168 results on '"theatre education"'
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2. I Shall Not Hate: A Theatre Pedagogical Examination of the Phenomenon of Hate and Fromm’s Theory of a Productive Character Orientation
- Author
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Hahn, Marie and Tiedemann, Markus, editor
- Published
- 2024
- Full Text
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3. Theatre Pedagogy at the Staatsschauspiel Dresden
- Author
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Seiler, Bettina, Hahn, Marie, and Tiedemann, Markus, editor
- Published
- 2024
- Full Text
- View/download PDF
4. The craft of acting as a pedagogical model for living a flourishing life in a world of tensions and contradictions.
- Author
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Frimberger, Katja
- Subjects
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PHILOSOPHY of education , *INTELLECTUALS , *PLEASURE , *ACTING - Abstract
In this paper, I explore German playwright Bertolt Brecht's conception of the art of acting, and his views on the new actor's conduct towards their craft, as a pedagogical model for Brechts' broader view on how we should live our lives. Drawing on his key writings – most importantly, his famous street scene essay – I will show that Brecht's conception of the theory-practice connection in his approach to actor training/acting bears some deeper insight into Brecht's conception of the art of living a flourishing life. The new actor is called to develop a conduct of careful observation and imitation of human action, one that is marked by the pleasure and lightness of exploring the contradictory workings of the social world. By placing the actor's craft at the heart of his educational philosophy, Brecht invites us (the audience) into the theatre as a pedagogical space. Here, not unlike Brecht's actors, we are summoned to hone our ability to boldly engage with a complex world of human actions and ideas. Brecht maintains that there resides an intellectual as well as sensual delight in being challenged to not simply accept theatre's presentations as 'truth'; instead, we are to learn to 'weigh up', 'test', and 'improvise' joyfully with theatre's proposed ideas and practices—so that we may find out if they serve, or hinder, the creation of a larger flourishing life (beyond the theatre): a life in which we can move together, pleasurably. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
5. Creative supervision for drama teachers.
- Author
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Schubert, Maria
- Subjects
DRAMA teachers ,THEATER education ,VIDEOCONFERENCING ,DRAMA therapy ,COVID-19 pandemic ,PARENT-teacher relationships - Abstract
This article seeks to understand and explore the experience of a creative supervision group for drama teachers. The group was organized as part of the network of the Theatre Studies Alumni of the University of Athens (Greece) from January to June 2021. The restrictions imposed by the COVID-19 pandemic moved these meetings to the Zoom platform, giving the opportunity for drama teachers living outside Attica to participate. In this article, the author discusses the distinctions between dramatherapy and theatre education, as well as their similarities and differences in practice. The author first presents how theatre education works in Greece and then discusses the results of a questionnaire completed by the participants in the creative supervision group. The results suggest that a creative supervision group can provide the necessary feedback, release, and the safe aesthetic distance for drama teachers to work and reflect on issues that concern their students, parents, fellow teachers, as well as their own role. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. Mastery of modern technologies in higher education institutions as a basis for the work of a future media specialist
- Author
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Yu. Harmash, E. Timlin, and A. Khymych
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innovative methods ,educational process ,film education ,multimedia ,theatre education ,Education ,Psychology ,BF1-990 - Abstract
In the era of modernisation, mastering modern technologies and innovative working methods is an important aspect of any business. Modern technologies are no less relevant in the work of future directors, because, having mastered them, a specialist can adapt to modern professional trends and improve the quality of their projects. The purpose of this study was to cover the aspects of the use of modern technologies in the training of future directors and to prove that mastering them is necessary for successful professional activity. To fulfil this purpose, the methods of analysis and synthesis, comparison, generalisation, induction and deduction were used. The study revealed the need to use innovative technologies in the work of modern specialists, namely in the activities of future directors. The paper described the specific features of preparing future directors for professional activity in higher education institutions. The study analysed aspects of directing activity in the era of modernisation. The authors described modern technologies and the possibilities of their application in filmmaking. The importance of modern technologies for future specialists in terms of distance education and blended education was covered. The authors described the prospects for the development of film and theatre art if future directors use modern technologies. Positive and negative aspects of the use of modern technologies in filmmaking were covered. Recommendations for improving the process of mastering modern technologies in higher education institutions were provided. It was concluded that future directors need to master modern technologies to develop Ukrainian theatre and cinema. The results of this study can be used by the management of art higher education institutions to develop curricula, by teachers to improve the educational process, and by students when studying and preparing for professional activities.
- Published
- 2023
- Full Text
- View/download PDF
7. Cultivating young people's relationships to a theatre building : new perspectives in regional theatre
- Author
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Henderson, Carly, Hughes, Jennifer, and Parry, Simon
- Subjects
792.0941 ,Craft ,Theatre education ,Participation ,Regional Theatre ,Situated learning - Abstract
This thesis contributes to the study of regional theatre, an under-researched area of contemporary British theatre studies. It presents new perspectives on the theatre building as a focus and location for learning, and the development of civic identity amongst young people. The thesis begins with a historiography exploring the development of education activities delivered in regional theatres from 1958 - 2008. I identify and detail a sub-narrative within these histories, relating to engagement practices connected to the theatre building. The thesis presents an argument for education practices that draw on the diverse technical skills and artistry inherent in a producing theatre context, an area that I argue has been overlooked in theatre education research. Using Richard Sennett's theoretical articulations of the skills and value systems inherent in craft, I offer a mapping of craft in theatre education, presenting insights into young people's experiences of learning alongside technicians, stage managers and costume makers. I explore these themes in a detailed case study approach, focusing on the work of Oldham Coliseum Theatre, a publicly subsidised, producing theatre. A former mill town in the North of England, Oldham has a population broadly made up of people from white British and South Asian backgrounds. Using my role as a working practitioner at the Coliseum as a base for the research process, I present an autoethnographic account and analysis of the development of a model of local secondary schools' provision. Few sources exploring engagement with theatre buildings draw on long-term empirical work with young people. To provide new understandings of the educational and social significance of this engagement in Oldham, in young people's terms, I developed a novel methodology that incorporates and analyses the experiences of eight young people. Utilising photography and photo elicitation, these young people have documented and reflected on their engagement with the theatre over a 4-year period. Their photographs, threaded through the thesis, uncover and illuminate the material qualities of the theatre, as a place, and as a space for learning.
