in this study. With this aim, the hints of the culture that feed violence are traced in proverbs and creation myths collected from different parts of the world.

The aim of this descriptive study was to examine the values in Turkish Folk Music songs included in the elementary school music textbooks developed in line with 2018 curriculum in Turkey. In this sense, 44 folk songs included in elementary school music textbooks used in Turkey in the 2019-2020 academic year were investigated in order to reveal the values in these songs. Content analysis was adopted in this study. The findings showed that the textbooks generally consisted of folk songs in which the values of love, patriotism and courage were addressed. In this context, 20 folk songs with the value of love and 4 folk songs with patriotism and courage are included in the textbooks. In addition, it was found that there were four folk songs with the value of local values, two with compassion, one with kinship, one with perseverance, and one with belonging.

Numerous studies have been conducted on education during the COVID-19 pandemic, but none have been done on efforts to improve students' social intelligence throughout the pandemic. The objective of this study was to illustrate how folktales were used to improve students' social intelligence in Kedurang Bengkulu while they were studying at home, given that social ability is one of key aspects of life (Salavera et al., 2017). The researchers collected the necessary data using a mixed method approach. Statistical analysis, observations, interviews, and documentation studies were used to obtain the data. This study revealed that folktales could be used as educational materials to help students enhance their social intelligence. It was based on the result of statistical analysis that showed the value of t-score is -45.633 with a P value of 0.000 < 0.05, it can be concluded that there is a significant difference in the mean score of the pre-test and post-test. Additionally, it was supported by the results of interviews with several teachers, families, and students. The utilization of folktales as a learning resource was able to shape students' social intelligence in the midst of the COVID-19 pandemic.

The urgency of doing this research is as an innovation for educators to be able to make efforts to preserve local wisdom in the form of a traditional kite game by implication it in mathematics lessons that can make learning activities fun. The purpose of this research is to introduce and preserve traditional games which are the heritage of the Indonesian nation by implementing and integrating the traditional kite game into mathematics learning in geometry material in the fourth grade of Primary school. The sample used is students with a total of 80 active students. This study uses a mix method research with explanatory design with SPSS 25 which examines the descriptive, differences, and relationships of students' interests and attitudes towards learning mathematics on geometry material that is integrated with the traditional kite game. The results of the statistical T-test of product and service solutions show that each school has different interests and process skills for each student. by doing a correlation test it was found that there was a relevant relationship between students' interest in learning in process skills. So, the implications of this research are to foster better interest and skills in students with educators being able to make learning fun through the traditional game of kites.

While previous research has demonstrated the beneficial role of pop music in foreign language learning, there is a lack of studies exploring the potential impact of Chinese folk songs on Mandarin language acquisition. This study aimed to investigate whether a curriculum based on Chinese folk songs enhances the outcomes of Mandarin Chinese learning in foreign speakers. International students in a university in Beijing who were attending regular Mandarin courses were allocated into two groups: the group receiving an additional Chinese folk song-based curriculum (intervention) and the group not (control). Mandarin proficiency after one and two semesters between the two groups was assessed using the Chinese Proficiency Test (i.e., Hanyu Shuiping Kaoshi, HSK) by the Generalized Estimating Equations (GEE) analyses. 16 international students were analysed (intervention: 8; control: 8). After adjusting for time, the intervention group showed a significantly higher HSK score in listening section (adjusted [beta] = 7.86, p = 0.015) than that of the control group. In conclusions, Chinese folk song-based curriculum has the potential to enhance Mandarin listening among foreign speakers.

The southernmost Thailand insurgency has increased violence since the early 2000s. It is a cause of learning loss and psychological stress among students, primarily Muslims. Having been exposed to unrest for a long time, students lack confidence and lose interest in learning many subjects, including physics. Culturally responsive teaching can provide a solution by searching for and using funds of knowledge embodied in physics concepts to facilitate meaningful learning and to build pride in their cultural identity. The present study aims to search for funds of knowledge that embody physics concepts to exemplify culturally responsive physics education. The study employs ethnography in which provincial culturalists and a curator of a local museum were interviewed in-depth, and the researcher immersed in and conducted observations of the creation of Bulan kites with local experts for an extended period of time. Meanings in the qualitative data were discerned using narrative analysis. The results indicate three assertions, as follows: (1) There are cultural artifacts in the southernmost provinces of Thailand that have the potential to be used in physics education. (2) The outsiders' appreciation of cultural artifacts causes the local community and students to begin to value their own funds of knowledge. (3) Unrest has caused misunderstandings among non-Muslim Thais, which can be resolved using cultural artifacts and the stories behind them.

