Archive for the ‘ Edutainment ’ Category

Melisa Riviere a.k.a Emetrece recibe premio Lucas cubano! // Melisa Riviere a.k.a Emetrece receives Cuban LUCAS award!

meli and LUCAS

El sábado 29 de noviembre en el Teatro Karl Marx de la ciudad de La Habana recibí el premio LUCAS que se me otorgo en el 2010 por el videoclip de “Los Pelos” que realice con el grupo de rap cubano Obsesión. Para mi es un honor ser la primer estadounidense de recibir un premio LUCAS. Este premio significa para mi que se puede unir a nuestros pueblos (Cuba-US) a través de la música y que se reconoce el pensamiento critico de la mujer detrás del lente. Los videoclips y canciones que yo he realizado en Cuba durante los últimos 15 años se han hecho con muy pocos recursos, pero con mucho amor por Cuba y por su movimiento de hip-hop! Gracias LUCAS!!!

Para ver el anuncio original de este premio en el 2010 seguir este enlace.

———-

On Saturday, November 29, at the Karl Marx Theatre of La Habana, Cuba, I received the prestigious Cuban LUCAS award won in 2010 for the music video I filmed and directed of “Los Pelos” by rap duo Obsesión. It is a great honor for me to be the first U.S. citizen to receive a LUCAS award. This award signifies to me that our communities (US-Cuba) can be united through music and that LUCAS recognizes the critical thinking of women behind the lens. The music videos and songs I produced in Cuba over the last 15 years have been done with very few economic resources, but with lots of love for Cuba and its hip-hop movement! THANK YOU LUCAS!

To see the original post when this award was won in 2010 please follow this link.

 

Report back from the field…SPAN Study Abroad 2014: Puerto Rico and Cuba

Student Project for Amity among Nations (SPAN) 2014: Puerto Rico and Cuba
FSSP 5960 (spring; 4 credits) and FSSP 5970W (summer; four credits, writing intensive)
Institute for Global Studies, University of Minnesota
Faculty: Dr. August Nimtz and Dr. Melisa Rivière

Spring 2014
The Puerto Rico and Cuba SPAN study abroad course was designed around the theme of U.S.-Caribbean relations and was open to students from statewide universities and colleges. Eight students enrolled, seven were from the University of Minnesota and one from Macalester College. Students received eight upper division credits, four of which were writing intensive.

span crew prior to departure

Students took an introductory semester course in the spring with Dr. August Nimtz and Dr. Melisa Rivière in which they learned about Cuba’s and Puerto Rico’s history and culture. As preparation, students received a library reference tour from Rafael Tarrago, the Latin American Studies librarian at the University of Minnesota’s Wilson Library. The onsite and digital tour enabled students to prepare their research prospectuses with the resources available on campus. In the first semester students received weekly and biweekly lectures, conducted literary reviews, created annotated bibliographies, wrote research prospectuses, and designed their individual research models. During this introductory course students learned about research methods and ethics and they authored their interview consent forms and/or surveys as applicable to their research projects.

The SPAN crew and their research topics:
Natalie Carlson (Political Science/Junior) – Homelessness in Puerto Rico compared to state housing programs in Cuba.
Daisy Hidalgo (Political Science/Junior) – The roles of women in political resistance movements and Cuba’s revolutionary war.
Nicholas Jensen (History/Senior) – The roles and effects of the U.S. Navy bases in Puerto Rico and Cuba.
Lee Anne Mills (Art History/Senior) – Health tourism, the internationalization of Cuban healthcare, and the roles of Cuban doctors abroad.
Emily Myers (Anthropology/Senior) – The practice of Santeria religion and how it can heal social and racial injustices by honoring African heritage.
Lena Pransky (Macalester College/Latin American Studies/Junior) – The effects of the Green Revolution and the differing results of use, or lack of, genetically modified seeds in Puerto Rico’s and Cuba’s agriculture.
Moses Wallace (History/Senior) – The influences of Cuba’s military intervention in Angola and the anti-apartheid movements in South Africa.
Ava Wichmann (Global Studies/Senior) – The shared spaces of mysticism, alternative medicine, and western practices in healing and public health.