- Published
- 2020
8. Od wychowania teatralnego do pedagogiki teatru (w kontekście teorii wychowania estetycznego Ireny Wojnar).
- Author
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Żardecki, Wiesław
- Abstract
The main purpose of this paper is to determine and distinguish, in a sparing and, by necessity, brief manner, the ideas and statements of theatre education, and present facts and experiences (conceived as a change) providing grounds for building up the concept of theatre pedagogy. The paper is divided into three parts, presenting the synthetic assumptions of Professor Irena Wojnar's Theory of Aesthetic Education by its field-determined specification, i.e. the concept of theatre education and proposal of a difficult synthesis of pedagogy and theatre, its sources and foundations, as well as cultural and pedagogical premises for its legitimacy. The issues addressed are grounded in the pedagogy of culture, yet at the same time stem from Professor Irena Wojnar's Theory of Aesthetic Education, offering a clearly outlined general concept of education that focuses on the problem of value and its connections with human enrichment processes. Theatre education is construed here as the refinement of the imagination with regard to values carried by the art of theatre, through the educational situations it creates, and treating it as a specific form of self-education, self-creation or simply making it real. The analysis of multiple relationships and dependencies between values carried by theatre and human education (considering the context of contemporary culture) identifies the main points of interest for theatre pedagogy, at the same time setting the direction for research work. Although it would be hard to treat it as a separate sub-discipline at this stage of its development (perhaps only as an intellectual short-cut), it may undoubtedly serve as a certain interpretation guideline, an observation point, if not as much as a perspective for discussing theatre-related issues. In any case, while addressing the issue of the human being and theatre, in its educational context, and enhancing one's personal potential, it covers an area of reflection not covered by other fields of theatre studies and research, as well as phenomena affecting and related to theatre. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
9. LA EDUCACIÓN TEATRAL EN LOS LIBROS DE TEXTO DE LENGUA CASTELLANA Y LITERATURA DE EDUCACIÓN SECUNDARIA OBLIGATORIA.
- Author
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Martínez León, Patricia
- Subjects
COMPULSORY education ,SPANISH language ,EDUCATION research ,TEXTBOOKS ,SECONDARY education ,SPANISH literature - Abstract
Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
10. Shadows of History, Echoes of War: Performing Alongside Veteran Soldiers and Prison Inmates in Two Canadian Applied Theatre Projects
- Author
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Belliveau, George, Prendergast, Monica, Bresler, Liora, Series Editor, Davidson, Judith, Editorial Board Member, Espeland, Magne, Editorial Board Member, Higgins, Chris, Editorial Board Member, Illeris, Helene, Editorial Board Member, Lin, Mei-Chun, Editorial Board Member, O'Donoghue, Donal, Editorial Board Member, Parsons, Mike, Editorial Board Member, Sæther, Eva, Editorial Board Member, Schonmann, Shifra, Editorial Board Member, Stinson, Susan W., Editorial Board Member, Finneran, Michael, editor, and Anderson, Michael, editor
- Published
- 2019
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11. The Effects of an Authentic Collaborative Project on University Directing Students' Learning Experiences.
- Author
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Ramli, Nur Hilyati, Suhaimi, Safia Najwa, and Kabilan, Muhammad Kamarul
- Subjects
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ENGLISH as a foreign language , *COLLEGE students , *PROBLEM solving , *ACTING education , *DRAMA in education , *INTEGRATED learning systems - Abstract
This phenomenological study reports an authentic collaborative project between students of acting and directing (AD) and students of Teaching English as Speakers of Other Languages (TESOL) in University Sains Malaysia (USM). The project, which is integrated and infused with features of authentic learning and creative drama education, aims to provide the AD students with new learning experiences that are authentic in nature and that focuses on their abilities to direct a full theatre performance. Using qualitative data collection methods (i.e., online reflections and open-ended items), the study identified and determined six meaningful learning experiences that the 29 AD students gained: (i) constructing, sharing, and utilizing knowledge; (ii) understanding roles as directors; (iii) identifying and solving problems; (iv) creating and building teamwork; (v) developing creativity in directing; and (vi) practising professionalism in directing. The paper also provides some guidelines for other practitioners and researchers to undertake similar projects in future and in other settings. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
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12. Theatre Education at Reduta
- Author
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Wanda Świątkowska
- Subjects
reduta ,reduta institute ,juliusz osterwa ,theatre education ,theatre laboratory ,Dramatic representation. The theater ,PN2000-3307 ,The performing arts. Show business ,PN1560-1590 - Abstract
The article presents the history and principles of theatre education at Reduta in its successive forms: from Koło Adeptów [The Apprentice Circle], established in 1921, through the Reduta Institute, to Okop [The Trench], which was the last pre-war incarnation of the school. Based on documents and memoirs, the article discusses Reduta’s comprehensive and holistic model of education, in which regular theoretical classes were accompanied by practical and physical exercises. A crucial part of the education process was student participation in the theatre’s daily operations: rehearsals, preparation of stage productions, and tours. The aim of the school was to offer future artists comprehensive preparation for various theatre functions, as well as to produce ideologically engaged social activists, who consider serving the society through art as their primary task and mission. A comparison between Reduta’s schools and other educational initiatives confirms that in terms of scope, curriculum, work methods, practices, as well as atmosphere, the former were indeed pioneering and stood out from traditional pre-war drama teaching. Published as an appendix to the article is its source material: Juliusz Osterwa, Okop, edited and with an introduction by the author of the article.
