house, in the autumn of 2004 the theatre hall got a new and modern stage, in 2005 the theatre hall and the rooms for the audience were renovated before the celebrations of a centenary of the professional “Estonia” theatre. On6 September 2013 the opera house celebrated its centenary. Management Aivar Mäe, General Manager • Date of birth: May 12, 1960 • Marital status: married, three children Education • 1979–1985 Tallinn State Conservatory, music pedagogy • 1976–1979 Tallinn Secondary Music School, clarinet Vello Pähn, Artistic Director Vello Pähn graduated from Tallinn State Conservatory in 1981, having studied conducting with Roman Matsov and continued his studies at St. Petersburg Conservatory in 1981–1986 with Arvīds and Maris Jansons. In 1982–1984 he was engaged at the Estonian National Opera. There are about 450 people working at the Estonian National Opera. Half
tutvustas talle Brechti ja Stanislavskit. 1955 lavastas (esimest korda?) Pärast lõpetamist 56, palus Arena Teatris Brasiilisa, Sao Paulos. Seal hakkas katsetama, katsetas ka Stanislavskiga, mida varem ei oldud Brasiilias nähtud. Kohandas lavastusi Brasiilia oludele. 64 tuli sõjaväeline riigipööre. 71 ta rööviti tänavalt, piinati? Ja lõpuks saadeti välja Argentiinasse, kuhu ta jäi 5 aastaks. 73 avaldas seal “Theatre of the Oppressed” – baseerub raamatul “Pedagogy of the Oppressed” (Brasiilia haritlane ja kirjanik). Siis reisis Lõuna-Ameerikas ringi, tegi tööd väikeste vaeste seltskondade/inimeste/kogukondadega. - Boal tahtis publikust teha aktiivse osaleja. Tavaline teater on survestav, sest vaataja ei saa sõna/ennast väljendada. Spect-actors. Pärast 14 aastat eksiilis, naasis ta 1986 Brasiiliasse. Rajas Rios “Center for the Theatre of the
tiheduses, lihastes, nägemises, kuulmises. Füüsiline areng mõjutab nii kognitiivset arengut kui ka isiksuse arengut. Samuti kuulub füüsilise arengu alla selliste oskuste omandamine nagu istumine, roomamaine, kõndimine ja jooksmine. Individuaalsus (individuality, personality)- isikupära, omapära. Arvastada tuleb laste eakohasusega, iga lapse huvidega, võimete ja vajadustega. Interaksioon (interaction)- vastastikune mõjutamine läbi suhtlemise. Pedagoogika (pedagogy)- teadus inimese kasvatamisest ja õpetamisest tema ealise arengu erinevatel etappidel. Pedagoogika teaduse uurimisaineks on isiksuse kasvatusprotsess, haridus, areng ja väljakujunemine. Refleksioon (reflection)- mõtisklus omaenda mõtete ja käitumise üle. Sotsiaal-emotsionaalne areng (social-emotional development)- kõige kitsamalt võetuna on sotsiaalne areng teiste inimestega suhtlema õppimine, mis on väga tihedalt seotud emotsionaalse arenguga.
haridusliku erivajadusega õpilastest ja tugiteenuste kättesaadavus õpilastele. Tartu: Haridus ja Teadusministeerium 5.Koolieelse lasteasutuse seadus. (2014). Külastatud aadressil https://www.riigiteataja.ee/akt/114032011006 6.Kõrgesaar, J. (2002). Sissejuhatus hariduslike erivajaduste käsitlusse. Tartu: Tartu Ülikooli Kirjastus. 7. Sandri, P. (2014). Integration and inclusion in Italy. Towards a special pedagogy for inclusion. European Journal of Disability Research, 8, 2, 92-104. 8.Vaughn, S., & Fuchs, L. S. (2003). Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems. Learning Disabilities Research & Practice, 18, 3, 137-146. 9. Lapse erilasteaeda või -rühma vastuvõtmise ning väljaarvamise alused ja kord. (2011)
nr 3, 8287. Lehmann, A. C.; Sloboda, J. A. & Woody, R. H. (2007). Psychology for Musicians. Oxford: Oxford University Press. Popper, K. (1972). Objective Knowledge. Oxford: Clarendon Press. Selke, T. (2007). Suundumusi Eesti üldhariduskooli muusikakasvatuses 20. sajandi II poolel ja 21. sajandi alguses (Tallinn Ülikooli Sotsiaalteaduste Dissertatsioonid 28). Tallinn: Tallinna Ülikooli kirjastus. Selke, T. (2009a). Musicality, beliefs and a changed musical environment. Problems in Music Pedagogy, Vol. 4, 1826. Selke, T. (2009b). Trends in general music education in Estonia: historical review. Music and Environment: The Changing Face of Music Education (eds. T. Selke & G. Lock). Tallinn: Tallinn University, 220226 [CD-ROM]. Shibazaki, K. (2010). Why do children start and stop musical training? Cross-sectional and cross-cultural comparisons between Japan and England. Evaluation, reflectivity and teaching methodologies in the framework of multic-cultural understanding (eds. T
st Rain Mikser Abstarct In this article, I highlight the necessity to reintegrate the current social-pedagogical practice in Estonia with the general theory of social pedagogy. For number of reasons, it has been implicitly accepted by Estonian educators, students and practitioners in the field that the theory and practice of social pedagogy do not meet each other, and that
Lisa 3 JUHISED ANNOTATSIOONI TÄITMISEKS 1. Teaduskond. Magistritööde (4+2 süsteemi) puhul tulevad arvesse ka teised TLÜ teaduskonnad peale kasvatusteaduste teaduskonna. 2. Õppetool. Algõpetuse õppetool Chair of Primary Education Andragoogika õppetool Chair of Adult Education Eelkoolipedagogika õppetool Chair of Pre- School Education Eri- ja Sotsiaalpedagoogika õppetool Chair of Special and Social Pedagogy Kasvatusteaduse õppetool Chair of Educational Science Koolipedagoogika õppetool Chair of School Pedagogy Kutsepedagoogika õppetool Chair of Vocational Pedagogy Kui magistritöö (4+2) on valminud Haridusuuringute Instituudi juures, siis tuleb õppetooli asemele märkida Haridusuuringute Instituut. 3. Teadusvaldkond. Näit. koolieelne pedagoogika, algõpetus, andragoogika,