Summer 2014
The group departed for San Juan, Puerto Rico on June 15.

Puerto Rico

(June 15 – July 12)

The adevture began in Puerto Rico...

Lodging:
Students stayed in Plaza Universitaria, the University of Puerto Rico dorms, which are centrally located in Río Piedras, the city center of San Juan. Plaza Universitaria is located in a mural filled district next to the university campus and surrounded by cultural centers, libraries, restaurants, coffee shops, book stores, the urban metro subway and the bus lines that run throughout San Juan and to other major cities on the island. The dorms are located three blocks from the main square of Río Piedras called the Plaza de la Convalecencia, a historic site of the Iglesia del Pilar, a 300 year old colonial church. At the heart of Río Piedras lies José de Diego Avenue, a one-kilometer pedestrian street with stores and shops. The Río Piedras Plaza del Mercado (marketplace), a few blocks from the dorms, is the largest of its kind on the island and features shops that offer fresh fruits, vegetables, butchers, botanicas (traditional religious crafts), and small food stands. Plaza Universitaria, and the entire UPR campus, is equipped with wifi, on-site security, and trolley transportation.

Plaza Universitaria

Plaza Universitaria

Institutional affiliation:

ics logo

Instituto de Estudios del Caribe / Institute of Caribbean Studies, University of Puerto Rico

The Institute of Caribbean Studies was founded in 1958 as a colloquium series hosted by the Colleges of Social Sciences and Humanities. Today, it is a world renowned institute housed within the University of Puerto Rico, Rio Píedras campus. The mission of the Institute of Caribbean Studies is to conduct, support, and contribute to the research and pedagogy of the Caribbean region. It also has a peer-reviewed print publication titled Caribbean Studies. SPAN students were welcomed to the Institute by its director, Dr. Humberto Garcia Muñiz.

During the four weeks in Puerto Rico students engaged in:

  • An academic and agricultural tour of the University of Puerto Rico with Dr. Dale Mathews and Nadya Menendez of the Institute of Caribbean Studies.
  • A tour of the UPR Lázaro Library system with librarian Dra. Sylvia Fernandez.
  • A conference with Rafael Acevedo-Cruz and fellow graduate students from the History Department who gave us a tour and month long access to the archives of the University of Puerto Rico’s History Research Center.
  • A visit to the Center for Advanced Studies of San Juan and the Caribbean with a walking tour of Old San Juan led by historian Dr. Antonio Gaztambide.
  • A guided tour of the Anthropology Musuem exhibit “Traditions in Transition” (Tradiciones en Transición).
  • A private showing of the recent film release “El Antillano” about Puerto Rican nationalist leader Ramón Emeterio Betances. The film showing was followed by a group discussion with the film director Tito Roman.
  • A lecture and three-day excursion to Vieques with Professor Annie Fabian.
Torre UPR

SPAN crew in front of the historic UPR tower

span pr 21

SPAN crew with UPR graduate students at the History Research Center

span pr 13

On a walking tour of Old San Juan with historian Dr. Antonio Gaztambide

span pr 24

SPAN crew at the Anthropology Museum

span pr 25

SPAN crew with Tito Roman, director of the film documentary “El Antillano”

