BALI'S KECAK DANCE
Kecak (pronounced: /'ke.tʃak/, roughly "KEH-chahk", alternate spellings: Ketjak and Ketjack), a form of Balinese music drama, originated in the 1930s and is performed primarily by men. Also known as the Ramayana Monkey Chant, the piece, performed by a circle of 100 or more performers wearing checked cloth around their waists, percussively chanting "cak" and throwing up their arms, depicts a battle from the Ramayana where the monkey-like Vanara helped Prince Rama fight the evil King Ravana. However, Kecak has roots in sanghyang, a trance-inducing exorcism dance.[1]Kecak was originally a trance ritual accompanied by male chorus. German painter and musician Walter Spies became deeply interested in the ritual while living in Bali in the 1930s and worked to recreate it into a drama, based on the Hindu Ramayana and including dance, intended to be presented to Western tourist audiences. This transformation is an example of what James Clifford describes as part of the "modern art-culture system"[2] in which, "the West or the central power adopts, transforms, and consumes non-Western or peripheral cultural elements, while making 'art' which was once embedded in the culture as a while, into a separate entity."[3] Spies worked with Wayan Limbak and Limbak popularized the dance by traveling throughout the world with Balinese performance groups. These travels have helped to make the Kecak famous throughout the world.
Tuesday, 24 March 2009
Tuesday, 10 March 2009
TASK 3: www lesson plan
LEVEL: Form 1 (Advance)
TIME: 1 hour
THEME: Process and procedures.
TOPIC: How to prepare it?
AIMS: To find specific information on a Website, to identify the usage of sequence
connectors and to practice e-mailing skill.
TECHNICAL REQUIREMENTS:
One computer per group of 2-3 students, with an Internet connection, a Web Browser and email. Each group needs an email address.
WEBSITE:
http://www.momswhothink.com/easy-recipes/macaroni-and-cheese- recipe.html
PREPARATION:
1. Prepare material on the topic.
2. Locate sites related to the topic.
3. Using the information on the site, prepare a worksheet.
4. Send the material and worksheet to the students’ email.
PROCEDURES:
1. Teacher asks students to open their email and show them how to look at what they
have received.
2. Teacher asks students to look at the first attachment and arrange the jumbled-up
methods on making a dessert called “Icy Dreams”.
3. Teacher asks on how students know the sequence, introduces the topic, asks more
examples of sequence connectors and jots the responses on the whiteboard.
4. Teacher sends the students to the website chosen and asks them to read the content
first.
5. Teacher asks students to open a worksheet (which in the second attachment in their
email) and asks them to complete the worksheet based on the website’s content.
6. Teacher asks students to send their completed worksheet to teacher’s email.
TIME: 1 hour
THEME: Process and procedures.
TOPIC: How to prepare it?
AIMS: To find specific information on a Website, to identify the usage of sequence
connectors and to practice e-mailing skill.
TECHNICAL REQUIREMENTS:
One computer per group of 2-3 students, with an Internet connection, a Web Browser and email. Each group needs an email address.
WEBSITE:
http://www.momswhothink.com/easy-recipes/macaroni-and-cheese- recipe.html
PREPARATION:
1. Prepare material on the topic.
2. Locate sites related to the topic.
3. Using the information on the site, prepare a worksheet.
4. Send the material and worksheet to the students’ email.
PROCEDURES:
1. Teacher asks students to open their email and show them how to look at what they
have received.
2. Teacher asks students to look at the first attachment and arrange the jumbled-up
methods on making a dessert called “Icy Dreams”.
3. Teacher asks on how students know the sequence, introduces the topic, asks more
examples of sequence connectors and jots the responses on the whiteboard.
4. Teacher sends the students to the website chosen and asks them to read the content
first.
5. Teacher asks students to open a worksheet (which in the second attachment in their
email) and asks them to complete the worksheet based on the website’s content.
6. Teacher asks students to send their completed worksheet to teacher’s email.
Monday, 9 February 2009
TASK 2: ESL website evaluation.
ESL Website Evaluation
Website name: UsingEnglish.com
URL: http://www.usingenglish.com/
1.What does the application attempt to “teach”?
The application attempts to teach viewers two main areas which are practice and apply.
Firstly, the application exposes viewers to the target language content through the articles and reference menu. This is when learners are provided with tutorials such as grammar and writing skills. Secondly, menus such as test and exams and English language forum measure users’ performance in the language either in writing or verbal.
2. What sorts of things is the application users expected to do with regards to the
learning content?
The website focuses on four main learning contents which are articles and references, test and exams, English language forum and resources link.
