On Friday, Andrew had us do an activity that I really enjoyed. We had to make a web chart for our project question. It really helped me see all the aspects of my question and what would be the best way to approach it.
For example, when I made the clouds (which represented the units of analysis... which age groups I'm going to focus on), it made it more clear exactly why I wanted to focus on the oldest and younger generations. It is through the oldest generations that I'll be able to gather history, it is they who have witnessed most of the changing over time. But with the younger generation, I'll be able to understand where dance is now, thus being able to see the result of this change. I also added a question that I could ask the parentals if need be: "Do you feel the need to teach your children traditional dances? What would be the value?" I was so glad to see this connection because it really helped clear up the direction I wanted to take in the interviews, what kind of information I would be looking for.
The second thing I realized happened while I was talking with Deidre and she asked me how I knew that there were changes; and several other questions along those lines. As I was explaining to her all the things to look for like education, dance moves, etc... I realized that I don't really have much of a need to study the OVERALL CHANGING of dance in rural Ghana. That has been done, and it is obvious that it has happened. What I need to do is pick on possible reason as to why, and focus on that. While talking with Deidre, I decided to focus on this shift after colonialism from ethnic pride to national pride. I want to focus on how that specific movement in Ghanaian arts shifted the focus of dance from one of spirituality to history.
This new focus will give my project more clarity and really falls in line with a lot of the sources I have already research (which is an added bonus!)
oh ps! Michelle, Deidre and I were able to go over to my friend Akramah's home for dinner on Saturday. What a wonderful experience!! It was so nice because we were able to talk about current Ghana issues and how their culture is now. He also gave us some really practical advice like "be careful how your face reacts when they hand you some water... if you make a questioning face, they might get offended". And plus, I learned something EXTREMELY valuable: I LOVE RED-RED!!!!!!!!!!
:)
Monday, January 31, 2011
Thursday, January 27, 2011
definitions
just so y'all know.... I posted some definitions under "field study development notes". This should hopefully help those who are reading this know what I mean when I say certain words; so y'all can know what's going on in this head of mine
:)
:)
Tuesday, January 25, 2011
Learning Journal #8
Okay, so my last journal entry was lame (I know), but I needed to express my feelings so then I could get to work! I've been really productive the last day or two in trying to read many more articles. Two of the articles really, really helped me!
"However did they help you, Corrine?"
Well, that is a very good question. African dance has been a very well researched topic, especially in Ghana. This I was worried about and it seems like my topic-- the changing of dance in relation to post-colonialism in Ghana has been researched. The two articles I read today not only allowed me to see what was already written on this subject but it brought up some questions.
Their titles are (just so you know they are real articles): "Developing the Arts for Development: Perspectives on Ghana" by Sandra E. Greene. AND "Africa's New Traditional Dance" by Judith Lynne Hanna.
The change in Ghanaian dance has already been studied and the conclusions were similar to what I had been thinking: that is was colonialism, education, religion, etc that were all factors in changing dance ideology. how Hanna did focus on Africa as a whole therefore, I felt like some of her conclusions might not apply to Ghana; this is one of my thoughts, I could look at what she concluded and see if it applies to Ghana.
It felt like she focused on more urban areas, ones with lots of Western influences... different from Wiamose. The community in Wiamose, from what I understand, still has a lot of traditional roots. The Western influences aren't as strong. The way Hanna wrote her article made her conclusions sound as if colonialism was the root of ALL changes in dance: it was the Western religions, education systems, transportation systems that caused the major shift. Honestly, from what I've read/know about Ghana... I"m not sure that really applies to Ghana.
However, the first article I mentioned, by Greene, was very insightful in basic history of Ghana since it's independence in 1957. The arts went through a drastic with Nkrumah and than again with Rawlings. The government was getting too involved basically.
Anyhoo, sorry.... this is becoming too much of a review. The ideas/questions I derived from my readings were:
1. perhaps I could focus on the Ghanaian culture versus the specific ethnic culture in Wiamose-- are they competing with one another? have they blended nicely?
