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Guided Response: Respond to at least two of your classmates’ posts. In your responses, compare the 21st-century skills and cross-cultural skills your peers identified with the ones you described. You are encouraged to ask questions about their posts. Questions might include requests for clarification on points made or for elaboration on an area of their post. Though two replies is the basic expectation for this discussion, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
Learning and Innovation
During the Landfill Harmonic project, not only were the filmmakers and students’ lives touched and changed, but the future of the entire community was brought together in a new way through the 4C’s communication, collaboration, critical thinking, and creativity. Through communication, the starters of this social project, the filmmakers met Chavez and were introduced to the music lessons he was starting in the community of Cateura, a dangerous, poverty stricken landfill. It was through communication they were introduced to the community and the abundance of response from children wanting to participate. Collaboration was then implemented throughout the community through the building of instruments and then the critical thinking of Cola to innovate instruments created from trash.
Music was at first a way to keep the children from playing in the trash (http://www.landfillharmonicmovie.com/) but it created the students a new perspective and ambition in life. These recycled instruments taught the children about life and P2 (2007)’s career skills. This taught them to be flexible and adapt to their surroundings. By making instruments because they have no access to traditional ones they are being flexible, just like they made their own homes out of trash. Yet also be adaptable to changes in their lives and in their community, like the new music program that changed their lives for the better. They learned that our surroundings don’t have to limit us. Also, Favio Chavez, the director and leader of the orchestra ,is a vital mentor and example for these children to follow. They can see what leadership looks like in reality and how much impact just one person can make! The students also have new responsibilities having to take lessons week after week, to practice and to take care of their instrument.
Cultural Competencies
“Culturally relevant teachers utilize students’ culture as a vehicle for learning” (Ladson- Billings, 1995, p. 161). Much like such teachers, the landfill orchestra program used the norms, values, and behaviors of their culture which allowed for its success. Valuable instruments were not realistic for these poor families, as they were worried there was no were to keep them safe from being stolen. With no economic value being made from trash, this complimented the cultural worldview the community possessed. The students also were being taught through relevant instruction (Ladson-Billings, 1995), meaning that although they learning about the classical pieces of Mozart, they are also creating a talent and more opportunities for themselves and their families.
Ladson-Billings (1995) found that “The teachers exhibited a passion about what they were teaching- showing enthusiasm and vitality about what was being taught and learned” (p. 163). Szuan and Chavez both had passion for music as well as helping people and this was displayed in their communication and body language throughout the film.
Social Factors and Attitudes
The project first began as finding a topic to film about underserved children in Paraguay. Education is very limited in parts of the country, like Catuera, as students are pulled from school to work in order to contribute to their family. They needed an open mind and also welcoming attitude and communication with locals in order to understand the culture of Paraguay and find the story of the landfill orchestra. This story was inspiring to them because of the conditions of which the families lived in. The people of Cetuera’s purpose in life is simply surviving; “Where social and economic idiosyncrasies self-perpetuate a fatalistic worldview” (http://www.landfillharmonicmovie.com/filmmaker-statements/).
Although this is a vicious cycle for the generations living on top of the landfill, the parents had an open mind to the idea of their children being in a new program, playing instruments, to music they were not familiar with. There were so many more participants than expected, possibly because of the rarity of a new opportunity presented to the community. In order to convey this film with its uplifting message, the filmmakers and those filmed, must have had a positive attitude and were moved by the difference Favio Chavez and the instruments were making in the lives of the people.
The supporters of the Landfill Harmonic project need to continue publicizing the story to gain support financially and donate to the community. Supporters can help the project ongoing but also grow it larger! The community needs to be the biggest supporter of the project. They are enrolling their children in the program but have the opportunity encourage their children and even realize themselves there are more opportunities for joy then they once knew. Perhaps bringing in further innovative programs will allow for more opportunities for the community to gain more skills in jobs that could be started and hopefully further change their circumstances.
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