Transdisciplinary reflections on the occupation of Czechoslovakia in 1968: Didactic use of the protest song in social science education

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2023-09-16 DOI:10.1386/ctl_00134_1

Denisa Labischová, Jiří Kusák

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Abstract

Linking the knowledge of related school subjects (history, civics and music), transdisciplinary didactics is one of the current trends in education. The aim of this article is to create an analytical-interpretive model for the didactic use of protest songs in social science education, supplemented by examples of learning tasks for pupils. The article describes the historical context of the events in Czechoslovakia in August 1968. The research focuses on the analysis and interpretation of the lyrics and music of selected protest songs to create a general analytical-interpretive model usable in school teaching of social sciences. The research into selected protest songs has found both similarities and differences in the motifs and symbols used, as well as in the overall character of the lyrics and melodies. The constructed analytical-interpretive model in connection with the didactic use of protest songs includes the level of motivation, analysis and interpretation, and creative and productive activities. The specific questions and tasks for pupils are applicable in school practice.

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对1968年占领捷克斯洛伐克的跨学科反思:在社会科学教育中对抗议歌曲的说教性使用

跨学科教学将学校相关学科(历史、公民和音乐)的知识联系起来，是当前教育的趋势之一。本文的目的是为在社会科学教育中使用抗议歌曲的教学创建一个分析-解释模型，并辅以学生学习任务的例子。这篇文章描述了1968年8月发生在捷克斯洛伐克的事件的历史背景。本研究的重点是分析和解释选定的抗议歌曲的歌词和音乐，以创建一个可用于学校社会科学教学的一般分析-解释模型。对精选抗议歌曲的研究发现，在主题和使用的符号以及歌词和旋律的整体特征上，既有相似之处，也有不同之处。与抗议歌曲的教学使用相关的构建的分析-解释模型包括动机水平、分析和解释以及创造性和生产性活动。学生的具体问题和任务适用于学校实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.