This will still go along with the effects that the Ghanaian Independence had on dance but just looking at it in a more specific light to the rural areas. I know that was something I needed to get more specific on because a lot of my readings either had to do with urban areas or with Africa in general.
2. I've been toying on the idea of changing the emphasis of my study.... so that I could study something that hasn't been researched before but I realized two things:
a. that I still haven't found too much about Ghana specifically, so I will be providing very specific information not just about Ghana but about Wiamose and dance in a rural town.
b. I still have questions about how independence affected all of Ghana, that haven't been answered in my research. so..... that's a good sign.
3. In one of the earlier learning journals, I mentioned that my readings have affected how I want to conduct my research. How did they? I'm going to have to interview A LOT more people than I originally thought... and I think I'm going to have to interview the oldest generations. This widened my age range as well as my methods for extracting information from them.... let's just say that the older generations aren't as open and willing to talk as the younger generations are... and they speak MUCH less English; that means I'm going to need to practice my Twi A LOT A LOT and keep in mind that I'll need a translator.
4. ???
to be continued....
"However did they help you, Corrine?"
Well, that is a very good question. African dance has been a very well researched topic, especially in Ghana. This I was worried about and it seems like my topic-- the changing of dance in relation to post-colonialism in Ghana has been researched. The two articles I read today not only allowed me to see what was already written on this subject but it brought up some questions.
Their titles are (just so you know they are real articles): "Developing the Arts for Development: Perspectives on Ghana" by Sandra E. Greene. AND "Africa's New Traditional Dance" by Judith Lynne Hanna.
The change in Ghanaian dance has already been studied and the conclusions were similar to what I had been thinking: that is was colonialism, education, religion, etc that were all factors in changing dance ideology. how Hanna did focus on Africa as a whole therefore, I felt like some of her conclusions might not apply to Ghana; this is one of my thoughts, I could look at what she concluded and see if it applies to Ghana.
It felt like she focused on more urban areas, ones with lots of Western influences... different from Wiamose. The community in Wiamose, from what I understand, still has a lot of traditional roots. The Western influences aren't as strong. The way Hanna wrote her article made her conclusions sound as if colonialism was the root of ALL changes in dance: it was the Western religions, education systems, transportation systems that caused the major shift. Honestly, from what I've read/know about Ghana... I"m not sure that really applies to Ghana.
However, the first article I mentioned, by Greene, was very insightful in basic history of Ghana since it's independence in 1957. The arts went through a drastic with Nkrumah and than again with Rawlings. The government was getting too involved basically.
Anyhoo, sorry.... this is becoming too much of a review. The ideas/questions I derived from my readings were:
1. perhaps I could focus on the Ghanaian culture versus the specific ethnic culture in Wiamose-- are they competing with one another? have they blended nicely?
This will still go along with the effects that the Ghanaian Independence had on dance but just looking at it in a more specific light to the rural areas. I know that was something I needed to get more specific on because a lot of my readings either had to do with urban areas or with Africa in general.
2. I've been toying on the idea of changing the emphasis of my study.... so that I could study something that hasn't been researched before but I realized two things:
a. that I still haven't found too much about Ghana specifically, so I will be providing very specific information not just about Ghana but about Wiamose and dance in a rural town.
b. I still have questions about how independence affected all of Ghana, that haven't been answered in my research. so..... that's a good sign.
3. In one of the earlier learning journals, I mentioned that my readings have affected how I want to conduct my research. How did they? I'm going to have to interview A LOT more people than I originally thought... and I think I'm going to have to interview the oldest generations. This widened my age range as well as my methods for extracting information from them.... let's just say that the older generations aren't as open and willing to talk as the younger generations are... and they speak MUCH less English; that means I'm going to need to practice my Twi A LOT A LOT and keep in mind that I'll need a translator.
4. ???
to be continued....
Monday, January 24, 2011
Learning Journal #7
Dear myself,
You need to buckle down and get a solid thesis down!
Sincerely,
Yourself
You need to buckle down and get a solid thesis down!
