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13TH INTERNATIONAL SEMINAR ON COMMUNITY
MUSIC: CREATING PARTNERSHIPS , MAKING
LINKS , PROMOTING CHANGE
ROME 15-19 JULY 2008

Leading
beyond
the
walls:
CMA
interdisciplinary cooperation through the virtual
classroom for students
Dr. Donald DeVito Dr. Emma Rodríguez Suárez
Dr. Magali Kleber Dr. David Akombo

The experience
enable a little group of CMA participants
from 2006/Singapura meeting, to
communicate with one another independently
of space and time to promote sharing of
musical and pedagogical contents and
conceptions, involving teachers, students from
different levels and countries and institutions.

This discussions meet the needs of
many learners and provide an
environment in which introverts thrive
and extroverts can learn to pause and
reflect before responding, resulting in
higher level thinking early in the
process.

The nature of this
experience allows for:
• Developing a community of learning
in different spaces and institutions
• Creating a student-centered
“classroom”

Importance, Design, Facilitation and
Evaluation states:
This musical pedagogical experience allowed to
create an environment in which a learning and
teaching community can develop and grow.

There is a wealth of educational and
communication research that can support that
most students, men or women, learn and think
more critically within a learning community,
rather than working in isolation.

Importance, Design, Facilitation and
Evaluation states:
This musical pedagogical experience allowed to
create an environment in which a learning and
teaching community can develop and grow.

There is a wealth of educational and
communication research that can support the
work of the proposal, supporting all the
participants, learn and think more critically
within a learning community, rather than
working in isolation.

The theoretical framework
concerns
Music seen as social practice, generating a cultural
system which is built and organized soundly and
incorporating itself in the socio-cultural structure
of groups and individuals

The musical knowledge production can
“open the doors” to the production of new
ways of pedagogical, esthetic, political and
institutional knowledge.

The circulation spaces of symbolic values,
meetings, intersubjective and interinstitutional, cognitive and affective
relations.
The music pedagogy is seen as both a process
that concerns the relationship between people
and music and the process of music
appropriation and transmission.

The analysis incorporates the interconnection
and, therefore, the meaning of “pedagogical”
is not only related to the learning and
teaching process, but also seen as a connected
plural-dimensional field.

This project was very interesting because,
using technological resources, provided the
participants with a very rich musical
experience. By exchanging experiences with a
foreign institution, we had the opportunity of
showing aspects of Brazilian music to people
who could never have this in another way.
This kind of experience is very important to
inclusive musical practice what makes the
music education field open to the cultural
diversity.

It was a great pleasure for me to present this
composition that reflects a little of my
experience as a popular composer here in
Brazil. I hope everybody could feel the joys of
these popular traditions, always having the
image of people who are able to change nonsupport social and political situations into
poetry and wish of changes, keeping, always,
the hopeful (Rafael Rosa, Kleber student
class from Music’s Course in State University
of Londrina, musician and composer).

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Leading beyond the walls cma interdisciplinary cooperation through the virtual classroom for students

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Leading beyond the walls cma interdisciplinary cooperation through the virtual classroom for students