- Published
- 2020
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13. Pelataran Seni: Jurnal Pendidikan dan Kajian Seni
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music education ,dance education ,theatre education ,arts education ,performing arts education ,Education ,Fine Arts - Published
- 2021
14. Assessing Creativity as a Student Learning Outcome in Theatre Education
- Author
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Schmidt, Marcelo, Charney, Mark, Beghetto, Ronald A, Series Editor, Sriraman, Bharath, Series Editor, and Burgoyne, Suzanne, editor
- Published
- 2018
- Full Text
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15. Reconnecting Learning to Development Through Performance Ensembles
- Author
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Lobman, Carrie, Beghetto, Ronald A, Series Editor, Sriraman, Bharath, Series Editor, and Burgoyne, Suzanne, editor
- Published
- 2018
- Full Text
- View/download PDF
16. Międzynarodowa edukacja teatralna na przykładzie polsko-francuskich projektów artystycznych „Szekspir Projekt' i „MOON'
- Author
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Anna Krzemińska
- Subjects
theatre education ,theatre ,circus ,new circus ,contemporary circus ,circus pedagogy ,intercultural education ,an artistic project ,a project of international artistic exchange ,Ethnology. Social and cultural anthropology ,GN301-674 ,Communication. Mass media ,P87-96 - Abstract
The article discusses the issue of theatre education with the use of circus art elements in workshops for youth in the intergenerational and international context. Using as examples two Polish-French projects named „Shakespeare Project” and „MOON”, whose aim was an artistic exchange between professional French actors and a group of young circus artists from Klub 303 Ośrodka Kultury Kraków–Nowa Huta, the author presents multidimensional (educational, social and intercultural) influence of theatre.
- Published
- 2019
- Full Text
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17. forum theatre meets philosophy for/with children: physically exploring challenging situations in the community of philosophical inquiry.
- Author
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dewitt, zach and kingan, emi
- Subjects
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PEOPLE with disabilities , *FORUMS , *REFERENCE books , *COMMUNITY of inquiry , *THEATER education , *CONSUMER price indexes - Abstract
This paper introduces Augusto Boal's theatre practices, specifically forum theatre, to the Philosophy for/with Children [P4wC] movement. By connecting Boal's pedagogy with P4wC, we show how forum theatre techniques can empower child-participants to physically engage in Communities of Philosophical Inquiry [CPIs] centered on challenging situations that they experience. To do this, we introduce and summarize aspects of Boal's pedagogy, including his theoretical insights and methodological frameworks, with extensive reference to his book Theatre of the Oppressed. We follow with a discussion of some of the connections between the Theatre of the Oppressed movement and P4wC; specifically, we look at these movement's similar conceptions of the relationship between self and community, and the similar methodological role of both stimuli and facilitators. We end by laying out several ways in which theatre practitioners and educators have used forum theatre with children, and suggest how P4wC facilitators might utilize Boal's methods within CPI. We argue that Boal's work offers methodological tools and theoretical insights that can supplement the P4wC movement by creating more physical, creative and inclusive spaces for philosophical engagement. Ultimately, we contend that the unification of these two movements has much to contribute to the ongoing development of pedagogical practices in P4wC. Thus, we call for more research regarding Boal's methods, as well as other participatory theatre practices, in the practice of CPI. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
18. Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education.
- Author
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Moreno-Fernández, Olga
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PRIMARY education ,THEATERS ,TEACHER educators ,EDUCATIONAL resources ,TEACHER education ,SEMI-structured interviews - Abstract
Copyright of International Electronic Journal of Environmental Education is the property of International Electronic Journal of Environmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
19. A method called action(re)call. How and why we use it.
- Author
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Ahlstrand, Pernilla
- Subjects
- *
THEATERS , *SECONDARY schools , *TEACHER-student relationships , *THEORY of knowledge , *TEACHING , *DECISION making - Abstract
The aim of this article is to describe an innovative method for investigating theatre knowledge at upper secondary school level. The results will function as an example of how the method called action (re)call can be used. The aim of working with the method, in collaboration with teachers and students, is to develop knowledge about ways of knowing in theatre education. The method represents a way to develop knowledge in relation to a complex, divergent assignment, in this case a stage production, and shows how didactic decisions can be planned in a systematic way. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
20. It’s All Critical: Acting Teachers’ Beliefs About Theater Classes
- Author
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Thalia R. Goldstein, DaSean L. Young, and Brittany N. Thompson
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acting ,theatre education ,social skills ,cognitive skills ,teachers ,arts education ,Psychology ,BF1-990 - Abstract
Acting classes and theater education have long been framed as activities during which children can learn skills that transfer outside the acting classroom. A growing empirical literature provides evidence for acting classes’ efficacy in teaching vocabulary, narrative, empathy, theory of mind, and emotional control. Yet these studies have not been based in what is actually happening in the acting classroom, nor on what acting teachers report as their pedagogical strategies. Instead, previous work has been unsystematic and fragmented in its measured transfer outcomes, and absent mechanistic explanation. Expanding research on this topic requires more grounding in teachers’ beliefs about the acting classes they teach, as well as observation of the classes themselves. As a first step, we surveyed 173 acting teachers online, asking them about the activities within acting classes they believed caused change in their students, as well as which outcomes they believed were changed as a result of acting classes. Teachers taught across educational levels (elementary to professional) and had a variety of training in teaching acting. Overall, teachers rated almost every activity within classes as important for and causing impact on students, and almost every outcome as being positively influenced as a result of acting class. When forced to rank-order outcomes, teachers focused on collaboration, communication, creativity, confidence, and empathy as most likely to change. Teachers rated the importance of class activities and outcomes differently depending on what level they taught. This study shows the difficulty of surveying highly motivated teachers, given the globally high rankings, but also proposes candidate psychological skills likely to change as a result of acting classes and the mechanistic behaviors that may cause change.