Firstly, the articles and reference provide learners with tutorial and notes for specific areas in the language. The articles focus more on essay writing skill and the reference emphasize more on mechanical aspect of English which is grammar. Viewers are expected to study and understand the content and as for teachers, the content can be use in classroom learning. Secondly, test and exams are provided in order to test users’ ability to apply knowledge on the language content. Students are expected to do the tests online and check their answers immediately. On the other hand, teacher may use the application as material for in-class test and print out the questions for students. Thirdly, English language forum focus on communicative approach which allows students to ask questions and discuss on various topics. Learners are expected to practice their communication skill and enhance their confident in using the language. Lastly, resources link expose teachers and students to wide range of English language learning and teaching sources such as ESL web directory and ESL bookshop. Users are expected to explore the link and practice independent learning such as self researching for related materials.
3. What sorts of computer skills is the application users expected to have in order to operate/ access/ use the application?
The website only requires basic computer skills in order to use it. Users
only need to connect to the internet and open the website URL. Just follow the simple instructions and click on the desired menu.
4. While you are “playing” / “accessing”/ “assessing the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow
classmate, or in self study?
A few features available in the website remind me of my days in learning the language. Firstly, all the exercises provided remind me of my English teacher who love to use drilling and practice. Her believe in “practices make perfect” is undeniable. Moreover, I myself also love to challenge myself with exercises to see my progress in learning English in self study. Secondly, since I am a “super talkative” person and eager to ask questions, the forum relates myself with my fellow classmates as we did a lot of discussions during our school time.
5. Can you pinpoint some theories of language learning and/ or teaching underlying the application?
The website is actually applying the PPP model. “Typically lessons
followed the pattern: grammar explanation followed by exercises. Or, what came
to be known as presentation and practice” (Thornbury, 1999). This is obviously
parallel with the website main aims which focus on tutorial at first, and application
later on. However, the website allows the users to have the freedom on their own
whether to just skip the tutorial and straight to the exercise.
Moreover, the website also relies on Communicative Language Teaching Approach. According to David Nunan as cited by Renshaw (2007), the approach refers to “An emphasis on learning to communicate through interaction in the target language.” Main feature in the website that reflects the approach is the English Language Forum which enables learners to brush up their skill and communicate with other language users
6. How well is the constructivist theory of learning applied to the chosen websites?
Constructivist theory do applied in the website. “(Dewey's term) stressing
that the learner needs to do something; that learning is not the passive acceptance
of knowledge which exists "out there" but that learning involves the learner s
engaging with the world” (E. Hein).
The website design which focus on practice and apply, does require active
participation from the viewers. The viewers need to use the knowledge gained in any tutorial menu and apply their understanding in the test. Moreover, some features in the website such as Other Resources and English Language Forum promote authentic learning as users may be independent to search links that suit their needs and practice their communication skill in the forum.
7. In the 1980’s and early 90’s there was a major debate on ‘whether the computer
was “master” or “slave” to the learning process (Higgins and Johns, 1984). In
relation to your evaluation – was the computer a replacement or merely and
obedient servant to students?
Personally, I think that computer is only “slave” to students’ learning due to several reasons.
Firstly, since computer is not a living object, it can’t give proper feedback to students’ performance on the test or exercise. The computer only able to give appraisal such as good or try again based on students’ result. However, in order to boost students’ motivation to perform better, a teacher is the best source of affective support. Secondly, subjective questions such as essay or comprehension cannot be mark appropriately by computer. This is simply because computer respond is not flexible and merely based on data that have been programmed by the programmer. For instance, if a programmer only set one answer for a comprehension question (which actually other answers are also acceptable), students will feel demotivated to find that their attempt leads to failure even though the answer given is correct. It is obvious that sometime computer is not reliable. Lastly, no matter how good the computer or the website is, if students refuse to make full use of it, it contributes to nothing. For instance, computer cannot force student to complete exercises in the website. Student is the one who take full control and “master” of their own learning.
8. Would you like to use the application in your future work? Why (reasons)?
Yes, I will certainly use this website later since it is very beneficial for
educators. Firstly, it is a comprehensive resource tool for me to design examinations or quiz papers. As teachers nowadays are busy with clerical and management duties other than just teaching, this website is really going to help me save time on exercises and tests. Moreover, the questions are printable. Secondly, not to mention, the topics are on the other hand varied enough for teachers to choose from. Thus, from just a simple website, there are hundreds of questions and tutorials that can lasts for months of teaching English. Moreover, the registration for membership is free which link me to large number of extra sources and materials. Thirdly, the website also may avoid teacher from the traditional chalk and talk lesson. Teacher may bring students to computer laboratory and ask them to complete the on-line exercise.
9. Suggestions/ Recommendations.
Overall, the website can be consider as satisfactory for both teachers and
learners. However, there are several parts in the website should be improvise.