Three-day excursion to the island of Vieques
We traveled to Vieques by ferry from the city of Fajardo with Prof. Annie Fabien, Nadya Menendez, and Nancy Arocho of the Institute of Caribbean Studies. In Vieques we stayed at the SeaGate Hotel, a farm hostel with horses, dogs, cats, and roosters. On the first day we took a walking tour of the town of Isabel II and enjoyed a traditional Puerto Rican meal of rice, beans, yucca, and meat stuffed plantains called mofongo. That evening we took a nighttime kayaking tour of the Bioluminescent Bay with local guide Jorge Transporte. Our second day of the excursion, we joined an ongoing conference with University of Massachusetts-Boston students and faculty at the Vieques Fort (El Fuerte Conde de Mirasol) about current research projects on the island. Then we toured the Memorial Museum of Vieques (Museo de la memoria histórica de Vieques), Radio Vieques headquarters, and received a historical/political lecture about the U.S. Navy presence on the island by lawyer and activist Roberto Rabin. Later that afternoon, we circumnavigated the island visiting a few local sites, the southern township of Esperanza, the famous four-hundred year-old Ceiba tree, ruins of a colonial sugar factory, a native Taino archaeological rock mound where El Hombre de Puerto Ferro burial ground was discovered, and visited the former arsenals and bombing ranges of the U.S. Navy. On our third and last day in Vieques, the SPAN crew enjoyed a relaxing day at Pata Prieta Beach, where we took advantage of the white sand beach and the amazing snorkeling.

span pr 5

SPAN crew departing for Vieques with Prof. Annie Fabian, Nadya Menendez, and Nancy Arocho from the Institute of Caribbean Studies

span pr 8

SPAN crew in Vieques overlooking the town of Isabel II

SPAN 2014 PR Vieques r.rabin

SPAN crew received a historic and political lecture about the U.S. Navy presence in Vieques from lawyer and activist Roberto Rabin

SPAN 2014 PR Vieques

Around the island of Vieques

span pr 10

SPAN crew with their coconuts

 

The group departed Puerto Rico on July 13, spent the night in Miami, and took off to Havana on July 14.

Cuba
(July 14 – August 11)

Lodging:
Students stayed in university sponsored housing centrally located in the Vedado Hotel complex that includes a coffee shop, restaurant, pool, on-site security, a business center with internet accessibility, and a daily buffet breakfast. Vedado is the most modern neighborhood of Havana, developed in the first half of the 20th century. The main street outside the housing complex is Calle 23, also known as La Rampa which is full of coffee shops, book stores, restaurants, and music venues. Two blocks from the lodging to the north is the waterfront seawall known as the malecón. This is a popular place for social gatherings that many students enjoyed as a site for people watching in the evenings. Two blocks to the south of the hotel complex is the world renown cinema El Yara, known for showcasing films from the Cuban Institute for Cinematographic Art and Industry and New Latin American Cinema films.

vedado-Cuba

Vedado Hotel complex

Institutional affiliation

CEM logoCentro de Estudios Martianos / Center for Studies of Martí 

The Center for Studies of Martí was founded in 1977 to support research and teaching about the writings of national leader Jose Martí. The Center has a large research and instructional complex in the Vedado area of Havana. Equipped with classrooms, administrative offices, conference halls and internet, the Center for Studies of Martí is a world renowned educational facility that teaches about Cuban history and culture. The Center offers a library solely dedicated to archiving the original manuscripts, photographs and documents of and about Martí, a bookstore that acts as a center for the International Book Fair of Havana, a research institute, and an international relations department dedicated to academic and cultural exchanges. International relations representatives Vilma Mederos and Jorge Timoneda served as our primary liaisons and institutional hosts. SPAN students were welcomed to the Center by its director, Dra. Ana Sanchez Collazo.

Students received a diploma from the Center for Studies of Martí  for taking a four-week four credit course (64 class hours) titled “Cuba and its Culture” (Cuba y Su Cultura). The course consisted of conferences in the morning (9am-noon), a two-hour lunch break (noon – 2PM), and guided tours in the afternoons relevant to the morning’s lectures (2-6pm). Some of the locations visited included a walking tour of Old Havana (a UNESCO World Heritage site) and Revolution Square, as well as guided tours of the José Martí Memorial, the Museum of the Revolution, the Museum of Fine Arts, the Guanabacoa Museum of Afro-Cuban Religion, the Organic Agricultural Nursery (an urban farm of Alamar), and the Art Factory (a gallery and cultural center). Students were also given a guided tour of the National José Martí Library with a one-year access pass to use the library references.