- Published
- 2020
- Full Text
- View/download PDF
21. It's All Critical: Acting Teachers' Beliefs About Theater Classes.
- Author
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Goldstein, Thalia R., Young, DaSean L., and Thompson, Brittany N.
- Subjects
TEACHER evaluation ,THEATER education ,CLASSROOM activities ,TEACHERS ,THEATER - Abstract
Acting classes and theater education have long been framed as activities during which children can learn skills that transfer outside the acting classroom. A growing empirical literature provides evidence for acting classes' efficacy in teaching vocabulary, narrative, empathy, theory of mind, and emotional control. Yet these studies have not been based in what is actually happening in the acting classroom, nor on what acting teachers report as their pedagogical strategies. Instead, previous work has been unsystematic and fragmented in its measured transfer outcomes, and absent mechanistic explanation. Expanding research on this topic requires more grounding in teachers' beliefs about the acting classes they teach, as well as observation of the classes themselves. As a first step, we surveyed 173 acting teachers online, asking them about the activities within acting classes they believed caused change in their students, as well as which outcomes they believed were changed as a result of acting classes. Teachers taught across educational levels (elementary to professional) and had a variety of training in teaching acting. Overall, teachers rated almost every activity within classes as important for and causing impact on students, and almost every outcome as being positively influenced as a result of acting class. When forced to rank-order outcomes, teachers focused on collaboration, communication, creativity, confidence, and empathy as most likely to change. Teachers rated the importance of class activities and outcomes differently depending on what level they taught. This study shows the difficulty of surveying highly motivated teachers, given the globally high rankings, but also proposes candidate psychological skills likely to change as a result of acting classes and the mechanistic behaviors that may cause change. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
22. The Belarusian Theatre Studio in Moscow: 1921-1926.
- Author
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Moskwin, Andriej
- Abstract
Copyright of Menotyra is the property of Lithuanian Academy of Sciences Publishers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
23. Generosity in performance.
- Author
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Prendergast, Monica
- Subjects
- *
GENEROSITY , *PRESIDENTS of the United States , *ONLINE trolling , *PRESS conferences - Abstract
This paper is interested in positing a new performance analysis concept in support of both seeking and recognising performances that include generosity as a key component. The politics of distemper allow for insults and derogatory remarks to be shared widely by anonymous online trolls and via Twitter and press conferences by the current President of the United States. These feel like dangerous times. I seek to provide a counterbalance by turning to a performance analysis of plays and performances that feature the enactment of generosity as a key part of what was experienced by audiences.There are three kinds of generosity in performance that I wish to trace. These three types are: 1. Structural generosity 2. Improvisational generosity 3. Intimate generosity [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
24. 'Det blev en hare och en sköldpadda i stället' : En fenomenografisk studie om teaterlärares syn på fenomenet tyst kunskap i gymnasieskolan
- Author
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Andersson, Annette and Andersson, Annette
- Abstract
Abstrakt Teater har varit ett ämne på gymnasieskolans estetiska program sedan 30 år tillbaka. I det centrala innehållet för kursen scenisk gestaltning läggs vikt vid förmågan att tolka och analysera sceniska gestaltningar (Skolverket, 2011). Det finns därför ett behov av att formulera och artikulera dessa förmågor. Ett teaterkunnande inbegriper såväl teoretisk och praktisk kunskap och det är den tysta kunskapen som den här studien omfattar. Studiens syfte är att undersöka hur teaterlärare verksamma på estetiska programmet med inriktning teater ser på tyst kunskap i kursen i gestaltning i ämnet teater. Studiens empiri är inhämtad från fem enskilda intervjuer med verksamma teaterlärare. Följande frågeställningar har formulerats för studien: Hur kommunicerar teaterläraren för att stimulera elevernas utveckling i scenisk gestaltning? Hur ser teaterlärare på tyst kunskap i sitt arbete och hur de kan synliggöra den i relation till sitt arbete? Tre olika teoretiska perspektiv har varit utgångspunkt för analysen: Polanyis (2013) tankar om tyst kunskap, Carlgrens (2015) praktiska kunskapsfilosofi och Ahlstrands (2014) begrepp bodybildung. Intervjumaterialet har analyserats genom en fenomenografisk ansats och redovisats med olika kategorier i tre olika utfallsrum. Studiens resultat visar på utmaningar för teaterlärare att verbalisera ett praktiskt kunnande, i undervisning med eleverna, och ett behov av kompetenshöjning i området. I utfallsrummen ges förslag på olika strategier som exempelvis: att ställa djuplodade frågor till eleverna om hur de ser och uppfattar gestaltning eller att erfarandet av tyst kunskap sker i stunden och är situationsbundet eller att exempelvis använda sig av liknelser för att kommunicera tyst kunskap. Studien kan ses som ett bidrag till det behov som teaterlärare har av att prata och reflektera uppfattningar av ett tyst kunnande.
- Published
- 2023
25. Generational Theory as a Lens for Approaching Musical Theatre History, 1943-2023, or a Strange Loop
- Author
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Lundy, Ben J. and Lundy, Ben J.
- Abstract
In 1991, William Strauss and Neil Howe published generational theory in Generations: The History of America’s Future, 1584-2069. Though critiqued, Strauss and Howe’s generational theory suggests that American history occurs in cycles characterized by four distinct generational turnings or moods that occur approximately every eighty years, roughly the span of a human life. Though the theory has been applied to American history, usually through a political and economic lens, this thesis will focus on the most recent Millennial Cycle and apply the theory to the development of Broadway musical theatre history. Innovative musicals such as Oklahoma! (1943), Hair (1968), Rent (1996), and Hamilton (2015) and their place in musical theatre history support Strauss and Howe’s generational theory. The theory narrates a sociocultural perspective on the evolution of the Broadway musical, a distinctively American art form. The theory could forecast future trends and serve as a helpful framework for teaching musical theatre history.