Sincerely,
Yourself
Thursday, January 20, 2011
Learning Journal #6
So apparently, one of the articles I read for my "annotated sources" assignment was REALLY. REALLY good!! It was the one entitled: African Dance: the Continuity of Change. The next part of this journal entry is going to describe on thing he said, well- one aspect he focused on but I PROMISE this WILL NOT BE a summary!
So this author divided dance up into six behaviors. They go as follows:
1. cultural: reflects the attitudes and beliefs of a people. HELLO! That is where I began my study; what does the current dancing practices of rural Ghana reveal about the belief system of the younger generation vs. the older generation.
2. social: it helps establish what the relationships are between persons in the community. I thought at one time about this when it came to boys versus girls. I think I'll probably steer away from this idea... unless I'm really desperate for data.
*one thing I noticed today in one of my meetings was that if you have an idea, and you come to find out that that idea won't work- DO NOT try and make that idea fit in with your new one... just LET IT GO! so I'm learning which of the ideas about dance I need to let go and which ones I need to focus on more. If I have a more specific study in mind, my project will have more focus, thereby allowing it to be more organized, etc.
3. psychological: this one is very interesting because the author uses it to explain the emotional response people have when they dance, and how it affects their life-- whoa! "affects their LIFE".... some people take dance really seriously!
4. economic: it sounded like a marketing term, having people pay you for your services... this is a fairly new idea I feel certain of (though I cannot say for positive). I will not be dealing with this too much, in fact, I'm not even sure how prevalent that is in Wiamose.
5. political: dance can be used for leadership training...I thought that was interesting... but mostly, I can see dance as being political in Ghana because it was one of Nkrumah's platforms for creating a Ghanaian identity.
and last but not least, 6. communicative: it's almost a language in and of itself. That is why another one of the articles I picked was about an anthropological approach to dance. The people of Ghana are saying something when they dance, and it's up to me to figure out what. Perhaps that is why dance is changing, each generation has something different to say.
I really like this concept. The early slaves in the Americas made up dances to make fun of their owners (so they didn't do it out loud in case their owners hear them). Whenever I dance, it is usually to express how I am feeling that day-- happy, moody, sad, sexy (am I allowed to say that?!) :) Anyhoo, I guess in a really poetic sense, that is what I'm trying to figure out: what the younger generations are trying to say versus the older generations.
So this author divided dance up into six behaviors. They go as follows:
1. cultural: reflects the attitudes and beliefs of a people. HELLO! That is where I began my study; what does the current dancing practices of rural Ghana reveal about the belief system of the younger generation vs. the older generation.
2. social: it helps establish what the relationships are between persons in the community. I thought at one time about this when it came to boys versus girls. I think I'll probably steer away from this idea... unless I'm really desperate for data.
*one thing I noticed today in one of my meetings was that if you have an idea, and you come to find out that that idea won't work- DO NOT try and make that idea fit in with your new one... just LET IT GO! so I'm learning which of the ideas about dance I need to let go and which ones I need to focus on more. If I have a more specific study in mind, my project will have more focus, thereby allowing it to be more organized, etc.
3. psychological: this one is very interesting because the author uses it to explain the emotional response people have when they dance, and how it affects their life-- whoa! "affects their LIFE".... some people take dance really seriously!
4. economic: it sounded like a marketing term, having people pay you for your services... this is a fairly new idea I feel certain of (though I cannot say for positive). I will not be dealing with this too much, in fact, I'm not even sure how prevalent that is in Wiamose.
5. political: dance can be used for leadership training...I thought that was interesting... but mostly, I can see dance as being political in Ghana because it was one of Nkrumah's platforms for creating a Ghanaian identity.
and last but not least, 6. communicative: it's almost a language in and of itself. That is why another one of the articles I picked was about an anthropological approach to dance. The people of Ghana are saying something when they dance, and it's up to me to figure out what. Perhaps that is why dance is changing, each generation has something different to say.
