| Papers [1-3] of 3 | Search results on "TWYLA THARP": |
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Twyla Tharp, 1999.
An overview of the life and career of this American dancer/choreographer.
675 words (approx. 2.7 pages), 3 sources, $ 23.95
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Abstract
Twyla Tharp is one of the world's leading choreographers, working with many of the world's great ballet companies and also continuing to choreograph and direct for film and television. She was born in Portland, Indiana, but moved with her parents to Southern California when she was still a child.
From the Paper
"Twyla Tharp is one of the world's leading choreographers, working with many of the world's great ballet companies and also continuing to choreograph and direct for film and television. She was born in Portland, Indiana, but moved with her parents to Southern California when she was still a child. There, her father owned a construction firm and a Ford dealership, and her mother was a piano teacher who started Twyla on piano lessons when she was only two. Twyla began dance classes when she was only four, and within a short time she was studying every kind of dance available: ballet, tap, jazz, modern. Her mother was determined that Twyla would become accomplished in as many fields as possible, and she also had the child take baton lessons, drum lessons, violin and viola lessons, as well as classes in painting, shorthand, and French ("Biography: Twyla ..."
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Biracial or Bi-cultural Families, 2007.
An analysis of the effects on children raised within biracial or bi-cultural families.
6,560 words (approx. 26.2 pages), 13 sources, MLA, $ 150.95
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Abstract
This paper investigates the inherent problems that exist in families characterized by parents and stepparents of a biracial union or of a union that is characterized by diversity in terms of ethnic, cultural or religious differences. It also looks at diverse households headed by lesbian or gay parents. The paper analyzes the socio-cultural theories of Roland Tharp and the 'Spheres of Influence' as proposed in the work of Dr. Joyce Epstein.
Table of Contents:
Abstract
Objective
Introduction
Conceptual Framework
Literature Review
Intervention
Outcomes
Discussion
Conclusion
From the Paper
"It is clear that it is not possible to just 'ignore' the differences that exist in hopes that they become illusory or nonexistent because these differences are real and are dynamic in the lives of these children. What has been noted in this study to be of great importance is the active participation of the parents and stepparents in the daily activities and events that take place at school because as these parents integrate themselves more fully into the community they effectively place safezones into effect for their children and at the same time present a model for other parents and other children as to the appropriate behavior in the face of the differences that exist. It is not possible that these differences will merely go away but what is possible is that the community at large will become used to the differences thereby enabling the children to fully participate in the school and community events without having a brand upon them due to these differences in racial or culture."
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Native American Culture in Education, 2002.
A literature review of articles dealing with the educational performance of Native Americans and the need to preserve their culture within the educational framework.
2,783 words (approx. 11.1 pages), 19 sources, MLA, $ 83.95
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Abstract
By analyzing and discussing several articles on the subject, the paper explores the issue of education among Native Americans and shows up the flaws within the American educational system. For example, in "Teaching Indigenous Languages" by John Reyhner, the paper shows how the author examines the topic of making English the primary language of instruction in Native American communities in order to integrate them into the American system. The paper discusses the risks of this move to indigenous culture. Other essays discussed include, "Effective Instructional Conversation In Native American Classrooms," (Roland Tharp and Lois Yamauchi).
From the Paper
"Sociolinguistics is an important consideration. When a teacher creates a mandate (while teaching), the response time of the student is termed as wait time. With reference to Native American students who process a concept "wholly," this wait time is longer. Students perform better with longer wait times. In contrast, western classrooms have a "switchboard" style of teaching where the teacher appoints students who will answer questions and how the inter-student communication occurs-much like a switchboard operator who connects speakers. The authors opine from studies that Indian students do not ordinarily react to non-verbal nuances. They spoke with small sentences and sparingly and softly. They had stronger communication as groups. They interrupted more and looked at other students when the teacher was teaching. This would be perceived as non-responsive or rude to traditional teachers. (S. White and Tharp, 1988)"
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