- Published
- 2023
26. Integrating Arts into the School Curriculum: Negotiating Partnerships – The Singapore Schools Project
- Author
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Mohamed, Noorlinah, Gilmer, Jane, Lee, Wing On, Series editor, Hung, David Wei Loong, Series editor, Teh, Laik Woon, Series editor, and Lum, Chee-Hoo, editor
- Published
- 2013
- Full Text
- View/download PDF
27. Les Porte Semi-ouvertes: um compte ethnographique, un drame avec le personnes privés de liberté- en plus du spéctacle
- Author
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Micael Côrtes
- Subjects
Experiência Estética ,lcsh:PN1600-3307 ,lcsh:Drama ,Theatre Pedagogy ,Ethnography ,Pedagogia do Teatro ,Etnografia ,Teatro-Educação ,Théâtre-Éducation Ethnographie ,Production of Knowledge ,Aesthetic Experience ,lcsh:PN2000-3307 ,Pédagogie du Théâtre ,L’Expérience Esthétique ,lcsh:Dramatic representation. The theater ,Theatre Education - Abstract
This paper aims to ethnographically report an experiment from a workshop entitled Playing with Theater, which was developed in a prison context from 2008 to 2009 as an observer-participant in a shed known as Escola do Presídio(Prison School), in the countryside of the State of São Paulo, together with the cultural group monitors inmates. It urges us a gaze to the field of Theatre Pedagogy: theater-education as a learning process which provides an artistic-aesthetic-pedagogical experience as a possibility to contemplate the creation, the imagination, the feelings, the emotions, the passions, the tragedies, and recreation as an adventure to broaden an open and sensitive knowledge of this area, and then make it an educational experience., Ce texte a pour but de signaler une expérimentation ethnographique d’un atelier intitulé Jouer avec le Théâtre développée dans un contexte prisonnier de 2008 à 2009 en tant que observateur-participant dans un hangar, connu comme École Prison dans l’état de São Paulo par les détenus du groupe culturel de moniteurs. Il est, par conséquent, afin de permettre un regard sur le domaine de la Pédagogie du Théâtre: théâtre-éducation, tout en apprenant un processus qui favorise artistique, esthétique et pédagogique que vous pourrez contempler la création, l’imagination, les sensations, les émotions, les passions, les tragédies et le jeux comme une aventure pour effectuer une ampleur sur une connaissance ouverte sensible dans ce domaine vers l’expérience éducative., Este texto tem como objetivo relatar etnograficamente uma experimentação a partir de uma oficina intitulada OBrincar com Teatro, desenvolvida em um contexto presidiário entre 2008 a 2009 segundo a visão de um observador-participante em um galpão denominado Escola do Presídio, situado no interior do estado de São Paulo, junto ao grupo de monitores culturais detentos. Trata-se, portanto, de possibilitar um olhar para o campo da Pedagogia do Teatro: teatro-educação enquanto uma aprendizagem que favoreça um processo artístico-estético-pedagógico na possibilidade de contemplar a criação, a imaginação, os sentimentos, as emoções, as paixões, as tragédias e a ludicidade como uma aventura para ampliar um conhecimento aberto e sensível dessa área e, então, para torná-la uma experiência educativa.
- Published
- 2022
28. Il teatro a scuola: ieri, oggi, tra antiche e nuove possibilità educative.
- Author
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Nanni, Carlo and Lewicki, Tadeusz
- Abstract
Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
29. A Escola Superior de Arte Dramática de Galicia no sistema teatral galego. Ferramentas para unha análise.
- Author
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Vieites, Manuel F.
- Subjects
DRAMA schools ,POINT processes ,ART schools ,THEATER education ,SECTS - Abstract
Copyright of Galicia 21: Journal of Contemporary Galician Studies is the property of Galicia 21: Journal of Contemporary Galacian Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
30. Current State and Prospects of Theatre Education Development in the Kingdom of Saudi Arabia
- Author
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Fadhel Almuwail
- Subjects
seminars ,theatre education ,Kingdom of Saudi Arabia ,theatre culture ,training programmes - Abstract
The purpose of the article is to identify the features and trends of modern theatre education in the context of the cultural policy of the Kingdom of Saudi Arabia based on the analysis of the national strategy in culture, the activities of the Theatre and Performing Arts Commission and the King Abdulaziz Centre for World Culture. Methods. The use of the method of theoretical analysis contributed to the study of scientific sources on the issue of theatre education in Saudi Arabia; the method of methodological and systematic analysis made it possible to reveal the purpose, objectives, and content of leading initiatives aimed at the development of theatre art; the application of the systematic method contributed to the consideration of theatrical culture and education as a whole; the method of cognitive analysis allowed us to reveal the features of the strategy of the development of theatre and performing arts. Results. The development of theatrical and performing arts as one of the main sectors of culture at the present stage is considered a priority in the national cultural strategy of the Kingdom of Saudi Arabia. In accordance with the ideological programme of the country's authorities, the development of a dialogic direction of a pragmatic combination of innovations of Western practices and Saudi traditions is actively encouraged at the present stage. With the support of the Department of Theatre and Theatre Arts of Saudi Arabia, initiatives have been launched to support the professional development of the theatre sector, meet the need for qualified national staff and develop acting and directing skills. Scientific novelty. The current state and prospects of the development of theatrical culture and education in the Kingdom of Saudi Arabia are studied; pro-government initiatives aimed at strengthening interest in theatrical art through innovative educational programmes are considered; the strategy of the Theatre and Performing Arts Commission, developed in accordance with the country’s National Strategy in the field of culture from 2021, is analysed; the role of the King Abdulaziz Centre for World Culture in preparing Saudi society for familiarisation with specialised theatrical educational spaces is revealed.