I really like this concept. The early slaves in the Americas made up dances to make fun of their owners (so they didn't do it out loud in case their owners hear them). Whenever I dance, it is usually to express how I am feeling that day-- happy, moody, sad, sexy (am I allowed to say that?!) :) Anyhoo, I guess in a really poetic sense, that is what I'm trying to figure out: what the younger generations are trying to say versus the older generations.
Tuesday, January 18, 2011
Learning Journal #5
I've realized this weekend that this project needs to stop feeling like a hobby and start feeling like an actual project. I think it's mostly because I'm studying that I love so much so it hasn't started to really feel like I'm doing "research"... if that makes sense.
Anyhoo, some exciting stuff has happened since the last learning journal. Number one, Akramah Cofie has offered to make me "red red" (which is basically red beans with fried plantains); he said they were his specialty! so YAY!!!! I'm going to get to try some Ghanaian food. Also, he remembers a lot of the dances for his ethnic group- Ga- which is different from the Ashante tribe but apparently, they mix a lot now!
Another breakthrough today happened both with Akramah and with my Anthro 442 class. So, for my 442 class, we had to turn in an abstract of our paper. My teacher made on comment saying that I had some really good solid, specific ideas but he wanted to be have a more broad, overarching theory to study. He suggested something like: "does the primacy of national identity over local identities lead to the standardization of dance practices?" First off, you can tell my professor wrote that and not me (man! it sounds so professional!!) Besides that, I started thinking..... that is kind of the direction I was heading with all my recent studying and questioning about independence and it's affect on dance.
So to investigate further, I asked Akramah if this was true-- this whole idea of national versus local identity. He basically supported my professor's (and I guess my) question; he mentioned that there are several factors behind this reasoning but basically, being associated with an ethnic group is special but its even MORE so when you are identified as a Ghanaian.
I think we could really be onto something here!!!! I'm excited to continue my literature search, and now I have something specific I would like to narrow down on.
Upon doing my source analysis.... it was very cool to finally find some articles linking dance with the Ghanaian Independence. And guess what?? It did have a HUGE impact on dance. It changed the whole focus of the dancing from an ethnic-centered "you learn as you grow up" to a more nationalistic "we'll educate you on your Africa history". In some ways, I think this has destroyed the integrity of the dances themselves. They originally were meant to express one's religion, one's ideals but now, they are danced as artifacts from the past. I'm not sure how much the young people actually believe that the harvest dance will bring a good harvest; perhaps, to them, it's just a reason to dance and have a party?
Upon doing my source analysis.... it was very cool to finally find some articles linking dance with the Ghanaian Independence. And guess what?? It did have a HUGE impact on dance. It changed the whole focus of the dancing from an ethnic-centered "you learn as you grow up" to a more nationalistic "we'll educate you on your Africa history". In some ways, I think this has destroyed the integrity of the dances themselves. They originally were meant to express one's religion, one's ideals but now, they are danced as artifacts from the past. I'm not sure how much the young people actually believe that the harvest dance will bring a good harvest; perhaps, to them, it's just a reason to dance and have a party?
Friday, January 14, 2011
Learning Journal #4
This is going to be a shorter blog post because most of my free time to work on this will be this weekend but enough excuses, I have had several thoughts this week.
One has to do with the Ghanaian independence. The first leader of Ghana, Kwame Nkruma, really promoted two things in Ghana: unity and education. He stressed a uniting of all the ethnic groups in Ghana, living with one another and learning about one another. Could this blend of culture cause confusion among the younger generations as to what their own dances represent? The second thing he stressed, education, had a really big impact (or at least I think so). So, Nkruma really wanted the people of Ghana to never forget their heritage, so learning the traditional dances were really important.
Could perhaps this shift from "just knowing the dances because they are ingrained in your very way of life" to "learn the dance as a matter of history, almost like an artifact" be one of the main reasons for the changes in African dance... or the perception of it?
Andrew wanted me to be a little deeper in my analysis. I guess in light of my recent connection between the independence and the education of dance, I might need to focus my research question a little more. Perhaps pick a focus, something I want to test and see if that was the reason for change in Ghana (or it has little to do with it).
