New Prezi by M.DiEdwardo
http://prezi.com/f5esldft_ppp/?utm_campaign=share&utm_medium=copy&rc=ex0share
http://prezi.com/f5esldft_ppp/?utm_campaign=share&utm_medium=copy&rc=ex0share
Monday, June 23, 2014
Thursday, May 29, 2014
Maryann DiEdwardo presents paper on Metacognition 2014
2014 Lilly conference paper by Maryann DiEdwardo
Title: Metacognitive Pedagogical Models for Literature Study in Higher Education: Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. Learning strategies based on Metacognitive processes focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Author: Maryann DiEdwardo. University of Maryland University College; Lehigh University, United States of America
Abstract: Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students reflection on their ability to perform tasks. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group. Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. ç focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Globalization of the literary canon requires applications of the aspects of oral history traditions. My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop student voices.
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth “R” or remembrance as educational focus for the age of technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. In fact, egards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Language based upon oral history can connect cultures in classrooms. My presentation centers upon the short stories of Chinua Achebe and Zora Neale Hurston and student examples of multiethnic students writing their own oral histories. I also offer examples of current social networking as a framework for achievement. Students read the works of multicultural authors and create audio presentations in youtube. Music, photography, art, pinterest, twitter and facebook become the new literature. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
By telescoping into a shorter version of oral history, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
added material for newport february 2015
-Participants will learn metacognitive practices to use in traditional, hybrid and distance classrooms
Participants will gain insight into learning communities within the classroom settings with platforms such as chats, discussions, peer assessments, self-monitoring and self-assessments to offer their students insights into their own writing processes and interactions with group.
-Participants will develop student-directed pedagogical strategies and 21st century pop culture themes to ignite a learning community for reflection, discovery, and self-efficacy to motivate students
-Participants will focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
-Participants will gain knowledge of applications of the aspects of models, paradigms and frameworks that apply metacognitive pedagogy to create best practices.
abstract
Applications of models, paradigms and frameworks with metacognitive pedagogy create best practices. In 2003, my original case study research connected music and linguistic intelligences to suggest that modern music lyrics as a catalyst improve self-efficacy and thesis design. My original metacognitive framework employs creative processes to offer transformation. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
The take away is a designed curriculum integrating research findings with participants views and knowledge.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
500 words
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Writing as a Learning Community to Promote Student Authentic Assessment and Transformation by Maryann DiEdwardo
My class is organized to become a learning community with a focus writing short stories as authentic assessments. By telescoping into a shorter version, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process. The Outcome: self understanding and transformation
Review of the Research
Howard Gardner, in Frames of Mind (1983 page 78), regards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Tinto (2003) concludes:
Learning Communities tend to form their own self supporting groups
Learning Community students become more active in the learning process and remain so even after class is over
Participation in the Learning Community enhances the quality of student learning
As student see themselves more engaged they persist at a higher rate
Students learn educational citizenship with awareness of their responsibilities in learning experience and their ability to aid others in the experience as well
Shared knowledge, Shared knowing, Shared responsibility
Why should we create a Learning Community?
Knowledge requires language; Knowledge is socially constructed rather than discovered
We can now state this same case positively in a way that includes, but goes somewhat beyond, Dewey’s doctrine that ‘school is primarily a social institution’ and that experience is education. We can now identify the particular experience that educates: constructive conversation. Students learn by joining transition communities in which people construct knowledge as they talk together and reach consensus.
What teachers do is set up conditions in which students can learn. And one of the most important ways teachers do that is by organizing students into transition communities for reacculturative conversation”(1995 Bruffe)
Why do we need learning communities in high education?
According to Cross (1998) The pedagogy of learning community “enhances student learning and persistence and enriches faculty professional lives”
Part 2 Pedagogical Model
Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students
Part III. Designing Authentic Assessments as Models to Nurture and to Motivate
Through reading, analyzing, discussion and eventually writing short stories, creators develop self understanding. The most important aspect of the short story as a literary powerhouse for both teacher and student remains the fact that reading and writing the genre can elicit personal transformation. Students will be able to weigh and assess their challenges as they recall heroines or heroes throughout history. In essence, writing students are starting their own historical journeys into the world of literature where adjectives, adverbs, diction, thesis, point of view, voice, tone, theme, style, imagery, language, verbs, parallelism ignite the inner journey toward a clear student writer voice.
Authentic Assessment engages student writers by breaking down interior interpersonal borders. As a framework for teaching composition or introductory literature classes, the short story concentrates on the understanding of the themes of literary consciousness.