Implementing curricula that parallel children's cultural histories and language and Ghana Education Service's (GES) approved creative arts resources precipitated the need to review materials listed in the new national creative arts curriculum (2019). This study explores the availability, accessibility, and cultural alignment of creative arts materials and shows how using folk resources serves as an incentive for culturally sustaining resource development in Ghana's music and visual arts education. A semi-structured interview of six creative arts teachers revealed that while teachers use Ghanaian folklore-informed books on the market, schools have infrastructure needs and lack indigenous music instruments and visual arts materials for the new curriculum. Highlighting the quality and availability of folk resources, we recommend optimizing community human and material resources, engaging education research professionals and classroom teachers in dialogue, and monitoring and evaluating school programs.

The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that: 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called "VCAP" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.

In this study, the mathematics of carpet will be introduced by presenting the lifestyle of two expert carpet-weavers from Kerman, Iran, who work for many years in carpet-weaving activities through an explanation of carpet weavers' culture. This explanation reveals that carpet weavers can do mathematics and solve related real-world problems without academic education in mathematics according to their needs through practical activities. The main purpose of this study is to investigate the mathematical ideas in the art of carpet weavers, and the ethnography approach is used as a methodological framework. Our findings showed that there are many mathematical concepts in the carpet weaving process, such as mirror axes, parallel and diagonal lines, geometric shapes, ratio, and measurement which can be used as context for developing enrich and meaningful mathematical tasks.

As verbal folklore genres, proverbs are an essential part of cultural, social, and linguistic patterns in a given language, yet with universal tendencies present in all languages. As cultural mirrors of a given culture, proverbs may pose a resemblance in meaning and structure across cultures. There are growing appeals for translation studies that revolve around contrasting and investigating equivalent proverbs in the source language and the target language. This is the focus of the current study that aims to examine the performance of Turkish learners of English in translating selected English proverbs in terms of their interlingual equivalents in Turkish based on the theory of re-conceptualization on a comparative basis. Through the study, as an initial step 15 English proverbs were selected and examined under the scope of their re-conceptualization degrees to indicate their level of equivalency in three distinct levels as highly equivalent, roughly equivalent, and non-equivalent proverbs. As a second step, 80 learners of EFL at A2 levels participated in translating 3 groups of proverbs, and later their performance in translating these proverbs was examined and analyzed. The study is a quantitative study and the data was collected through papers uploaded by the learners on an online education program that enables remote learning called AYDEP (Ahi Qualification-Based Education Program), administered by Kirsehir Ahi Evran University. The results indicated that learners performed better in translating maximally equivalent interlingual English proverbs than roughly equivalent proverbs, and they translated and interpreted non-equivalent proverbs differently. Given these points, intertwining an intercultural affinity between the source language and the target language, interlingual equivalent proverbs prove to have facilitating roles in associating English proverbs with Turkish equivalents.

The high-class performance style of Isan folk music is to perform as a soloist with techniques, methods, tactics, essence, rhythm, and postures. There are melodious, fun and fully indicate the ability of the performer, composer, and combiner of the music. This research aims to study the pattern of Isan folk as a solo and also creative process. Data collections are documents and field study methods--observation, interview of six gurus or scholars, five of folk music teachers, eight of folk music soloists, eight of folk music performers, and thirty members of the general public. The research results were presented by analytical description. The results are that, the advance of folk music solo happens by learning the principles and concepts of solo performance management. Demonstration of advanced folk instrument practice skills and solo performances in the practice of advanced folk instruments are shown the concepts that create works of skill in performing solo performances of Isan folk music. The style is a solo performance of Isan folk music, with techniques, methods, tactics, and rhythmic styles and the main pattern melodies in Isan folk music convey the melodious and fun character according to the traditional style of the local area. There are guidelines for playing each Isan folk instrument along with the creative process that combines contemporary folk music. There are various styles of melodies, and movement patterns, such as slow rhythms, medium rhythms, fast rhythms, etc. Summarizing the format and creative process of solo music, Isan folk music is an advanced creation of folk music with the idea of creating according to the traditional style of the Isan region and also incorporating contemporary Isan folk music. It conveys the skill of the performers who perform folk music solos to achieve a melodic sound, fun for the audience.