I've been hesitant to do this though in case there is not enough to study on this subject. Heck, I'm going to be in Ghana for three months, and I have to write my senior thesis on this-- I want to be able to have enough information. Perhaps I can simply have a sub question... or two.... or three.
I like these theories that I'm developing though (from my readings, talking with those who have been to Ghana or are Ghanaian, own random thoughts) because they are narrowing my search for literature; they are also affecting my methods... what questions I want to ask, who I need to talk with. (I'll put some of my new questions under "field development notes").
One has to do with the Ghanaian independence. The first leader of Ghana, Kwame Nkruma, really promoted two things in Ghana: unity and education. He stressed a uniting of all the ethnic groups in Ghana, living with one another and learning about one another. Could this blend of culture cause confusion among the younger generations as to what their own dances represent? The second thing he stressed, education, had a really big impact (or at least I think so). So, Nkruma really wanted the people of Ghana to never forget their heritage, so learning the traditional dances were really important.
Could perhaps this shift from "just knowing the dances because they are ingrained in your very way of life" to "learn the dance as a matter of history, almost like an artifact" be one of the main reasons for the changes in African dance... or the perception of it?
Andrew wanted me to be a little deeper in my analysis. I guess in light of my recent connection between the independence and the education of dance, I might need to focus my research question a little more. Perhaps pick a focus, something I want to test and see if that was the reason for change in Ghana (or it has little to do with it).
I've been hesitant to do this though in case there is not enough to study on this subject. Heck, I'm going to be in Ghana for three months, and I have to write my senior thesis on this-- I want to be able to have enough information. Perhaps I can simply have a sub question... or two.... or three.
I like these theories that I'm developing though (from my readings, talking with those who have been to Ghana or are Ghanaian, own random thoughts) because they are narrowing my search for literature; they are also affecting my methods... what questions I want to ask, who I need to talk with. (I'll put some of my new questions under "field development notes").
Wednesday, January 12, 2011
Learning Journal #3
Man this has been a good week! First things first-- I learned, thanks to Akramah that words like "tribal" and "tribe" are offensive to most Ghanaians. He said that they were the words used by the British so... naturally, they have a bad connotation. He was so nice in one of his emails to say:
" If you're going to make mistakes, I'd rather you make them with me instead of when you're in Ghana."
I have a feeling I'm going to be making a lot of mistakes like that but hey, that is part of the learning process. The Twi class is also very helpful when it comes to things like that- what words are acceptable, what will cause offense. For instance, Millie told us that we must be SO CAREFUL that we address people according to their status... and to not confuse them. Sure, they may say "oh silly white girl" but I'd rather have them be impressed by how well I know their culture.
Besides learning logistics like that, I was able to spend a lot of time in the library this week reading. YAY!!! I'm really trying to read a lot on African dance in general... trying to get a feel for what the traditions are, what the motivation behind the dancing is. WHY? Well, if I want to study how dance in changing, I must know where it began.
One thing I've found interesting is that dance used to be taught in two ways: if you were a professional dancer, you would learn from a master dancer; if you were just a common member of the tribe (or "ethnic group"), you learned by observation. In Ghana it is the same way. So, in general, Africans never learned dances in a class setting-- like my ballet class I took all growing up. HOWEVER, in Ghana, there is now a University in Accra that has a DANCE MAJOR!
WAIT! I thought Africans didn't learn dance like that? And to learn modern/ballet along with your traditional African dancing?!?! Dance is definitely changing in the city. Now, some of my other research told me that Kumasi is still more rooted in the traditions of past Africa (more so than Accra) so will the same change be happening? I think so. Well, I hope so... it's what I want to base my whole project on. If you go to "field development notes", then you can see my question I want to focus on. I think there will be a case for it. At least, all my reading thus far tells me there will be. Studying it in a rural setting will really help me see how far this change is penetrating the more rural areas of Ghana.
Akramah gave me hope that yes, I CAN study this is Wiamose because he told me:
WHY even study this? Well..... honestly?...... All that I've read about African dance is so beautiful and poetic:
“the purpose is to communicate... for him and for his people, the dance is life!”