Title: Metacognitive Pedagogical Models for Literature Study in Higher Education: Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. Learning strategies based on Metacognitive processes focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Author: Maryann DiEdwardo. University of Maryland University College; Lehigh University, United States of America
Abstract: Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students reflection on their ability to perform tasks. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group. Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. ç focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Globalization of the literary canon requires applications of the aspects of oral history traditions. My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop student voices.
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth “R” or remembrance as educational focus for the age of technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. In fact, egards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Language based upon oral history can connect cultures in classrooms. My presentation centers upon the short stories of Chinua Achebe and Zora Neale Hurston and student examples of multiethnic students writing their own oral histories. I also offer examples of current social networking as a framework for achievement. Students read the works of multicultural authors and create audio presentations in youtube. Music, photography, art, pinterest, twitter and facebook become the new literature. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
By telescoping into a shorter version of oral history, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
added material for newport february 2015
-Participants will learn metacognitive practices to use in traditional, hybrid and distance classrooms
Participants will gain insight into learning communities within the classroom settings with platforms such as chats, discussions, peer assessments, self-monitoring and self-assessments to offer their students insights into their own writing processes and interactions with group.
-Participants will develop student-directed pedagogical strategies and 21st century pop culture themes to ignite a learning community for reflection, discovery, and self-efficacy to motivate students
-Participants will focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
-Participants will gain knowledge of applications of the aspects of models, paradigms and frameworks that apply metacognitive pedagogy to create best practices.
abstract
Applications of models, paradigms and frameworks with metacognitive pedagogy create best practices. In 2003, my original case study research connected music and linguistic intelligences to suggest that modern music lyrics as a catalyst improve self-efficacy and thesis design. My original metacognitive framework employs creative processes to offer transformation. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
The take away is a designed curriculum integrating research findings with participants views and knowledge.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
500 words
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Writing as a Learning Community to Promote Student Authentic Assessment and Transformation by Maryann DiEdwardo
My class is organized to become a learning community with a focus writing short stories as authentic assessments. By telescoping into a shorter version, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process. The Outcome: self understanding and transformation
Review of the Research
Howard Gardner, in Frames of Mind (1983 page 78), regards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Tinto (2003) concludes:
Learning Communities tend to form their own self supporting groups
Learning Community students become more active in the learning process and remain so even after class is over
Participation in the Learning Community enhances the quality of student learning
As student see themselves more engaged they persist at a higher rate
Students learn educational citizenship with awareness of their responsibilities in learning experience and their ability to aid others in the experience as well
Shared knowledge, Shared knowing, Shared responsibility
Why should we create a Learning Community?
Knowledge requires language; Knowledge is socially constructed rather than discovered
We can now state this same case positively in a way that includes, but goes somewhat beyond, Dewey’s doctrine that ‘school is primarily a social institution’ and that experience is education. We can now identify the particular experience that educates: constructive conversation. Students learn by joining transition communities in which people construct knowledge as they talk together and reach consensus.
What teachers do is set up conditions in which students can learn. And one of the most important ways teachers do that is by organizing students into transition communities for reacculturative conversation”(1995 Bruffe)
Why do we need learning communities in high education?
According to Cross (1998) The pedagogy of learning community “enhances student learning and persistence and enriches faculty professional lives”
Part 2 Pedagogical Model
Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students
Part III. Designing Authentic Assessments as Models to Nurture and to Motivate
Through reading, analyzing, discussion and eventually writing short stories, creators develop self understanding. The most important aspect of the short story as a literary powerhouse for both teacher and student remains the fact that reading and writing the genre can elicit personal transformation. Students will be able to weigh and assess their challenges as they recall heroines or heroes throughout history. In essence, writing students are starting their own historical journeys into the world of literature where adjectives, adverbs, diction, thesis, point of view, voice, tone, theme, style, imagery, language, verbs, parallelism ignite the inner journey toward a clear student writer voice.
Authentic Assessment engages student writers by breaking down interior interpersonal borders. As a framework for teaching composition or introductory literature classes, the short story concentrates on the understanding of the themes of literary consciousness.
Wednesday, May 14, 2014
Friday, April 25, 2014
metacognition by Maryann Pasda DIEDWARDO 2014
by Maryann DiEdwardo
Abstract
Thesis: Writing fiction, non-fiction, poetry and drama as a learning community in English curriculums in distance settings with self-assessments through metacognitive pedagogy can improve student learning and achievement.
Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. By telescoping into a shorter version of oral history, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
Globalization of the literary canon requires applications of the aspects of oral history traditions. My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop student voices.
