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Nam June Paik was born on July 20, 1932. His birth place was the city of Seoul, in South Korea. He had five siblings and was the youngest of them all. He showed interest in the arts from a very tender age. While growing up, he trained on how to play the piano especially classical music. During the Korean war of 1950, their family was forced to flee from Korea to Hong Kong but finally settled in Japan. He went to the University of Tokyo from where he graduated with a degree in music (www.paikstudios.com1).
After his studies, this open minded individual relocated to Germany where he studied the history of music under the tutelage of Thrasybulos Georgiades. While taking his studies at the Munich University, Nam June got to meet other music composers such as John Cage and Karlheinz Stockhausen. He also met conceptual artists Joseph Beuys and Wolf Vostell from whom he derived his inspiration to work in the electronic art field. He met the experimental composer Cage during an International Summer Course for New Music in 1958.
Paik started showing great interest in avant-garde music while he was trying to find his niche. During his stay in Germany, he started work as a musician and doing performance all over the place. The composers such as Karlheinz had profound contribution to Paik’s choice of a career. Under the tutelage of John Cage, Paik found the confidence to incorporate different styles into his music. He began including aspects of silence and chance into some of his works. It was not long before Paik started getting invites to perform at various avant-garde concerts. Some of his more famous works was the piece Stockhausen’s Originale and Hommage à John Cage which were his own personal creations. The latter was a tribute to his mentor John Cage. Besides being credited his achievements in the video art world, he also envisioned the internet generation we see
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Macaro (1997) is seen to define collaborative learning as a learning process via which the students are normally encouraged to try and achieve a set of common learning goals by ensuring that they try to work together as opposed to them solely relying on their tutor.
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This paper will explore the use of the E-learning in classroom and the controversy surrounding the effectiveness and efficacy of this new learning mode in institutions of learning. First, the paper will have a deep insight into the concept of E-learning, then look into its advantages and disadvantages and finally look into its practicality and enforcement in classrooms.
The King Saud University, for example, has utilized the use of intranet by providing useful information to students concerning curriculum, upcoming conferences and access to the library database (Mirza, Abdulrahman; Saudi Arabia and the Internet Technology).
Collaborative learning environment is characterised by such features as intentional design, meaningful learning, and co-labouring. The essence of the philosophical assumptions underlying collaborative learning is perfectly summarized by Matthews (1996): “Collaborative learning occurs when students and faculty work together to create knowledge…
This is a pretty interesting mix as it takes into account the important ingredients of learning whilst working alongside each other. Collaborative Learning is indeed comprised of different methodologies and environments under which
m that this assignment is my own work, is not copied from any other persons work (published or unpublished), and that it has not previously been submitted for assessment on any other course. I have read and understand the definitions of plagiarism and academic dishonesty from
lusion of collaboration, computer mediation, and distance education has problematized the very notion of learning and called into question existing assumptions about how to study or learn it. Collaborative learning has an intricate relationship to established fields, evolves in