“thoroughly tired after a long day, they will not dance under
ordinary circumstances; but they cannot resist it when
there is some really good thing to celebrate"
See, dancing is so much more than movements of the body-- it's an expression of one's emotions. Nowhere is that more true than in Africa. Sure, teenagers and young adults learn the traditional dances... heck, they may even dance them BUT is it the same? Is that how they express their emotions or are they resulting to a different style of dance? Are they simply dancing their ancestral dances because it's tradition or are they dancing them because they believe it too? See! This is why it's so important that I thoroughly understand Ghanaian dance history... that I may know WHAT the traditional dances represent, and WHY they were danced in the first place.
" If you're going to make mistakes, I'd rather you make them with me instead of when you're in Ghana."
I have a feeling I'm going to be making a lot of mistakes like that but hey, that is part of the learning process. The Twi class is also very helpful when it comes to things like that- what words are acceptable, what will cause offense. For instance, Millie told us that we must be SO CAREFUL that we address people according to their status... and to not confuse them. Sure, they may say "oh silly white girl" but I'd rather have them be impressed by how well I know their culture.
Besides learning logistics like that, I was able to spend a lot of time in the library this week reading. YAY!!! I'm really trying to read a lot on African dance in general... trying to get a feel for what the traditions are, what the motivation behind the dancing is. WHY? Well, if I want to study how dance in changing, I must know where it began.
One thing I've found interesting is that dance used to be taught in two ways: if you were a professional dancer, you would learn from a master dancer; if you were just a common member of the tribe (or "ethnic group"), you learned by observation. In Ghana it is the same way. So, in general, Africans never learned dances in a class setting-- like my ballet class I took all growing up. HOWEVER, in Ghana, there is now a University in Accra that has a DANCE MAJOR!
WAIT! I thought Africans didn't learn dance like that? And to learn modern/ballet along with your traditional African dancing?!?! Dance is definitely changing in the city. Now, some of my other research told me that Kumasi is still more rooted in the traditions of past Africa (more so than Accra) so will the same change be happening? I think so. Well, I hope so... it's what I want to base my whole project on. If you go to "field development notes", then you can see my question I want to focus on. I think there will be a case for it. At least, all my reading thus far tells me there will be. Studying it in a rural setting will really help me see how far this change is penetrating the more rural areas of Ghana.
Akramah gave me hope that yes, I CAN study this is Wiamose because he told me:
"Traditional dance and music are still part of Ghanaian life although much of the significance has been lost in the marriage between western culture and traditional African culture. Again, it is in the rural areas that you can see some of the significance bearing on the youth."
WHY even study this? Well..... honestly?...... All that I've read about African dance is so beautiful and poetic:
“the purpose is to communicate... for him and for his people, the dance is life!”
“dancer is the connection between the earth and the sky”
“they give themselves up to dancing and feasting.
they are terribly excited at this time and cannot remain at rest"
they are terribly excited at this time and cannot remain at rest"
“thoroughly tired after a long day, they will not dance under
ordinary circumstances; but they cannot resist it when
there is some really good thing to celebrate"
See, dancing is so much more than movements of the body-- it's an expression of one's emotions. Nowhere is that more true than in Africa. Sure, teenagers and young adults learn the traditional dances... heck, they may even dance them BUT is it the same? Is that how they express their emotions or are they resulting to a different style of dance? Are they simply dancing their ancestral dances because it's tradition or are they dancing them because they believe it too? See! This is why it's so important that I thoroughly understand Ghanaian dance history... that I may know WHAT the traditional dances represent, and WHY they were danced in the first place.
Monday, January 10, 2011
random update!
So, I just got an email back from Akramah Cofie, the gentleman from Ghana who lives in Springville. AH! I'm so excited to talk with him and hopefully get a more sound understanding of dance in Ghana before I head over there. I really think this is going to help shape my study a lot!
He also said we could talk about other cultural things like cuisine, transportation, etc! He's going to be a great contact I think. I'll be sure to keep notes on all that he tells me.