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth “R” or remembrance as educational focus for the age of technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. In fact, Howard Gardner, in Frames of Mind (1983 page 78), regards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Language based upon oral history can connect cultures in classrooms. My presentation centers upon the short stories of Chinua Achebe and Zora Neale Hurston and student examples of multiethnic students writing their own oral histories. I also offer examples of current social networking as a framework for achievement. Students read the works of multicultural authors and create audio presentations in youtube. Music, photography, art, pinterest, twitter and facebook become the new literature that enhances learning. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
By telescoping into a shorter version of oral history, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage.
Journey through technology one student at a time to create new voices to develop language skills.
Learning strategies focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Student-Directed Learning and Learning Communities, models for Authentic Assessment which engage student writers by breaking down interior interpersonal borders through metacognition.
Wednesday, April 23, 2014
Maryann DiEdwardo presents. Lecture on Metacognition at 2014 Lilly Conference
June 2014 Lilly Spring International Conference, Bethesda Maryland. Maryann will present a 20 minute lecture entitled "Metacognition"
Maryann DiEdwardo has been selected as the Vice President for Contingent, Adjunct, Independent Scholar and Two Year College) "CAITY" Board NeMLA (Northeast Modern Language Association) as of April 2014.
NeMLA Dr. Maryann DiEdwardo, University of Maryland University College, presented at the 45th Annual NeMLA Convention. 9.23 “The Short Story in the African American Literary Tradition and Authentic Assessment”9.23 The Composition Classroom: Integrating and Evaluating the Creative (Roundtable) Fri April 4 4:45 pm2013.
March 2014 College English Association Baltimore - Hour Lecture: "Metacognitive Pedagogical Models for Literature Study in Higher Education: Student-directed pedagogical models and 21st century pop culture themes
Monday, April 14, 2014
Living Literacy -- great book by Maryann DiEdwardo Ed.D.
Tips for Teaching Writing
By
Maryann DiEdwardo
Students of writing possess qualities of memory based upon human every day experiences similar to those experiences within literary works they read. I play pod casts of sample student essays that show how students recall events or conditions based upon the relationship of reading to memory. One of my students recalls her own beliefs in mercy killing and relates her heritage based upon family and cultural beliefs in the right to life. Students use life story writing next to recount experiences that may help them find thesis.
Read more in my book
Living Literacy by Maryann DiEdwardo
http://www.amazon.com/gp/aw/d/B006GK6P9S/ref=mp_s_a_1_8?qid=1397504201&sr=1-8&pi=AC_SX110_SY165_QL70
Thursday, April 3, 2014
Maryann DiEdwardo NeMLA
Announcement
Maryann DiEdwardo M.A. Lehigh University
Ed.D. Adjunct Associate Professor University of Maryland University College
Is presenting at a Roundtable for the 45th Northeast Modern Language Association conference in Harrisburg, PA.
http://nemla.org/convention/2014/events.html
The Composition Classroom: Integrating and Evaluating the Creative (Roundtable)
Crowne-Pennsylvania A
9.23: Friday Afternoon, 4:45pm - 6:15pm
Chair: Maria Plochocki, University of Maryland
“Building ‘Creativity’ into Writing Pedagogy”
Carolyn Ostrander, Syracuse University
“Do You Go Your Own Way?: Agency and Constraint in Composition Pedagogy”
Seth Graves, Pace University
Brett Shanley, Pace University
“Reinscribing the New Normal: The United Pedagogical Forces of Creative Writing and Composition”
Diana Epelbaum, The Graduate Center—CUNY
“History, Identity, and Multimodal Composition: Writing for Reacting to the Past”
Joy Bracewell, Georgia Institute of Technology
“The Short Story in the African American Literary Tradition and Authentic Assessment”
Maryann DiEdwardo, University of Maryland University College; Lehigh University
“Creativity and Personal Engagement”
Michael Shaw, Fordham University
Wednesday, March 26, 2014
Maryann DiEdwardo presents at Conference in Baltimore 2014
Maryann DiEdwardo Ed.D. Is Adjunct Associate Professor at University of Maryland University College
TRAVEL & LITERATURE at College English Association Conference, Baltimore (March 27-29, 2014)
Presentation:
Implementing Learning Strategies Based on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Student-Directed Learning, Metacognition and Learning Communities engages student writers by breaking down interior interpersonal borders through metacognition.
Tuesday, March 25, 2014
Maryann DiEdwardo -case study research on Pairing Music and Linguistic Intelligences
In 2004, statistical results of case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004). In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of my students suggested. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?”