The article focuses on a current issue in modern linguistics: linguistic consciousness. Linguistic consciousness refers to the outcomes of mental activity, perception and assimilation of information verbalized by means of the national language. Theoretical issues with the functioning of the term of "linguistic consciousness" in scientific circulation are clarified, and emphasis is given to the evolution, stages of formation of the linguistic consciousness in connection to social development. The national-language, social, ethnocentric as well as communicative varieties of linguistic consciousness in the diachronic aspect are considered. Linguistic analysis revealed the mechanisms of realization of linguistic consciousness in speech behaviour, determined by the communicative situation with its lingual content and representativeness of extra lingual parameters of the speaker, connection with intellectualized (adapted to a certain stage of language functioning, generalized, suitable for didactic purposes) abstract model of structuring socio-cultural linguistic forms. The following functions of linguistic consciousness are highlighted: reflective (generating a linguistic picture of the world and is realized in linguistic meanings, linguistic forms, and types of communication between words); evaluative (considering different types of evaluation); orientation-selective (providing orientation in the situation in order to choose the means of speech); interpretive (implemented in intralingual and interlingual aspects) (feedback mechanisms). Units of linguistic consciousness are concepts (ethnocentrisms), which are realized in the language by means of associative-verbal thesaurus: words, phrases, utterances, grammatical and logical categories, grammatical and text-forming forms, functioning of intentional-motivational mechanism. The key concept in different definitions of linguistic consciousness is the reflection (the attitude of the subject to the object: the subject enters the picture of the world as an observer, which records the space, time and other characteristics of the object and gives them a subjective assessment).

This paper aims at exploring the role and functions of place names from a Kazakh and Tatar versions of the famous Turkic epic poem "Edige." A total of 69 proper names denoting places such as settlements and localities, water objects and surface relief were analyzed qualitatively with the intensive topology approach. The findings show that toponymic lexemes perform five main functions in the epos: localizing, informative, accumulative, symbolic, and individualizing. In the Kazakh and Tatar versions of the epic poem "Edige," toponyms can act as the main reference points in time and space, referring to some specific characteristics of the geographic objects, conveying the historical and cultural heritage of the Turkic peoples, and revealing connection to the religion of Islam. Moreover, in the national versions of the epos under analysis individual toponyms, i.e. those found only in one version of the epos and typical of the area where the storyteller lived, add authenticity and a local flavor to the events described in the text. The study enables a better understanding of the national and cultural originality of ideas about space, which can be transformed according to toponymic data.

Emotional intelligence is a determinant of individual success. However, today's emotional intelligence is fading. Early childhood is the foundation for the development of individual potential and intelligence. Thus, the urgency needs to be taken special action. The focus of this research is to improve the emotional intelligence of early childhood through the traditional game "Balogo". This research was conducted at Dharma Bahagia Kindergarten, Samarinda through an experimental design. The average N-Gain result in the experimental class in this study was 76% which was categorized as a high level, and the category of effectiveness level included in the effective or increasing category. This means that the treatment of traditional Balogo games has a fairly effective effect on improving early childhood emotional intelligence. Meanwhile, the average N-Gain result in the experimental class in this study was 16% which was categorized as low level, and the foe category of effectiveness level included in the ineffective/not increasing category. This means that if children are not given any treatment (control) it will not increase emotional intelligence based on the results of the pretest and posttest in early childhood.

Students in the music classroom are more culturally and linguistically diverse than ever before. Latinx students are the fastest growing population. Often, these students are neglected through deficit-based pedagogical practices with regard to their cultural and linguistic practices; however, other research into asset-based pedagogical practices such as community cultural wealth and culturally sustaining pedagogy can allow for more equitable and just music education. Accessing community cultural wealth with regard to aspirational, navigational, social, resistant, and especially familial and linguistic capital can lead to better outcomes for students. Incorporating a Noche de Música [Night of Music] at a school allows for families to demonstrate their capacity to cocreate music-based and language-based literacies among faculty, students, and their families. This can include culturally sustaining pedagogical practices that lovingly affirm and sustain students' language, culture, and history through folk songs, folk tales, and multimodal approaches to communication.