SPAN crew upon arrival to Havana

SPAN crew upon arrival to Havana

span cuba jmarti

SPAN crew at the Jose Marti Memorial

span cuba 32.9

Lena at her interview with Eng. Gonzalo Gonzalez Llenere, chief of production at the Organic Agricultural Nursery (Organoponico Vivero) of Alamar

SPAN crew at Revolution Square, between the monuments to Che Guevara and Camilo Cienfuegos

SPAN crew at Revolution Square, between the monuments to Che Guevara and Camilo Cienfuegos

span cuba 13

SPAN crew receives a dance lesson from Rubén Moro’s musical troupe

span cuba 32.5 span crew with vilma y jorge cem

SPAN crew with our CEM hosts Vilma Mederos and Jorge Timoneda

span cuba 32.4 span, mirta and rene2

SPAN crew at conference about the Cuban Five with Rene and Olga Gonzalez, and Mirta, the mother of Antonio Guerrero

Students engaged in conferences and individual interviews with:

  • Lic. Adelaida Ramos on the geography of Cuba.
  • Dr. Pedro Pablo Rodriguez on the works of José Martí.
  • Dra. Maria Caridad Pacheco on the history of Cuba.
  • Dr. Carlos Alzugaray and Lic. Alejandro Perdomo on the relations between the U.S. and Cuba.
  • Dra. Sonia Moro on the role of women in the Cuban revolution.
  • Lic Rubén Moro on rhythms of Cuban music including a musical demonstration and a dance class with Rubén’s musical troupe.
  • Dra. Yoandra Adelá on public health in Cuba after 1959.
  • Dra. Ofelia Pérez on religions in Cuba.
  • Dra. Iliana Reyes Alvarez of ServiMed center for health tourism.
  • Dra. Maritza Mainegra a medical doctor of alternative medicine at the military hospital of Alamar.
  • Eng. Gonzalo Gonzalez Llenere, chief of production at the Organic Agricultural Nursery (Organoponico Vivero) of Alamar.
  • Babalawo Luis and Babalawo Ricardo (religious priests of Santeria or Ocha-Ifa).
  • Dr. Esteban Morales on issues of race, racial identity and racism in Cuba.
  • Presentatation on the case of the Cuban Five with former political prisoner Rene González, his wife Olga González and Mirta Rodriguez Pérez, mother of prisoner Antonio Guerrero.

Two day-long excursions to Santa Maria and the province of Pinar del Rio
Students took a one-day excursion to Santa Maria Beach, located east of Havana, and another one-day excursion to the province of Pinar del Rio. At Santa Maria Beach students learned about Cuba’s beachside tourism industry at one of Havana’s most popular urban beaches. In Pinar del Rio we visited Cayo Jutia, a small coastal isle off of the main island of Cuba. There we enjoyed a relaxing beachside lunch consisting of traditional Cuban food of beans, rice, plantains and ropa vieja, a typical dish made of shredded beef. We then continued to the town of Viñales where we stopped at El Mural de la Prehistoria, a prehistoric mural, and toured a tobacco plantation.

span cuba 20.1

Cayo Jutia

span cuba 25

SPAN crew at a tobacco plantation in Viñales, Pinar del Rio

Transportation:
In Cuba we were transported by one of the Pastors for Peace buses with our own chauffer named Joto, the administrator of the Pastor’s for Peace transportation in Havana. Pastors for Peace is a U.S. based interreligious organization that was created in 1988 to deliver humanitarian aid to Latin America and the Caribbean. Since 1994 Pastors for Peace has recruited humanitarian aid for Cuba throughout the United States in school buses that have been painted by various artists. The buses cross the Mexican border and are shipped to Cuba full of supplies. Sixty of their buses are currently in Cuba.

pastor for peace span 2014 cuba

SPAN crew poses with our Pastors for Peace bus in front of the National Jose Martí Library

The group departed Havana for Miami on August 11, arriving back to Minneapolis on August 12.

spanreturn miami

SPAN crew after clearing U.S. Customs and Immigration at the Miami International Airport.