Firstly, there is lack of graphics and colours in each page of the website. So, it can be considered as a lame, boring program and this is not motivating at all especially for visual learners. The website obviously needs eye-catching materials in order to lengthening students’ attention span while surfing the site. Secondly, the website needs to be inject with sense of entertainment. Educational games such as crossword puzzle and word search would be enjoyable for the students. Thirdly, authentic learning should be more emphasize. For instance, the website may provide materials to learn English for different purposes such as English to attend an interview, English to give a public speaking to prepare students for the real world.
References:
1. E. Hein, George. (1991) Constructivist Learning Theory. Retrieved on February
6, 2009 from
http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
2. Renshaw.J The Communicative Language Teaching Approach. Retrieved on
February 6,2009 from http://www.englishraven.com/method_communicative.html
3. Thornburry, Scott. (1999) How to Teach Grammar. UK: Pearson Education
Limited.
Website name: UsingEnglish.com
URL: http://www.usingenglish.com/
1.What does the application attempt to “teach”?
The application attempts to teach viewers two main areas which are practice and apply.
Firstly, the application exposes viewers to the target language content through the articles and reference menu. This is when learners are provided with tutorials such as grammar and writing skills. Secondly, menus such as test and exams and English language forum measure users’ performance in the language either in writing or verbal.
2. What sorts of things is the application users expected to do with regards to the
learning content?
The website focuses on four main learning contents which are articles and references, test and exams, English language forum and resources link.
Firstly, the articles and reference provide learners with tutorial and notes for specific areas in the language. The articles focus more on essay writing skill and the reference emphasize more on mechanical aspect of English which is grammar. Viewers are expected to study and understand the content and as for teachers, the content can be use in classroom learning. Secondly, test and exams are provided in order to test users’ ability to apply knowledge on the language content. Students are expected to do the tests online and check their answers immediately. On the other hand, teacher may use the application as material for in-class test and print out the questions for students. Thirdly, English language forum focus on communicative approach which allows students to ask questions and discuss on various topics. Learners are expected to practice their communication skill and enhance their confident in using the language. Lastly, resources link expose teachers and students to wide range of English language learning and teaching sources such as ESL web directory and ESL bookshop. Users are expected to explore the link and practice independent learning such as self researching for related materials.
3. What sorts of computer skills is the application users expected to have in order to operate/ access/ use the application?
The website only requires basic computer skills in order to use it. Users
only need to connect to the internet and open the website URL. Just follow the simple instructions and click on the desired menu.
4. While you are “playing” / “accessing”/ “assessing the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow
classmate, or in self study?
A few features available in the website remind me of my days in learning the language. Firstly, all the exercises provided remind me of my English teacher who love to use drilling and practice. Her believe in “practices make perfect” is undeniable. Moreover, I myself also love to challenge myself with exercises to see my progress in learning English in self study. Secondly, since I am a “super talkative” person and eager to ask questions, the forum relates myself with my fellow classmates as we did a lot of discussions during our school time.
5. Can you pinpoint some theories of language learning and/ or teaching underlying the application?
The website is actually applying the PPP model. “Typically lessons
followed the pattern: grammar explanation followed by exercises. Or, what came
to be known as presentation and practice” (Thornbury, 1999). This is obviously
parallel with the website main aims which focus on tutorial at first, and application
later on. However, the website allows the users to have the freedom on their own
whether to just skip the tutorial and straight to the exercise.
Moreover, the website also relies on Communicative Language Teaching Approach. According to David Nunan as cited by Renshaw (2007), the approach refers to “An emphasis on learning to communicate through interaction in the target language.” Main feature in the website that reflects the approach is the English Language Forum which enables learners to brush up their skill and communicate with other language users
6. How well is the constructivist theory of learning applied to the chosen websites?
Constructivist theory do applied in the website. “(Dewey's term) stressing
that the learner needs to do something; that learning is not the passive acceptance
of knowledge which exists "out there" but that learning involves the learner s
engaging with the world” (E. Hein).
The website design which focus on practice and apply, does require active
participation from the viewers. The viewers need to use the knowledge gained in any tutorial menu and apply their understanding in the test. Moreover, some features in the website such as Other Resources and English Language Forum promote authentic learning as users may be independent to search links that suit their needs and practice their communication skill in the forum.
7. In the 1980’s and early 90’s there was a major debate on ‘whether the computer
was “master” or “slave” to the learning process (Higgins and Johns, 1984). In
relation to your evaluation – was the computer a replacement or merely and
obedient servant to students?
Personally, I think that computer is only “slave” to students’ learning due to several reasons.