The aim of the study is to contribute to the repertoire of piano teaching by conducting a musical analysis of the piano album 'Inci'nin Kitabi'. The research is an example of a case study, one of the qualitative research techniques. Each piece in the research has been evaluated individually according to the elements determined in line with the descriptive analysis. Each piece has been examined primarily in terms of musical elements. Later, the musical expressions, tempo terms and rhythmic elements of the pieces are measured and evaluated. The sources examined in the study and the data obtained from the pieces in Inci's Book have been interpreted with the descriptive analysis method. It has been concluded that Inci's Book, which has been defined as an enjoyable and didactic book in the piano teaching, is an appropriate and beneficial resource for piano students' learning at different levels.

It is extremely important to bring national and universal values to young individuals from an early age. This study aims to evaluate the views of teachers about teaching modern Kazakh stories over national values. The qualitative research method was used in the research. The study group of the research consisted of 40 primary school teachers working in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, teachers expressed patriotism, customs, love of the flag, national holidays, historical awareness, historical artifacts, national sports, and handicrafts as values that can be taught to students through Kazakh stories. Teachers expressed the advantages of teaching national values with Kazakh stories as empathy, critical thinking, using imagination, developing reading, understanding and listening, effective teaching, material diversity, convenience in value teaching, and value reinforcement.

Out-of-school time (OST) programs can play an important role in fostering the development of literacy skills among children and youth. To investigate the variety of literacy skill-building strategies OST programs use, researchers from the National Institute on Out-of-School Time (NIOST) examined the practices of 31 programs in Massachusetts. This exploration was part of a larger four-year project (2016-2020) with the American Institutes for Research, in collaboration with the Massachusetts Department of Elementary and Secondary Education (MA DESE) and the Minnesota Department of Education, funded by the Charles Stewart Mott Foundation. This study, Quality to Youth Outcomes, followed two cohorts of elementary-aged children during two years of sustained participation in 21st Century Community Learning Center (21st CCLC) programming at 54 centers in Massachusetts and Minnesota to investigate the relationship between high-quality OST programs and the development of social-emotional and literacy skills. Findings from this larger study are under review and will be reported later in 2022. This article describes a sub-study focused specifically on literacy activities. The authors went beyond the comprehension and vocabulary skills typically measured by elementary-age reading assessments to incorporate writing and speaking skills in their investigation. The resulting compendium of literacy-building strategies can help OST programs consider how to grow intentionally as literacy-rich learning environments.

Kodály method has been adapted and used in many countries' music education systems since the 1960s and still is in use with a growing interest. Turkey is one of the countries that began to find its way in music education and brought Kodály related ideas into education in the 20th century. However, music educators constantly began to speak about the Kodály philosophy and its applications last three decades. In this study, it is aimed to examine Kodály from a cultural perspective and to discuss how Kodály approach can be better adapted for Turkish school music and Turkish music education system. For this purpose, primarily Turkish school music and its place in music education are reviewed and reported in a historical context. Later, at the end of this examination in the light of Kodály's ideas about folk music and "musical mother tongue", a proposal for melodic sequence is suggested for music literacy in Turkey.

In this research, we aimed to examine the social cohesion that folk dances activities have on secondary school students in terms of some variables. The sample of the research which was conducted using general screening model consists of 156 volunteer students who study at randomly selected secondary schools. The scale of social cohesion in sports was used as the data collection tool in the research. As a result of the research, based on the answers given by the secondary school students in the sample to the scale, it was determined that the general arithmetic average of the social skill level obtained by their participation in folk dances was statistically high. In the research, it was also determined that among the students who participated in the folk dance activities in the survey, female students, twelfth grade students, students who participated in folk dance activities for the eighth to eleventh times outside the standard training sessions, and students whose families' level of income was lower than the other students perceived social unity in a higher level than the rest of the students in the sample. Moreover, it was concluded that there was no statistically significant difference between gender, class, and the repetition variables of the folk dance activities outside the standard training sessions with the social cohesion-providing behavior changes, however, there was a significant difference between the income level variables.

Although the preservation of the Indonesian culture is deemed beneficial, the lack of folklore texts readily available for instructional purposes makes teaching and learning the Indonesian culture challenging. This study aims to develop web-based teaching materials, integrated with Indonesian folklore for intermediate-level students of Indonesian for foreign speakers (BIPA). A Research and Development (R&D) method was employed with a 4D research model (Define, Design, Develop, and Disseminate). Four teachers and seven students were purposively selected, based on prior experience in teaching BIPA and ownership of a device and ability to operate a software. A questionnaire, expert validation sheet, users assessment sheet, and interview guide were employed to obtain the expected data. The results of the study revealed that all teachers had used textbooks and the Internet, but not all teachers used enrichment materials from the government. They further stated that they were interested in the development of teaching materials with folklore texts. The expert validation results showed that the developed web-based teaching materials was feasible with a very good predicate. Based on a limited trial (independently) by users, BIPA teachers and students responded that the prototype was feasible with a very good predicate.