SPAN students returned from their trip with a new perspective on U.S.-Caribbean relations. Puerto Rico has been a U.S. commonwealth since 1952, whereas Cuba and the United States have not had diplomatic relations since 1959. Their comparative experiences in Puerto Rico and Cuba has given them a unique understanding of two very unique Caribbean islands, one incorporated into, and the other isolated from, the United States. Visiting and immersing themselves into these differing cultures, customs, and histories allowed them to see their similarities as much as their peculiarities. Students made new life-long friends, established professional contacts that will serve their studies and careers, and conducted distinctive research that will now be the foundation of their fifty-page SPAN theses. The immersion experience was undoubtedly life changing and will directly influence not only their educational endeavors, but also their political participation and public diplomacy within the United States as global citizens.

For more information about the Puerto Rico and Cuba SPAN 2014 educational exchange program please contact Dr. August Nimtz, Dr. Melisa Rivière, or the Student Project for Amity among Nations.

Dr. August Nimtz
Department of Political Science
University of Minnesota
(e) animtz@umn.edu
(p) 612-624-1512

Dr. Melisa Rivière
Institute for Global Studies
University of Minnesota
(e) rivi0001@umn.edu
(p) 612-281-9970

Dr. Theofanis Stavrou
Evelyn Anderson
Susan Wiese
Minnesota SPAN Association
University of Minnesota
(e)mnspan@umn.edu
(p) 612- 626-1083

SPAN 2014 Summer Study Abroad on US-Caribbean Relations in Cuba and Puerto Rico with Dr. August Nimtz & Dr. Melisa Riviere

Image

What better way to study US-Caribbean relations than to visit two unique sites in the region that are isolated from one another due to their polarized relationships with the United States?

SPAN 2014 will offer a unique eight-week study abroad program to both Cuba and Puerto Rico, allowing students to gain an on-site exclusive view of US-Caribbean relations from two distinct perspectives. Potential research topics could encompass issues on either of the two islands, or a comparative approach to:

  • Class, race, ethnicity, and gender relations
  • Political structures
  • National industries (cultural, agricultural, tourism)
  • Sports (baseball / boxing)
  • Geo-politics and US-Caribbean militarization
  • Music and dance (from rumba, son, bomba, salsa, and timba to electronica or hip-hop)
  • Cinema, theatre, and performance
  • U.S. foreign policy in the Caribbean

SPAN is an intensive and rewarding 8-credit program, including preparation, research in the host country, and writing of a research paper. SPAN is open to students enrolled in any Minnesota college or university. Although basic comprehension of Spanish is recommended, there is no language requirement to apply. For more information or to apply, contact the Student Project for Amity among Nations (SPAN), 331 Social Sciences Tower, West Bank, University of Minnesota, 612-626-1083.

span@umn.edu
www.spanalumni.org
www.facebook.com/spanalumni

SPAN 2014 Cuba & Puerto Rico Advisors: August Nimtz, Ph.D., and Melisa Riviere, Ph.D

The co-advisors for SPAN 2014 in Cuba and Puerto Rico are August Nimtz, Ph.D., and Melisa Riviere, Ph.D., both of whom have worked in Cuba and Puerto RIco respectively and have extensive professional contacts on each island. Bridging their experience and networks creates an unparalleled opportunity for SPAN students.

Dr. Nimtz is a University of Minnesota Political Science professor who has long collaborated with Cuban scholars, both in Cuba and at the U.S. He teaches courses on the Cuban revolution; the politics of race, class, and ethnicity; and colonial politics in Africa. He is active in the Minnesota Cuba Committee and the Cuba-based Center for the Studies of the United States.