Firstly, since computer is not a living object, it can’t give proper feedback to students’ performance on the test or exercise. The computer only able to give appraisal such as good or try again based on students’ result. However, in order to boost students’ motivation to perform better, a teacher is the best source of affective support. Secondly, subjective questions such as essay or comprehension cannot be mark appropriately by computer. This is simply because computer respond is not flexible and merely based on data that have been programmed by the programmer. For instance, if a programmer only set one answer for a comprehension question (which actually other answers are also acceptable), students will feel demotivated to find that their attempt leads to failure even though the answer given is correct. It is obvious that sometime computer is not reliable. Lastly, no matter how good the computer or the website is, if students refuse to make full use of it, it contributes to nothing. For instance, computer cannot force student to complete exercises in the website. Student is the one who take full control and “master” of their own learning.
8. Would you like to use the application in your future work? Why (reasons)?
Yes, I will certainly use this website later since it is very beneficial for
educators. Firstly, it is a comprehensive resource tool for me to design examinations or quiz papers. As teachers nowadays are busy with clerical and management duties other than just teaching, this website is really going to help me save time on exercises and tests. Moreover, the questions are printable. Secondly, not to mention, the topics are on the other hand varied enough for teachers to choose from. Thus, from just a simple website, there are hundreds of questions and tutorials that can lasts for months of teaching English. Moreover, the registration for membership is free which link me to large number of extra sources and materials. Thirdly, the website also may avoid teacher from the traditional chalk and talk lesson. Teacher may bring students to computer laboratory and ask them to complete the on-line exercise.
9. Suggestions/ Recommendations.
Overall, the website can be consider as satisfactory for both teachers and
learners. However, there are several parts in the website should be improvise.
Firstly, there is lack of graphics and colours in each page of the website. So, it can be considered as a lame, boring program and this is not motivating at all especially for visual learners. The website obviously needs eye-catching materials in order to lengthening students’ attention span while surfing the site. Secondly, the website needs to be inject with sense of entertainment. Educational games such as crossword puzzle and word search would be enjoyable for the students. Thirdly, authentic learning should be more emphasize. For instance, the website may provide materials to learn English for different purposes such as English to attend an interview, English to give a public speaking to prepare students for the real world.
References:
1. E. Hein, George. (1991) Constructivist Learning Theory. Retrieved on February
6, 2009 from
http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
2. Renshaw.J The Communicative Language Teaching Approach. Retrieved on
February 6,2009 from http://www.englishraven.com/method_communicative.html
3. Thornburry, Scott. (1999) How to Teach Grammar. UK: Pearson Education
Limited.
Wednesday, 7 January 2009
Sunday, 4 January 2009
ampun tuanku..
im so sorry sir. actually, i've posted task 1 during our 1st class. what has happened obviously show my level of expertise in IT huhu~ this is my 1st blog ever!
okie. a bit about me..
im amira haryany and was born in UH kl. staying with family and shah alam is the place where i grew up. im a super homesick person and fyi, ive quit 3 times frm boarding school!
(poor my parents~) luckily our campus is jst a few inches frm my house hehe
enough i guess =). lets get back to the task.
actually, i took IT subject during spm. and even gained A1 for the paper (jst 4 additional info =p). however, im a very exam-oriented person and i've already deleted the IT folder in my CPU hehe.. im not into downloading nything and if i need any, i'll jst ask frm MOON aka the source of everything =p my affection is more towards photography. i can even edit a photo for hours! (believe it or not? u better be...) so, adobe photoshop is among the top software in my list. besides, im also familiar with a few 'familiar' software such as word, powerpoint, excel, frontpage etc. moreover, i do involve myself in social networking using friendster and.... hardware? sorry. nothing to recall from my CPU~
hurm.. stuff like pendrive, monitor, speaker are consider as hardware right? i think so =p
done with task 1. see ya!
p/s never used flash and never heard of hot potatoes. really need EXTRA assistance
frm mr lecturer =)
okie. a bit about me..
im amira haryany and was born in UH kl. staying with family and shah alam is the place where i grew up. im a super homesick person and fyi, ive quit 3 times frm boarding school!
(poor my parents~) luckily our campus is jst a few inches frm my house hehe
enough i guess =). lets get back to the task.
actually, i took IT subject during spm. and even gained A1 for the paper (jst 4 additional info =p). however, im a very exam-oriented person and i've already deleted the IT folder in my CPU hehe.. im not into downloading nything and if i need any, i'll jst ask frm MOON aka the source of everything =p my affection is more towards photography. i can even edit a photo for hours! (believe it or not? u better be...) so, adobe photoshop is among the top software in my list. besides, im also familiar with a few 'familiar' software such as word, powerpoint, excel, frontpage etc. moreover, i do involve myself in social networking using friendster and.... hardware? sorry. nothing to recall from my CPU~
hurm.. stuff like pendrive, monitor, speaker are consider as hardware right? i think so =p
done with task 1. see ya!
p/s never used flash and never heard of hot potatoes. really need EXTRA assistance
frm mr lecturer =)
Wednesday, 31 December 2008
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