Linguistics studies have always influenced the field of foreign language teaching. In the 20th century, structuralism prevailed in linguistics. While language is a communication tool, language is also a structure that is formed and developed within the framework of its system. A great deal of important research has been done on these ideas. In addition, new methods and approaches inspired by the same ideas have emerged in foreign language teaching, influenced by linguistics and sub-fields of linguistics. However, the anthropological perspective observed in all fields of science in the last years of the 20th century paved the way for important studies focusing on the cultural studies approach. An applied scientific field of study inspired by the cultural studies approach is cultural linguistics. Country linguistics, a sub-field of cultural linguistics, is an applied field that researches the methods used in teaching a language as a foreign language. In this context, country linguistics has been studied based on the language worldview. Afterwards, the definition of national folklore elements in teaching Turkish as a foreign language was examined within the studies carried out in Western Europe. As a result, teaching Turkish as a foreign language is also accepted as cultural diplomacy. In order to reach a unique approach in this field, the basic principles of the action-oriented approach to national folklore elements were discussed.

The present study was conducted to determine the views of preschool teachers on the Preschool Anatolian Tales textbook published by the Ministry of National Education. The case study method, a qualitative research model, was employed in the study. The study group included 20 pre-school teachers employed in various kindergartens serving the Eyyübiye district in Sanliurfa province, Turkey, and assigned with the purposive sampling method, who had the Preschool Anatolian Tales Education Set in their school and stated that they examined these tales and conducted related activities with children. The study data were collected with a semi-structured interview form. Data analysis was conducted with the content analysis method. The participating teachers stated that the Preschool Anatolian Tales textbook was suitable for the level of the students, contributed to the development of social, emotional, language, critical and creative thinking skills, introduced Turkish culture to the children, and expressed views on the size and illustrations in the book.

The purpose of this study was to evaluate the effects of a Greek traditional dance programme on sensorimotor synchronization (SMS) and reaction time on primary school children (6.41 ± 0.41 yr.). We randomly assigned 61 children to either the dance group (31 children, 15 boys, 16 girls, 6.42 ± 0.40 yr.), who took part in a dance programme of 12 lessons (3 times/week), or the control group (30 children, 16 boys, 14 girls, 6.40 ± 0.42 yr.). Before and after the intervention, we assessed both groups for SMS (walking in synchrony to 80 and 120 beats/min) and reaction time. Two-way ANOVA repeated measures show that the dance group performed significantly better on SMS compared to the control group at 80 beats/min (BPM), but not at 120 BPM. We discuss the results in relation to spontaneous motor tempo and the information-processing theory. In relation to reaction time, no significant difference was observed between the two groups at the end of the intervention. However, the dance group showed a significant improvement between pre- and post-tests. It may be concluded that a dance programme of 12 lessons constitutes an effective and enjoyable activity for the improvement of young children's sensorimotor synchronization at 80 BPM and perhaps reaction time.

The purposes of this study were to develop instructional videos for Lai Kammalor Drawing, to assess their effectiveness, and to compare students' ability before and after learning through instructional videos for Lai Kammalor Drawing. The participants in this study were undergraduate students who were majoring in Arts Education from a public university in Thailand. The study's purposefully selected sample was divided into two groups: 1) the sample group, which consisted of 43 students, and 2) the treatment group, which consisted of 20 students. The descriptive statistics (mean and standard deviation) as well as the t-test for dependent samples were used in this study. Three major results arose as a result of the research. To begin, the evaluation of the instructional video creation for Lai Kammalor Drawing yielded findings that were much higher than the usual average of 3.50 (mean=4.76, SD=0.34). Furthermore, the content and design were at excellent levels. Second, the instructional videos for Lai Kammalor Drawing were 80.67/83.88 percent efficient, above the necessary set of 80/80 percent. Finally, the posttest score was significantly greater than the pretest score at the 0.05 level.