He also said we could talk about other cultural things like cuisine, transportation, etc! He's going to be a great contact I think. I'll be sure to keep notes on all that he tells me.
Saturday, January 8, 2011
Learning Journal 2
Did you know that the good old HBLL actually has quite a lot of articles and books about African dance, and especially Ghanaian dance? Well, they do! How do I know? Because I spent my Friday afternoon looking up as many books as I could. Now it just comes to reading them.
I know it's going to be a lot of reading but I know that if I keep my mind open, I'll be able to pick up on how to make my project more defined. I know I want to study dance, and try to figure out why the dancing in Ghana is changing-- WHAT is it that is driving the change.
Just in reading the assignment for Monday, ideas came to my mind. What if I focus on the difference in dance for men and women, and how that reflects the roles of men/women in the society. Does it reinforce those distinct and different societal roles or does it allow them to break free from them?
Or, what about studying the history of dance in terms of a political movement. Has it even been one? I would need to do more research on that one. I know in many countries, music has been a form of revolution-- was it that way in Ghana? Did dance have anything to do with that?
I was given some hope when I read "more typically, you'll attempt to make sense out of an ongoing process that cannot be predicted in advance". OKAY GOOD! so, in a way, it's okay that I'm not sure what to write on right now, but if I read enough about the history of Ghana and dance, if I listen to enough Ghanaian music, if I watch enough African dance... perhaps I can have some research set before I even set foot in Ghana.
..... I'm finally making headway on the research side of things. I emailed the professor at UVU who I was told could help me. She then referred me to a friend she knew who lived in Utah Valley, was from Ghana, and is an artist. I'm hoping he can help me!! I've also gotten some names of contacts that I can visit when I get there.... already got some interviewees :) (now I just need questions for them to answer!) As far as reading goes, I'm getting there. Trying to sort out through all the different books to find which ones will really help me is the hard part.
My topic is starting to take a life of its own, I feel like. What direction it will go? I do not know but I have a feeling it's going to be a different emphasis than I originally thought!
I know it's going to be a lot of reading but I know that if I keep my mind open, I'll be able to pick up on how to make my project more defined. I know I want to study dance, and try to figure out why the dancing in Ghana is changing-- WHAT is it that is driving the change.
Just in reading the assignment for Monday, ideas came to my mind. What if I focus on the difference in dance for men and women, and how that reflects the roles of men/women in the society. Does it reinforce those distinct and different societal roles or does it allow them to break free from them?
Or, what about studying the history of dance in terms of a political movement. Has it even been one? I would need to do more research on that one. I know in many countries, music has been a form of revolution-- was it that way in Ghana? Did dance have anything to do with that?
I was given some hope when I read "more typically, you'll attempt to make sense out of an ongoing process that cannot be predicted in advance". OKAY GOOD! so, in a way, it's okay that I'm not sure what to write on right now, but if I read enough about the history of Ghana and dance, if I listen to enough Ghanaian music, if I watch enough African dance... perhaps I can have some research set before I even set foot in Ghana.
..... I'm finally making headway on the research side of things. I emailed the professor at UVU who I was told could help me. She then referred me to a friend she knew who lived in Utah Valley, was from Ghana, and is an artist. I'm hoping he can help me!! I've also gotten some names of contacts that I can visit when I get there.... already got some interviewees :) (now I just need questions for them to answer!) As far as reading goes, I'm getting there. Trying to sort out through all the different books to find which ones will really help me is the hard part.
My topic is starting to take a life of its own, I feel like. What direction it will go? I do not know but I have a feeling it's going to be a different emphasis than I originally thought!
Thursday, January 6, 2011
Learning Journal 1
Part of this first journal entry will be from my previous thinking, and the second half will be from the assigned reading for Section tomorrow.
I decided to do my research on dance. Now, dance is a HUGE part of Ghanaian culture, heck, it's a huge part of every culture. I think that's why I want to study it-- it's something we already have in common. Back to the intellectual thinking...... I've been thinking lately about what methods I want to use to gather my research and I've come up with some really good ideas, or so I think.