Dr. Riviere was once a student of Nimtz’s. Her doctoral dissertation “Son Dos Alas” offers an in-depth analysis of the local and global expressions of hip-hop in Cuba and Puerto Rico. More recently she has gained experience developing study abroad curriculum serving as Academic Director for SIT. Her contacts within the arts and music communities, alongside her audiovisual ethnographic research on each island, enhances networks and potential topics for student research projects.

Image

Edutainment: An Alternative Method for Liberal Arts Education

Edutainment: An Alternative Method for Liberal Arts Education
By Dr. Melisa Riviere

A pedagogical approach that aims to entertain while providing educational content, known as “edutainment,” has recently developed as a rescue instructional style aimed at increasing student engagement in the college classroom. By accenting lectures with slides, role-playing, or multimedia productions, a sound-bite generation is lured into engaging with theoretical disciplinary topics. Regardless of where one places the balance between education and entertainment, both continue to view the student as a passive recipient of knowledge. The lack of proper framing, formal definition and evaluative analyses has limited the definition and development of this useful, yet vulnerable, pedagogical technique. I propose we begin to assess edutainment as a formal engagement approach, rather than a salvage pedagogical methodology.

The last decade has witnessed an expansive shift in college curriculum towards multidisciplinary instruction with the creation of institutes and individualized degrees that serve as umbrellas for joining academic departments. These modifications alongside the technological developments students experience in their personal lives has furthered cross-pollination between entertainment platforms and higher education. Yet a strict divide still exists between the academies and the arts industries. Most recent uses of edutainment are often defined by the act of either: (a) inserting educational content in film, music, and theatre; or (b) inserting visual arts, cyber-networking, and multimedia components into educational curriculum. Simply inserting entertainment into educational curriculum or producing educational content without a methodological bridge is prone to dilemmas. The method remains a top-down approach and keeps the student in a receptive role susceptible to the “banking system” of education (Freire 1970). Not only is it nearly impossible for professors to keep an updated database of all potential content, selected materials should require scholastic contextualization rather than unexamined pedagogical acceptance, not to mention the problematic displacement of responsibility towards teaching if overused.

Rather than accepting edutainment as a sum of education and entertainment, I propose an alternative formula using critical pedagogy to engage students through the communal active construction of knowledge (Bransford 1990). By producing the arts (painting, theatre, dance, music, film) between students and professors based on a diverse range of liberal arts themes – in the case of my own work: the anthropology of hip-hop – yet applicable to nearly all social science topics, students build their own representations of information that is engaging, relevant, and empowering (Spiro, R.J. & Jehng, J. 1990). Lastly, edutainment, when properly executed provides a liberal arts education while also stimulating student’s trade skills in audio engineering, design, or video production, thus motivating the learner’s multiple intelligences (Bonwell, C.; Eison, J. 1991; Gardner, H. 1993; Shneiderman 1994).

References:

Bandura, A. 1977. Social Learning Theory. New York: General Learning Press.

Bonwell, C.; Eison, J. (1991). Active Learning: Creating Excitement in the Classroom AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass.

Bransford, J.D. et al. 1990. “Anchored instruction: Why we need it and how technology can help.” In D. Nix & R. Spiro (Eds), Cognition, education and multimedia. Hillsdale, NJ: Erlbaum Associates.

Freire, Paulo. 1970. Pedagogy of the Oppressed. New York. Herder and Herder.

Gardner, H. 1993. Multiple Intelligences: The Theory in Practice. New York: Basic Books.

Shneiderman, B. 1994. “Education by Engagement and Construction: Can Distance Education be Better than Face-to-Face?” [http://www.hitl.washington.edu/scivw/EVE/distance.html].

Spiro, R.J. & Jehng, J. 1990. Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. D. Nix & R. Spiro (eds.), Cognition, Education, and Multimedia. Hillsdale, NJ: Erlbaum.