- Published
- 2022
31. Introduction
- Author
-
Medford, Gail S., Fliotsos, Anne L., Fliotsos, Anne L., editor, and Medford, Gail S., editor
- Published
- 2004
- Full Text
- View/download PDF
32. OCDE e Educação teatral
- Author
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André Luiz Lopes Magela
- Subjects
Theatre education ,Education policies ,PN1560-1590 ,OECD ,Educación teatral ,PISA ,OCDE ,Andreas Schleicher ,Políticas educativas ,Educação teatral ,Políticas educacionais ,The performing arts. Show business - Abstract
Written interview in May 2020 with Andreas Schleicher, director of education at the OECD – Organization for Economic Cooperation and Development, focusing on educational issues that directly or indirectly concern theatre education. The interview was also addressed to Stéphan Vincent-Lancrin, Ellen Winner and Thalia Goldstein, authors of an OECD book dedicated to teaching arts in schools. The approached topics comprehended the importance of artistic education, connections of artistic education with competencies, public policies in education and the global economic agenda. The interview is preceded by a preamble authored by the interviewer. Entrevista escrita, producida en mayo de 2020 con Andreas Schleicher, director de educación de la OCDE – Organización para la Cooperación y el Desarrollo Económicos, centrada en cuestiones educativas que directa o indirectamente se refieren a la educación teatral. Algunas de las preguntas también fueron dirigidas a Stéphan Vincent-Lancrin, Ellen Winner y Thalia Goldstein, autores de un libro de la OCDE dedicado a la educación artística en las escuelas. Los temas comprendieron la importancia de la educación artística, conexiones entre la educación artística con competencias y políticas de educación pública relacionadas con la agenda económica mundial. La entrevista es precedida por un preámbulo escrito por el entrevistador. Entrevista realizada por escrito em maio de 2020 com Andreas Schleicher, diretor de educação da OCDE – Organização para a Cooperação e Desenvolvimento Econômico, enfocando questões educacionais que direta ou indiretamente dizem respeito à educação teatral. Foram também entrevistados Stéphan Vincent-Lancrin, Ellen Winner e Thalia Goldstein, autores de livro da OCDE dedicado ao ensino de artes em escolas. Os assuntos abordados giraram em torno da importância da educação artística, conexões da educação artística com competências, políticas públicas em educação e agenda econômica mundial. A entrevista é precedida por uma apresentação de autoria do entrevistador.
- Published
- 2020
- Full Text
- View/download PDF
33. La Pedagogía Teatral como Ciencia de la Educación Teatral.
- Author
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Vieites, Manuel F.
- Abstract
The aim of this paper is to provide an overview of the distinct educational practices that could be included in the field of theatre education. Also, as a result, to propose the need to develop, from a scientific and academic perspective, a discipline which should offer a systematic, rigorous and normative description about what theatre education is as a specific area in the educational field, as well as about its relevant and differential features, compared to other similar areas. It also identifies essential processes to develop in the construction of Theatre Pedagogy as science and discipline, as well as in the training of educators and as an area of specific research. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
34. Umetnost in matematika: problem motivacije in predlogi za izboljšave.
- Author
-
Gorela, Anja Bajda
- Abstract
Copyright of Šolsko Polje is the property of Solsko Polje and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
35. ‘Traditional’ opera in a ‘modern’ society: institutional change in Taiwanese xiqu education.
- Author
-
Stenberg, Josh and Hsin-hsin, Tsai
- Subjects
THEATER ,THEATER education ,CHINESE operas ,CHINESE theater ,EDUCATIONAL standards - Abstract
All discourses of modernisation in the twentieth century Sinophone world engaged Western, Soviet and Japanese influences and models, and traditional Chinese theatre education was no exception. Although the Republic of China on Taiwan never confined theatre to state-sponsored organisations, a system of theatre education was created to ensure continuity of Jingju (i.e. ‘Peking opera’) performance, officially identified as the ‘national theatre’. Beginning with the 1957 establishment of a private vocational school, Jingju education adopted various (Western-inspired) models, moving from professional training colleges to the present single national post-secondary institution, the 12-year (elementary, secondary and post-secondary) National Taiwan College of Performing Arts (NTCPA). Since nationalisation in 1968, the school has featured in public debate surrounding the place of traditional theatre in Taiwan’s shifting cultural politics. Its curriculum and training methods notably came under scrutiny by a legislator in 1970, who found that the school was in desperate need of ‘modernisation’ to conform to education standards. Yet since actor technique is acquired through kinship-like student‒teacher relations, the adaptation of oral teaching to ‘Western’ and ‘modern’ ideas of education, as well as to an academic calendar, remains problematic and contested, with far-reaching implications for theatre performance. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
36. Bandidos e valentes: percorrendo os caminhos marginais da extensão universitária numa prática pedagógica entre o teatro e o enclausuramento
- Author
-
Viviane Bercker Narvaes
- Subjects
theatre ,theatre education ,individual incarcerated. ,Arts in general ,NX1-820 ,Drama ,PN1600-3307 - Abstract
This paper examines some aspects of the pedagogical practices developed in the project Theatre in Prison: a pedagogical experiment that involves the citizen responsibilities. The project took place at the Federal University of the State of Rio de Janeiro, in 2010. The 15 years of the project represents a first conquest: the creation of a space for “liberty” in a penal institution.