tagamine, kogenud õpetajate toetava kogukonna poolt näiteks koolis, kus on juurdepääs suurtele isiklikele "distsipliinipõhistele teadmistele", mis koos teiste, väga oluliste teguritega toob kaasa dünaamilise, informatiivse ja interaktiivse pedagoogilise tava, millest oma korda saab õppida ka kogenud mentor/õpetaja ise. (Hobley, 2015). Kasutatud allikad: Barnett, M. (2006). Vocational knowledge and vocational pedagogy. M. Young & J. Gamble (Toim), Curriculum and Qualifications for South Africa Furter Education. South Africa: HSRC Press. (lk 143158) Cedefop (2015). Vocational pedagogies and benefits for learners: practices and challanges in Europe. Luxembourg: Publications Office of the European Union. Cedefop research paper; No 47 (lk 22-31) Gonon, P. (2009). The quest for modern vocational education - Georg Kerschensteiner between Dewey, Weber and Simmel. Hobley, J. (2015)
courses. Process is important for learning. Courses taught as lecture courses tend to induce passivity. Indoor classes create the illusion that learning only occurs inside four walls isolated from what students call without apparent irony the "real world." Dissecting frogs in biology classes teaches lessons about nature that no one would verbally profess. Campus architecture is crystallized pedagogy that often reinforces passivity, monologue, domination, and artificiality. My point is simply that students are being taught in various and subtle ways beyond the content of courses. AN ASSIGNMENT FOR THE CAMPUS If education is to be measured against the standard of sustainability, what can be done? I would like to make four propsals. First, I would like to propose that you engage in a campus-wide dialogue about the way you conduct your business as educators
libraries, museums, in travel agencies, as well as Russian and international companies. Curriculum within in philological faculty includes courses of Russian and European languages and literature, courses of Linguistics and Theory of Literature for students to familiarize themselves with various schools and trends of Russian and foreign philology. The core curriculum also includes a number of Liberal Arts courses (Philosophy, History, Psychology, Pedagogy), as well as courses of basic mathematics and computer studies, and optional courses of science and the Humanities. The Department of Theory of Literature and the Department of General and Comparative Linguistics teach a vast number of core courses to junior students, both offering major courses to senior students in all the divisions of the faculty. The Department of Theory of Literature teaches literature as a type of art, focusing on the
to many people, whereas for a woman than imposing goals on them. As Speaker 2 In his orphanage, Korczak in her eighties to get a degree is well as being a popular author of had a Children's Court, which was extremely rare. If she didn't have any children's story books, he wrote presided over by child judges. Every previous education, it would have been about pedagogy and the philosophy child with a grievance had the right hard to summon up the confidence to of education. One of his most to bring the offender to the court apply for a place at university. Also, famous books was How to Love a of his peers. Teachers and children it must have been very difficult for a Child. Much of his work has been were equal before the Court and
Christine Pagnoulle (toim.), Cross-Words: Issues and Debates in Literary and Non-Literary Translating. L3–Liège Language and Literature, 91–100. Renato Beninatto 2007. Quality Still Doesn’t Matter - ATA San Francisco Presentation. Localization Industry 411. Henning Bergenholtz ja Sven Tarp (toim.) 1995. Manual of Specialised Lexicography: The Preparation of Specialised Dictionaries. Amster- dam: John Benjamins. Silvia Bernardini 2004a. Corpus-aided language pedagogy for trans- lator education. – Kirsten Malmkjær (toim.), Translation in Undergraduate Degree Programmes. Amsterdam: John Benjamins, 97–112. Silvia Bernardini 2004b. The theory behind the practice: Translator training or translator education. – Kirsten Malmkjær (toim.), Translation in Undergraduate Degree Programmes. Amsterdam: John Benjamins, 17–30. Lynne Bowker 1997. You say “flatbed colour scanner”, I say “colour
korda), Krakovis kui Helsingi “Kunstide öö” programmis 2005. aastal Esinen publiku ees erinevate programmidega nii solistina kui ansamblistina igal kuul keskmiselt 3–5 korda. 204 CURRICULUM VITAE Name: Tiit Lauk Date and place of birth: 09.01.1948, Tartu Citizenship: Estonian Education 2003 Master’s studies in the Jazz Department of the Estonian Music Academy/ Sibelius Academy, Master of Music Pedagogy 1979 Tallinn State Conservatoire, piano 1974 G. Ots Tallinn Music College, piano Work Experience 2003– Tallinn University, extraordinary lecturer 2001– Tallinn Music School, extraordinary lecturer 1997–2001 Freelance musician 1993–1997 Managing director of the Estonian Jazz Foundation 1990–1995 Vice president of the Estonian Jazz Union, managing director; financial director of the Jazzkaar international jazz festival
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