Traditional ecological knowledge (TEK) is knowledge of indigenous people's best practices in contact with nature gained through centuries of experience. One way to transmit the experiences is folktales about corn and vegetable planting in Tawangmangu Sub-district, Central Java, Indonesia. Today, young generations do not recognize the folktales and thus do not understand the important values implied in the stories about non-rice food security. This condition triggers the importance of literacy of folktales among local students. This study aims at investigating the effects of folktale-based comics on the level of students' mastery of TEK through quasi-experimental research. The population in this study includes fifth-grade elementary students in Tawangmangu. The experimental group was given treatment with folktale-based comics, while the control group received treatment with texts. The instrument used to measure the students' literacy level of TEK was a multiple-choice test with 38 items. The results have proven the significant contribution of folktale-based comics to the students' mastery of TEK, indicated by the large category of the Cohen test. Therefore, teachers are recommended to take advantage of educational comics to improve students' literacy in the local cultural wealth that is becoming extinct.

The game is a very close and inseparable part of the child's life. Games will be effective media in maintaining culture through learning. This study aims to develop a learning tool in the form of a Student Activity Sheet (SAS) and a learning implementation plan (LIP) that can connect between culture and mathematics through the Realistic Mathematics Education (RME) approach. Regional traditional games used in this study were Static, Long Galah, Guli and Congkak games. Static, Long Galah,, Guli, and Congkak games was selected through studies on the adaptation of Malay culture to mathematics and expert Focus Group Discussion (FGD). The development of SAS learning in this study uses a Plomp modification consisting of several phases, namely: (1) initial investigation; (2) design; (3) construction; (4) tests, evaluations, and revisions. The product trial was carried out in the Mandau district elementary school. The instrument used in this study was the LIP and SAS validation sheets used by experts, practitioners, and students to assess LIP and SAS. Data analysis in this study used descriptive statistics by comparing the validation and practical criteria of a learning tool. From the research results obtained the results of the validity test LIP Statac Games, Galah Panjang, Guli and Congkak with an average of each game; 76.61%, 82.76, 83.39, and 84.40, with the criteria quite valid while SAS obtained the average value of each permanent namely; 77, 88.2, 81.5 and 84.1. From the questionnaire given to students after SAS was implemented, an average score of 9 was obtained with a very practical category. the results of this study indicate that this development research has produced a learning tool based on Malay folk Malay Riau game with a valid and practical.

ASEAN music education is important for learning the history, culture, beliefs, and identities of each member country; this research aims at studying the revival and development of Lao classical songs: 'Oh Lao' and 'Platong', no longer played. From the research results, the symposium of music teachers and experts including national artists was organized to exchange the idea to develop the melody played by alto xylophone and further developed by creating harmonies for performance by the string orchestra according to the principles of international music theory, composing and anthropological theories.

Makams of Classical Turkish Music have been tried to be classified through various studies for the past years. Significant differences of opinion have emerged in the classification process of the makams in Music Education and Literacy from past to present. This situation creates problems in learning the makams related to music education and recognizing the makams heard. Additionally, there are uncertainties in the classification of the makam genre of the song, as individual mistakes were made while notating the musical notes. Apart from that, this situation constitutes a problem not only for the ones studying Turkish Classical Music but also for the ones interested in this certain type of Music. Therefore, the objective of the research is to contribute to the makam classification in Classical Turkish Music Education by developing an MIR system that determines the makam of the songs. Theoretically, we can extract the properties of sound signals with Time Wavelet Scattering Feature Extraction, classify them with SVM and distinguish between types of makams. In this study, upon eight different Makams, a Musical Information Retrieval system has been created via the Artificial Intelligence (AI) method of Support Vector Machines (SVM) and Time Wavelet Scattering Feature Extraction and through using a Graphics Processing Unit (GPU) accelerator for the sake of feature extraction. We performed the classification process by modeling it on the MATLAB program. The study's success rate was identified as 98.21% and it acquired a higher success rate compared to the other studies in the literature. After completing the classification procedure, the Makams were identified by sending samples belonging to different sound files from the system consisting of a database belonging to eight different Makams. In our study, the classification and detection processes were realized with nearly a hundred percent success. The difficulties encountered in classifying the makams in Classical Turkish Music mentioned above, with the application of artificial intelligence, the classification difficulty of individuals who have received this type of training or are interested in this subject has been overcome.