Now for the reading.... lets see if anything popped out to me.
One thing I realized while reading this article "Cocoa, Marriage, Labour and Land in Ghana: Some Matrilineal and Patrilineal Perspectives" is that I need to have a somewhat solid understanding of basic social patterns in the community I'll be staying in. Before I can analyze the data, I'm going to need the background. Understanding where these people are coming from.
Also, I hadn't thought about the differences between men and women. Perhaps I should pay mind to look at the different views on dance from both men and women, see if they differ at all as well. Perhaps young men don't care as much about dance as young women...and who knows why. Nice! Another viewpoint to take in my research!
I decided to do my research on dance. Now, dance is a HUGE part of Ghanaian culture, heck, it's a huge part of every culture. I think that's why I want to study it-- it's something we already have in common. Back to the intellectual thinking...... I've been thinking lately about what methods I want to use to gather my research and I've come up with some really good ideas, or so I think.
- Interviewing. This is a given because if I want to find out what Ghanaians think of dance, I should simply ask them. Thinking of questions is the hard part... good thing we'll have to work on that in a week or two.
- Observations. Everyone that I've talked to said that there is always dancing going on-- whether its for a celebration or a funeral. By watching them, perhaps I can see the similarities between the older and younger generations. Which dance moves are the same, what is different, etc.
- Music Testing. I had the idea recently, (Wednesday I think it was) that if I want to discover why the dancing between 50 year olds and 20 year olds is different, perhaps I should start by looking at their music. I then had the thought that perhaps I could get a group of volunteers and play different kinds of music, have them dance to it, and see if anything changes. Then I would definitely know if music has an influence!
Now for the reading.... lets see if anything popped out to me.
One thing I realized while reading this article "Cocoa, Marriage, Labour and Land in Ghana: Some Matrilineal and Patrilineal Perspectives" is that I need to have a somewhat solid understanding of basic social patterns in the community I'll be staying in. Before I can analyze the data, I'm going to need the background. Understanding where these people are coming from.
Also, I hadn't thought about the differences between men and women. Perhaps I should pay mind to look at the different views on dance from both men and women, see if they differ at all as well. Perhaps young men don't care as much about dance as young women...and who knows why. Nice! Another viewpoint to take in my research!
Here goes nothing!
"this could be the start of something new"
This is the first song of High School Musical 1. I swear I'll connect it to IAS 360R in just one minute-- go with me on this one. So, I'm in Honks (a dollar store) looking at folders for my school supplies, when I come across one of Troy and Gabriella (for those of you who aren't avid HSM fans... those are the main characters) singing that very song.... "this could be the START of something NEW......" Needless to say, I had to get the folder but what class was I going to use it for? IAS 360R of course!
Por que? Well, this semester begins my own "something new"-- I'm preparing to go to Ghana for a field study. And am I excited or what?!? Now, I know it's going to be a lot of work but I'm willing to do it, because I know..... I KNOW how monumental this summer is going to be for my life.
So..... for the next several months, I will be recording all of my thoughts, readings, ideas, frustrations, etc. in this blog for all the world (okay, maybe just andrew) to read.....
here we go!
This is the first song of High School Musical 1. I swear I'll connect it to IAS 360R in just one minute-- go with me on this one. So, I'm in Honks (a dollar store) looking at folders for my school supplies, when I come across one of Troy and Gabriella (for those of you who aren't avid HSM fans... those are the main characters) singing that very song.... "this could be the START of something NEW......" Needless to say, I had to get the folder but what class was I going to use it for? IAS 360R of course!
Por que? Well, this semester begins my own "something new"-- I'm preparing to go to Ghana for a field study. And am I excited or what?!? Now, I know it's going to be a lot of work but I'm willing to do it, because I know..... I KNOW how monumental this summer is going to be for my life.
So..... for the next several months, I will be recording all of my thoughts, readings, ideas, frustrations, etc. in this blog for all the world (okay, maybe just andrew) to read.....
here we go!
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