Sunday, March 23, 2014
Review of book by maryann DiEdwardo: The Legacy of Katharine Hepburn, FIne Art As A Way of Life
Review by Kathryn Price Book Editor for Women¿s Radio An analysis of dramatic art applies to all aspects of the production and clearly formulates a doctrine or paradigm for education of students in stage history. The Legacy of Katharine Hepburn, Fine Art As A Way of Life coordinates research by the author¿ refers to the past accomplishments of the late great actress Katharine Hepburn, recounts the life the author as she pursues the study of fine arts in order to follow in the steps of the late Hepburn, offers a new paradigm for the study of stage history as an academic subject, lists research libraries and online resources, and paves a new method for education of the masses. Interestingly, the speech by Jacques acts as an outline for the legacy defined in this work as our remembrances, recollections, as well as application of past accomplishments of the great actress Katharine Hepburn, which are recounted with added personal anecdotes to create a new work that stimulates the reader to action based on following the legacy for future generations.
Saturday, March 22, 2014
Travel Journaling of Educator, Painter, Author, Maryann DiEdwardo (Pasda)
2014 January
En Plein Air Painting Excursions
Maryann Pasda DiEdwardo is a member of the Bethlehem Palette Club and the former artistic co-director of Pasda Art Studios in Bethlehem. She is an en plein air painter.
In January, 2014, during the heavy snow storms in the Lehigh Valley, Maryann painted her environment in oils and watercolors to depict the beauty and awe of the snow laden valley.
En Plein Air Painting Excursions
Maryann Pasda DiEdwardo is a member of the Bethlehem Palette Club and the former artistic co-director of Pasda Art Studios in Bethlehem. She is an en plein air painter.
In January, 2014, during the heavy snow storms in the Lehigh Valley, Maryann painted her environment in oils and watercolors to depict the beauty and awe of the snow laden valley.
Maryann DiEdwardo's Travel Journaling 2014 (Author of The Legacy of Katharine Hepburn, Fine Art As A Way of Life)
Maryann DiEdwardo's Travel Journaling
2014 January 3:A theatre event in NYC.
I saw No Man's Land, a play by Harold Pinter with a cast of Ian McKellan and Patrick Stewart which was at The Cort Theatre. A LIFE CHANGING moment for me, since I was so grateful to the actors for their performances and for the theatre they chose. The Cort Theatre was the place where Katharine Hepburn played the part of Rosalind in As You Like It! I realized that the actress, Katharine Hepburn, had performed there, and I had written about her performance!
Overview
THE LEGACY OF KATHARINE HEPBURN: Fine Art as a Way of Life Maryann Pasda DiEdwardo Memoir The legacy of the late Katharine Hepburn undeniably benefits a twenty-first century audience, because Kate identifies the artistic spirit. As one of the most important women of the twentieth century, Hepburn was an artist who exemplified the independent character, freedom and opportunity available to women as paramount whether she was on stage or in film. As the late Hepburn, she has become a living art spirit with a legacy that acts as a shining example.
Product Details
ISBN-13: 9781425960896
Publisher: Authorhouse
Publication date: 9/28/2006
Pages: 172
Product dimensions: 6.00 (w) x 9.00 (h) x 0.40 (d)
Maryann Pasda DiEdwardo is quoted in wikipedia for her writing about Katharine Hepburn.
Visit the page http://en.wikipedia.org/wiki/Katharine_Hepburn
View Reference 308:
Maryann Pasda DiEdwardo has claimed that Hepburn's performances fostered a "decisiveness toward a new vision of women."[308] Off screen, Hepburn lived in a manner ahead of her time.[238]
'''Maryann DiEdwardo''' is the author of Music Transforms the College English Classroom
http://openlibrary.org/books/OL11972010M/Music_Transforms_the_College_English_Classroom
a researcher who has connected music and linguistic intelligences. In 2004, statistical results of Maryann DiEdwardo's case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004 http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ773903&ERICExtSearch_SearchType_0=no&accno=EJ773903).
In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of my students suggested. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?”
2014 January 3:A theatre event in NYC.
I saw No Man's Land, a play by Harold Pinter with a cast of Ian McKellan and Patrick Stewart which was at The Cort Theatre. A LIFE CHANGING moment for me, since I was so grateful to the actors for their performances and for the theatre they chose. The Cort Theatre was the place where Katharine Hepburn played the part of Rosalind in As You Like It! I realized that the actress, Katharine Hepburn, had performed there, and I had written about her performance!