- Published
- 2013
37. Edukacja teatralna w Reducie
- Author
-
Wanda Świątkowska and Ziemann, Zofia
- Subjects
laboratorium teatralne ,lcsh:PN1560-1590 ,Reduta Institute ,Reduta Theatre ,theatre education ,lcsh:The performing arts. Show business ,theatre laboratory ,Reduta ,szkolnictwo teatralne ,Instytut Reduty ,Juliusz Osterwa ,lcsh:PN2000-3307 ,lcsh:Dramatic representation. The theater - Abstract
Artykuł przedstawia historię i założenia edukacji teatralnej w Reducie na różnych etapach funkcjonowania zespołu - od powołanego w 1921 Koła Adeptów, przez Instytut Reduty po Okop, który był ostatnim przedwojennym wcieleniem uczelni. Na podstawie dokumentów oraz wspomnień ukazano wszechstronny i holistyczny model kształcenia, w którym regularnym zajęciom teoretycznym towarzyszyły ćwiczenia praktyczne oraz fizyczne. Zasadniczą część edukacji w Reducie stanowiła praktyka realizowana poprzez udział adeptów w codziennej pracy teatru: w próbach, w przygotowaniu przedstawień, w objazdach Reduty. Celem szkoły było kompleksowe przygotowanie artysty do pełnienia różnych funkcji w teatrze, jak również ideowe wychowanie społecznika, który służbę społeczeństwu poprzez sztukę uważa za swoje podstawowe zadanie i posłannictwo. Porównanie redutowych szkół z innymi inicjatywami pedagogicznymi potwierdza, że pod względem rozmachu, programu nauczania, sposobu pracy, praktyk, jak również tworzonej atmosfery miały one pionierski charakter i wyróżniały się na tle przedwojennego szkolnictwa dramatycznego. Aneksem do artykułu jest materiał źródłowy: Juliusz Osterwa, Okop, ze wstępem i w opracowaniu autorki artykułu. The article presents the history and principles of theatre education at Reduta in its successive forms: from Koło Adeptów [The Apprentice Circle], established in 1921, through the Reduta Institute, to Okop [The Trench], which was the last pre-war incarnation of the school. Based on documents and memoirs, the article discusses Reduta’s comprehensive and holistic model of education, in which regular theoretical classes were accompanied by practical and physical exercises. A crucial part of the education process was student participation in the theatre’s daily operations: rehearsals, preparation of stage productions, and tours. The aim of the school was to offer future artists comprehensive preparation for various theatre functions, as well as to produce ideologically engaged social activists, who consider serving the society through art as their primary task and mission. A comparison between Reduta’s schools and other educational initiatives confirms that in terms of scope, curriculum, work methods, practices, as well as atmosphere, the former were indeed pioneering and stood out from traditional pre-war drama teaching. Published as an appendix to the article is its source material (in Polish): Juliusz Osterwa, Okop, edited and with an introduction by the author of the article. (Transl. Z. Ziemann)
- Published
- 2020
38. 'Take Me or Leave Me': Seeking a Sense of Oneself in Theatre Education
- Subjects
Gender Consciousness ,Sexual Minorities ,Individuality ,HIV ,Rent ,Theatre Education - Abstract
The purpose of this practical report is to show multiplicity in male students’ perspectives about gender and social consciousness in the new specialized subject of the international communications program, “Communication Studies Ⅰ” which started for the fourth-year students of NIT, Tsuyama College from 2019. In this course, students reconsidered their own perspectives on topics of gender, including feminism, gender bias, LGBT people, and HIV by discussing the rock musical, Rent. In consequence, they came to notice the prejudice of the people of U.S.A. in the late 1980s toward HIV-positive people, and further, to know the significance of embracing multiplicity of perspectives, such as gay or transgender. The students finally noticed a free choice in life among sexual minorities concerned with seeking an answer to what is a sense of ‘genuine’ in oneself.
- Published
- 2020
39. Responsibility with others : disability as a factor of change
- Author
-
Kwaśniewska-Mikuła, Monika
- Subjects
violence ,disability ,theatre education ,Theatre 21 ,accessibility - Abstract
The starting point of the article is the period of the coronavirus pandemic, which delivered a shock to Polish theatre. The author refers to testimonies of violence in theatre and a discussion on its productive and economic determinants. She observes that the ‘corrective proposals’ fail to consider artists with disabilities. Referring to new materialism, social ecology and the Czech concept of pohoda, she analyses ideas and practices present in the creativity (e.g. Beyond #Quarantine) and theatrical education of people with disabilities, as well as the model of Theatre 21’s functioning. She argues that including disabilities in thinking about the biodiversity of theatre could help repair relations and remodel the system to make it a safer space, based on mutual respect and acceptance, for various intra-actions and responsibility with others.
- Published
- 2022
40. BREATHING EMPOWERMENT AND BELONGING INTO THE LIVES OF AT-RISK ADOLESCENTS: A NARRATIVE INQUIRY INTO THEATRE EDUCATION IN HAWAIʻI
- Author
-
Moore, Melinda K.
- Subjects
- Theater, Education, at-risk, belonging, empowerment, Nā Hopena A‘o (HĀ), theatre education
- Published
- 2023
41. POLITYKA REPERTUAROWA TEATRU POLSKIEGO W BYDGOSZCZY W LATACH 2006-2014. ASPEKTY EDUKACYJNE I POZNAWCZE.
- Author
-
Wenderlich, Paulina
- Abstract
The purpose of this paper is to demonstrate the role of theatre education in creating a coherent and well-thought repertoire policy of an institution. In this context, questions arise about the role of culture in education and in shaping social attitudes as well as critical thinking skills. The author analyzed the research problem on the basis of selected educational activities (aimed at different audiences) carried out at the Polish Theatre in Bydgoszcz. The use of theatrical and quasi-theatrical forms in education/pedagogy implies not only the development of sensitivity to art, but above all, breaking down communication barriers and gaining new experience and knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
42. Curriculum: the contradictions in theatre education in Brazil.
- Author
-
Pompeo Nogueira, Marcia and de Medeiros Pereira, Diego
- Subjects
- *
THEATER education , *ARTS education , *HIGHER education - Abstract
The history of arts education in Brazil is summarised, based on its contradictions. Some aspects of the Brazilian educational system and the National Curriculum Parameters are presented, in order to identify the predominant approach to theatre education. Three situations of the theatre education landscape in the state of Santa Catarina, southern Brazil, are highlighted: theatre in the school system, in the Municipality of Florianópolis; the prospects for State Schools; and some aspects of rural education, specifically in teaching of arts in schools located in settlements of Agrarian Reform. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
43. El teatro cívico de Percy MacKaye: un pionero en la animación teatral y la pedagogía del ocio.
- Author
-
Vieites, Manuel F.