This study aimed to examine the attitudes of the students of Firat University, Faculty of Sport Sciences, Department of Recreation Education, towards folk dances. The universe of our research is composed of undergraduate students studying at the Faculty of Sport Sciences of Firat University, while the sample consists of 146 undergraduate students studying in the Department of Recreation Education. In our study, a personal information form (class, age, gender and branch type) and an attitude scale towards folk dances developed by Yoncalik (2007) were used to determine the personal information of the participants. SPSS 22 package program was used to calculate and interpret the data. First of all, the normality test was conducted to determine which tests will be applied to the data. As a result of normality tests, it is seen that Skewness, 091, and Kurtosis, 942 values show a normal distribution. Accordingly, t-test and analysis of variance (ANOVA) test were used due to parametric tests. It was determined that there was no statistically significant difference with the sub-dimensions of the attitude scores towards folk dances according to the variables of gender, class, and branch of the undergraduate students studying at the Department of Recreation Education at Firat University Faculty of Sport Sciences. According to the age variable, when the participants' attitude towards folk dance sub-dimension levels and the age variable was examined, it was found that the difference between students aged 20 and under and students aged 21-30 in the affective sub-dimension was statistically significant. According to the findings of our study, it was determined that the attitude scores of the students of the Recreation Education department towards folk dances were 3.17 in the Cognitive sub-dimension and 2.87 in the Affective sub-dimension, and their attitude scores towards folk dances were above the average.

With the increasing use of mobile phones among young people, there is growing public concern about possible detrimental effects of digital writing on learners' literacy and language skills. We ask whether and to what extent nonstandard forms typical of spoken Hebrew and of digital communication are also found in the formal writing of high-school students. To this end, we compare between two corpora of Modern Hebrew: a naturalistic corpus of 7,120 "WhatsApp" messages (35,085 words) written by 80 students in three classroom "WhatsApp" groups and a corpus of 291 school essays (34,700 words) written by 291 students. The findings indicate that a rather clear distinction is maintained between adherence to traditional formal writing in school essays as opposed to a more lenient approach on "WhatsApp." The findings thus provide empirical linguistic evidence challenging the predominant folk-linguistic public ideology.

Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who brace up their societies for changes in the 21st century. However, the Ghanaian education system continues to relegate its rich Indigenous philosophies to the back burner, favouring Western educational philosophies to drive its educational policies and practices. Ghana cannot continue to pursue a lifelong education agenda by relying on education that is entirely centred on foreign cultural values. The author of this article argues that lifelong education in Ghana needs to incorporate more elements of an authentic Ghanaian framework. Based on the view that a connection between education, culture and development in Ghana is imperative, he thus analyses the educational strengths of African folklore from the Akan ethnic group of Ghana. His conclusion is that aspects of Akan folklore, including its stories and proverbs, its kinship rights and rules, its moral codes, its corporate and humanistic perspective, present a viable alternative and complement to the country's current westernised education. The author therefore proposes an enhanced Ghanaian framework for education which takes on board Akan philosophy and pedagogy. This will be beneficial for promoting quality and lifelong education in the country and serve the common good of Ghanaians.

We investigated whether preference transfer occurred from 18 taught world music pieces to 18 untaught pieces from the same regions among preservice music teachers. Eighty-three preservice music teachers participated in an interactive, culturally diverse music curriculum over the course of a semester. Participants learned 18 African, Asian, and Latin American folk songs in small groups from culture bearers via video conferencing. They then team-taught the same songs to their peers. Before and after the curriculum intervention with taught pieces only, we tested participants' preferences for the taught and untaught pieces. Wilcoxon signed-rank test results indicated that the participants' preference scores increased from the pretest to posttest for both taught and untaught world music pieces in all three regions. This result suggests the existence of possible preference transfer from taught to untaught pieces. Through follow-up interviews and instructor's reflective notes analyses, we identified four interconnected themes across cognitive, cultural, social, and pedagogical dimensions that explained reasons for preference transfer: applying principles from taught pieces, appreciating cultures with authenticity and legitimacy, learning safely via intra- and intergroup interactions, and experiencing reciprocal course structure. We discuss implications for the profession that bridge formal and informal endeavors of teaching and learning music from diverse cultures.

Reflecting their dominance within music education, most musical instruments used in schools are of Western origin. In stark contrast, the adoption of folk instruments for the purposes of facilitating students' music-making and learning in the educational context is rarely encountered. This article reports the empirical data of a study in which a modified, 3D-printed instrument in the form of a shakuhachi was tested based on its usability in a classroom setting and the degree to which students were motivated to learn it. The positive results make a case for child-friendly, affordable, educational instruments that facilitate easy sound production and pitch bending without compromising authenticity and expression. Developing such educational instruments can play a crucial role in invigorating and transmitting traditional music.