Overview
THE LEGACY OF KATHARINE HEPBURN: Fine Art as a Way of Life Maryann Pasda DiEdwardo Memoir The legacy of the late Katharine Hepburn undeniably benefits a twenty-first century audience, because Kate identifies the artistic spirit. As one of the most important women of the twentieth century, Hepburn was an artist who exemplified the independent character, freedom and opportunity available to women as paramount whether she was on stage or in film. As the late Hepburn, she has become a living art spirit with a legacy that acts as a shining example.
Product Details
ISBN-13: 9781425960896
Publisher: Authorhouse
Publication date: 9/28/2006
Pages: 172
Product dimensions: 6.00 (w) x 9.00 (h) x 0.40 (d)
Maryann Pasda DiEdwardo is quoted in wikipedia for her writing about Katharine Hepburn.
Visit the page http://en.wikipedia.org/wiki/Katharine_Hepburn
View Reference 308:
Maryann Pasda DiEdwardo has claimed that Hepburn's performances fostered a "decisiveness toward a new vision of women."[308] Off screen, Hepburn lived in a manner ahead of her time.[238]
'''Maryann DiEdwardo''' is the author of Music Transforms the College English Classroom
http://openlibrary.org/books/OL11972010M/Music_Transforms_the_College_English_Classroom
a researcher who has connected music and linguistic intelligences. In 2004, statistical results of Maryann DiEdwardo's case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004 http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ773903&ERICExtSearch_SearchType_0=no&accno=EJ773903).
In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of my students suggested. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?”
Friday, March 14, 2014
Writing about Art by Maryann DiEdwardo
http://digital.lib.lehigh.edu/trial/pocahontas/essays.php?id=2
Tuesday, February 18, 2014
Maryann DiEdwardo Presents Papers for Northeast Modern Language Association Conf in Harrisburg PA and College English Association Conf in Baltimore MD 2014
News from Maryann
I am presenting at 2 conferences so far this spring:
Northeast Modern Language Association in Harrisburg PA on April 4, 2013 to read my paper on African American Literature and College English Association in Baltimore, MD on March 25, 2013 to read my newest paper on Metacognition in the study of Writing.
Maryann P. DiEdwardo Ed.D.
Adjunct Associate Professor
UMUC
maryann.diedwardo@faculty.umuc.edu
I am presenting at 2 conferences so far this spring:
Northeast Modern Language Association in Harrisburg PA on April 4, 2013 to read my paper on African American Literature and College English Association in Baltimore, MD on March 25, 2013 to read my newest paper on Metacognition in the study of Writing.
Maryann P. DiEdwardo Ed.D.
Adjunct Associate Professor
UMUC
maryann.diedwardo@faculty.umuc.edu
Thursday, January 9, 2014
Private Yoga, Tai Chi and QiGong Classes in Bethlehem, PA
Maryann DiEdwardo M.A., Ed.D. Certified Yoga, Tai Chi and QiGong Instructor.
Private yoga, tai chi and qigong classes.
Email: Diedwardo7@gmail.com
As a health educator, Maryann is committed to promoting Yoga and Tai Chi and QiGong for health improvement. She is an outstanding public speaker who has lead seminars for groups in art, haiku, meditation, writing, and education. Maryann received the Northampton Community College Project Aware Outstanding Service Award and holds a volunteer position for The National QiGong Association Research and Education Committee (Terminology Task Force) A member of the International Association of Yoga Therapists, Himalayan Institute, and Yoga Alliance, she is an experienced registered certified yoga instructor E-RYT500 and a board member of the National QiGong Association.
She has written 30 books and noteworthy articles about healing, such as The Horse Keeper: The Healing Gifts of Painting and Writing about Horses, a collection of remembrances based on nature, especially horses, as guides. Maryann has presented at the annual Lilly Conference on College and University Teaching Washington, DC in 2010, 2011, and 2012. Maryann DiEdwardo contributes original research on importance of her own practice of yoga, t’ai chi, and journaling. She studied theatre arts, jazz dance and ballet, then started to focus on the marital arts including tai chi and qigong for thirty years with masters in the United States. Her newest free E-Book entitled
Lesson Plans for Restorative Yoga and T’ai Chi
is available online at http://maryannpasdadiedwardo.wikispaces.com/E-Book
Case Study Research
In 2004, statistical results of Dr. DiEdwardo’s case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004). In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of her students suggested. Her article, “Pairing Music and Linguistic Intelligences” was published in the Record, Vol. 41, No. 3, Spring 2005. Kappa Delta Pi, International Education Honors Society.
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