- Abstract
Copyright of Espacio, Tiempo y Educación is the property of Espacio, Tiempo y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
44. THE PERCEPTION OF ASJA LACIS IN ITALY: IMPACT ON THEATRE, EDUCATION, AND POLITICS.
- Author
-
Ropa, Eugenia Casini
- Subjects
CULTURAL identity ,POLITICAL stability ,ANXIETY ,ABORTION laws - Abstract
The 1970s in Italy proved to be the time of both intense cultural renewal and growing political tension, followed by street fights and violent terrorism. The breaking of traditional social and cultural models and high achievements went hand in hand in this stormy environment, facilitated by both the desire of the individual to break free and collective creativity. The latter was sustained by left-wing intellectuals and artists. Also felt was the necessity to secure once again the leading role of theatre in culture and society. In 1976, left-wing editor Feltrinelli published the translation of Asja Lācis's memoirs into Italian, entitled "Professione - rivoluzionaria" (Profession - Revolutionist), with an introductory essay on agitprop theatre in the Weimar Republic by the author of the present paper. Those turbulent years were the fertile soil that ensured the positive perception of the book and its strong impact on theatre and education, as well as the political and cultural domains. The trespassing of officially established theatre boundaries, which developed the ideas of collectivism and overtness of the individual's life, was inspired by Asja's innovative experience - it encouraged numerous theatre artists to rediscover the ethical sense in their routine work. [ABSTRACT FROM AUTHOR]
- Published
- 2015
45. BERNHARDA RAIHA RADOŠĀ DARBĪBA LATVIJĀ: 1951-1972.
- Author
-
Ulberte, Līga
- Abstract
Director and theatre theoretician Bernhard Reich (1894-1972) is one of the most outstanding personalities of the German theatre of the 1920s, who, as a director and co-playwright, has collaborated with Max Reinhardt and particularly with Bertolt Brecht. In 1922, in Berlin, Reich meets Anna Lācis, with whom he leaves for the Soviet Union in 1926 and spends the rest of his life together. Having survived the reprisals of Stalin's regime, Reich spends the last twenty years of his life in Latvia, where his creative endeavours are manifested in three ways. Firstly, Reich directs two productions in the theatre: H. Ibsen's "Hedda Gabler" (Valmiera Theatre, 1956) and B. Brecht's "Mother Courage and Her Children" (the State Philharmonic of the Latvian SSR, 1969). Secondly, during the 1960s and 1970s, Reich publishes reviews of Latvian theatre productions and articles about playwriting abroad in the Latvian periodicals. Thirdly, a number of Latvian museums and archives house Reich's own correspondence, mostly addressed to Lācis and discussing both professional and private issues. [ABSTRACT FROM AUTHOR]
- Published
- 2015
46. Enacting Lecoq: Movement in Theatre, Cognition, and Life by Maiya Murphy (review)
- Author
-
Rosin, Jordan and Rosin, Jordan
- Published
- 2021
47. Theatre as a teaching resource to work on socio-environmental problems in primary education
- Author
-
Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales, Moreno Fernández, Olga, Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales, and Moreno Fernández, Olga
- Abstract
The theatre as a didactic resource in the educational field has a great pedagogical value. In recent years several educational experiences have been carried out in the classrooms where theatre has been used as a teaching-learning tool. An educational tool with great potential from which to work in the classroom on socio-environmental problems. The objective of this article is to make an approach to how primary education teachers understand that theatre favours the treatment of socio-environmental problems in the classroom in a motivating and practical way. Semi-structured interviews have been carried out with teachers who have already used theatre in their classrooms. The results have been structured on the basis of three categories: motivation and values, context and subjects, and difficulties. The potential of theatre in primary school is highlighted, with time and the number of students in the groups being the main difficulties in incorporating them into the classroom.
- Published
- 2021
48. Enacting Lecoq: Movement in Theatre, Cognition, and Life (Book review)
- Author
-
Rosin, Jordan and Rosin, Jordan
- Published
- 2021
49. Theatre Topics
- Author
-
Rosin, Jordan
- Subjects
mask ,Theatre education ,1904 Performing Arts and Creative Writing ,Acting ,Actor training ,Theatre ,Lecoq - Abstract
Accepted version
- Published
- 2021
50. La investigación teatral en una perspectiva educativa: retos y posibilidades.
- Author
-
VIEITES GARCÍA, MANUEL FRANCISCO
- Abstract
Current educational laws in Spain state that drama schools must be competent in scientific research in their specific areas of knowledge. This fact poses big challenges to education councils, schools, and education communities, especially in light of the past and recent history of this branch of teaching. This is so because, although theatre research in Spain has a remarkable tradition, there are transcendental areas that still lack a basic development. With this article we show possibilities for the implementation and consolidation of a specific and relevant form of theatre research from an educational perspective. This might promote the development of the disciplines in the field, the promotion of a scientific culture in the schools, and the permanent updating of teachers, without forgetting the importance that research training can have in strengthening the professional skills of graduates in dramatic art. Finally, we emphasise that the development of a research culture in schools of drama is the best guarantee for their effective integration into the European Higher Education Area. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
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