The field of music education was engaged in unprecedented cross-cultural efforts with Latin American music educators and Latin American music during the period between 1939 and 1946. These inter-American efforts related to the Good Neighbor policies with an emphasis on education and culture in diplomacy. Music educators collaborated with governmental and non-governmental organizations to undertake activities including the development of curricular materials incorporating Latin American music for use in US schools and participating in person-to-person exchanges between American and Latin American music educators. The two genres of music deemed appropriate for schools, folk music and art music, were reinforced in the inter-American educational projects. This combination of efforts to diversify curricular materials and cross-cultural exchanges provided new opportunities for assessing the representation of Latin American musical cultures in US music education.

Zadok Adolu-Otojoka (b. 1932) is one of the prominent music educators and professional performers in the recent history of arts education in East Africa. A Ugandan by nationality, Adolu-Otojoka has served in different professional capacities as music educator, opera singer, folk musician, dancer, composer, and education/culture administrator, at national and regional levels. Educated in Uganda and in the United States, Adolu-Otojoka excelled as a bass-baritone and featured in several professional opera performances alongside celebrated European and American actors and actresses such as Ray Charman, Lance Hardy, Jane Wise, Mike Laflin, and Henry Pearson in the 1970s and 1980s. His most memorable production was Jesus Christ Superstar in which he performed as Caiaphas, in Nairobi, Kenya. His long and distinguished music teaching career spans over half a century starting in the early 1950s through 2006, during which he taught vocal performance, instruments, music theory, and dance and drama courses in the East African region. Although his career is widely discussed, very little or no documentation of his celebrated life is available for reference. Therefore, this oral history was intended to chronicle historical patterns of music education in Uganda through his testimonies as one of the pioneers of music education in colonial and post-independence East Africa. Adolu-Otojoka's experiences will not only provide valuable inspiration for the young music education discipline in Uganda, but also insights regarding multicultural music education perspectives in general.

The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students' civic knowledge, b) learning using Balinese folklore is better than conventional learning in students' attitude and c) learning using Balinese folklore is better than conventional learning in students' skills.

In Taiwan, preservation and training policies of intangible cultural assets are highly valued by the government. In this study, lacquerware art craft education as intangible cultural heritage is the subject of this study. We conducted in-depth interviews and secondary data collection to obtain research data and carried out a grounded theory data analysis method through expert meetings to explore the passing on education strategy of "lacquerware art craft" in Taiwan. Firstly, based on Bloom's educational objectives, the study analyzed three aspects of lacquer art education: cognitive, affection and skill, and proposed a "Lacquerware Art Passing-On Education Framework Diagram". Later, the analysis results of the grounded theory enable us to summarize the "Lacquerware art value and learning structure diagram". In this structure, it reveals that the Lacquerware artist's way of thinking about the craft levels can echo the system of the Three Extremes of the Tao in the Book of Changes and divide the value levels of creation into the levels of tools of livelihood, way of living and philosophy of life.

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students' English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students' vocabulary retention is likely high.

"Kue Putu" is a traditional Indonesian cake that is well-known to the students. Besides, the "Kue Putu" mold is made from cylinder-shaped bamboo culm and possesses the potency for learning geometry in a meaningful way. In addition, Indonesian Realistic Mathematics Education (IRME) is a mathematical learning strategy in which students study using context relevant to learners' life as beginning points. The article examines a mathematics learning design on the area and volume of cylinders using ethnomathematics context carried by traditional cake mold assisted by GeoGebra. This material is designed to help students understand the relationship between surface area and volume by examining the diameter and height of the cylinder. In developing the design, a research method, namely Design research, was applied. Following Design Research from the Gravemeijer model, we tested design research in terms of Hypothetical learning trajectory on area and volume of cylinders in the three phases, namely preliminary design, teaching experiment, and retrospective analysis. The study resulted in the theoretical design and practical instruments based on the method that contributes to instructional theory and supports student learning on the area and volume of the cylinder. Students show excellent reasoning on how increasing cylindrical radius gives a more significant effect than increasing its height. The student also construes the design of the cylinder that provides the most considerable volume by expanding its base or radius.