International Collaborative Research Activities International collaborative Research activities Carla Dente Professor ofEnglish theatre and drama, University of Pisa http://www.humnet.unipi.it/anglistica/servizi/IntCRActivities.htm
Extractions: International Collaborative Research Activities Funded by General Coordinator: Professor Martin James Stannard Department of English University of Leicester University Road Leicester LE1 7RH Email maj@le.ac.uk Principal overseas partners: Prof. Carla Dente Professor of English Theatre and Drama, University of Pisa Prof. Manfred Pfister , Department of English, Freie Universitat Berlin Dr Emily Eells , Department of English, University of Paris X, Nanterre Research proposal Since 1995, under a Bilateral Agreement to encourage collaborative research, the Universities of Leicester and Pisa have hosted an Anglo-Italian colloquium on methodological and ideological issues: Studies in European Cultural Transition. In 1999 a series of books with this title was launched by Ashgate under the general editorship of Martin Stannard and Greg Walker. The proceedings of the first colloquium (Pisa, 1996) were published as Scenes of Change , eds. Carla Dente and Jane Everson (Pisa: Edizione ETS, 1998), of the second (Leicester, 1997) as
UGA-IRP: FB97 - Int Agreements Part 2 and research activities for faculty and students, drama and theatre. Universita DiSiena, Di Siena (1990), Faculty exchange, collaborative research, http://www.oir.uga.edu/fb97/01gen/01gen80b.htm
Extractions: THE UNIVERSITY OF GEORGIA INTERNATIONAL AGREEMENTS Albania - England Estonia - Netherlands Nigeria - Venezuela Country and Participating University or Group Type of Agreement Estonia Tartu University (1990) Faculty exchange and cooperative research, Forest Resources Finland Helsinki School of Economics and Business Administration (1992) Faculty and student exchange, research; academic and cultural exchange, Business France CERAM ESC, Nice (1994) Development of educational programs, Business Group Commun d'Enzymologie, CNRS-CEA, Cadarache (1982) Collaborative biomass conversion research, Center for Biological Resources Student exchange Institut Superieur du Commerce, Paris Student exchange in Business Merieux Laboratories Inc., Rhone Collaboration in the production of animal rabies and poultry vaccine Universite d'Orleans, Orleans (1987)
ACS Theatre Collaborative: AD LIB News Associated Colleges of the South drama/theatre Program News. ad lib home logo ACS theatre collaborative Goals for 20022003 http://www.colleges.org/~drama/news.html
Extractions: Doug Cummins (Furman University ) and Cookie Ewing (Rhodes College) are the first team to exchange performance/coaching sessions. In April, 2003, Prof. Cummins gave his one man show Shakespeare Lives! at Rhodes. On October 5 Prof. Ewing visited Furman to coach scenes from Shakespeare prepared by Furman students. Fall, 2002
ACS Theatre Collaborative: AD LIB Workshop 2003 Associated Colleges of the South theatre collaborative 2003 Workshop Second Annual Summer drama/theatre Workshop June 2629, 2003 Birmingham http://www.colleges.org/~drama/ws2003.html
Extractions: Ad lib , the ACS drama/theatre program, held its second annual workshop June 26-29 at Birmingham Southern College. Eleven participants representing eight ACS institutions attended. Among the goals of the original group that met in June, 2002 were building an ACS drama website, looking for ways to promote faculty exchanges, and exploring other possibilities for collaboration. During the 2002-2003 academic year the website was launched (www.colleges.org/~drama). The faculty guest appearance exchange began in April when theatre chair Doug Cummins of Furman came to Rhodes College to give a one man show Shakespeare Lives and to visit theatre classes. Rhodes chair Cookie Ewing is scheduled to be a guest artist at Furman in the fall of 2003.
Drama Games Drama And Group Activities For Leaders Working With GraphicalBullet drama Games drama and Group activities for Leaders Working with Running Regular Sessions of drama Games; Moving into drama and theatre http://www.captus.com/Information/tochea08.htm
Captus Press Catalogue drama and Group activities for Leaders Working with Persons of all Ages and Running Regular Sessions of drama Games; Moving into drama and theatre http://www.captus.com/information/catalogue/book.asp?Book Number=129
Kincoppal - Rose Bay why study drama rationale year 78 year 9-10 year 11-12 other activities As drama is a collaborative creative art, the focus is on improvisation and http://www.krb.nsw.edu.au/curriculum/curric_7_12_drama.asp
Extractions: A knowledge of the arts has always been considered a cultural necessity. The performing arts, in particular, have played a significant part in the social definition and redefinition by, for example, handing down valued myths, questioning a society, or confirming a culture. Drama examines human societies, attitudes and values in a distinctive way. Drama is valuable in that it provides students with a medium through which they can organise and make sense of their subjective inner understanding of their world, the human condition, conflict and a whole range of human experiences and cultures. It is one aspect of aesthetic education, enabling students through the creation, presentation and
Projektas activities REPORT 2004. NEW drama ACTION. NEW drama ACTION is international newdramaturgy and theatre festival the purpose of which is to present the most http://www.theatre.lt/english/projektai.php?n=8
The MFA Scene Design Program In The Department Of Drama At UCI The Department in drama offers MFA degrees in Scene Design, Costume Design There is a new Digital Café located within the theatre activities? compound. http://drama.arts.uci.edu/faculty_bios/goheen/designprogram.htm
Extractions: The MFA Scene Design Program in The Department of Drama at UCI http://www.arts.uci.edu/drama/-http://www.arts.uci.edu/- http://www.uci.edu/ The University of California with its ten campuses is one of the leading university systems in the world. UCI was added to this family of universities in 1965 and has achieved excellence in an impressively short time. The Department of Drama at the University of California, Irvine is a nationally recognized and highly ranked three-year program. It is described by the ARCO/Prentice Hall Guide to Graduate Programs in the Arts as one of the top ten professional training programs in the country and is ranked among the top dozen graduate programs in Theatre by U.S. News and World Report. The Department in Drama offers MFA degrees in Scene Design, Costume Design, Lighting Design, Stage Management, Directing and Acting . These 3-year programs provide intense professional training at the highest level. Location, Location, Location The beautiful University of California, Irvine campus is located an hour south of Los Angeles and 10 minutes east of the Pacific Ocean . This location is important to the success of our graduate students. With Los Angeles close-by, students can take advantage of the television, film and theatre industries this vibrant city offers. And, Irvine, as part of the lovely rolling hill region near the beach communities of Newport Beach, Laguna Beach and Huntington Beach, offers a tranquil haven in which to study and train. UCI is the perfect location to pursue graduate studies-a learning environment that combines the intensity of Los Angeles with the serenity of Irvine.
Drama Department drama is a collaborative art form. The problem solving, constructing, presenting and reflecting are collaborative activities in the drama class. http://wci.wrdsb.on.ca/drama_department_page.htm
Extractions: This course emphasizes the active exploration of dramatic forms and techniques, using material from a wide range of authors, genres, and cultures. The study of dramatic arts provides students with an opportunity to take on roles, to create and enter into imagined worlds, and to learn in a unique way about themselves, the art of drama, and the world around them. ADA 2OI (Grade 10 Drama) The Grade 10 Dramatic Arts course requires students to explore dramatic forms and techniques, using their own ideas and concerns as well as ideas in sources selected from a wide range of genres, texts (used in the broadest sense), forms and cultures. Student learning includes the identification and use of the elements of time, place, role/character, dramatic situation/tension, and structure in creating, sustaining and communicating authentic drama. Students assume responsibility for decisions made in the creation and presentation of the drama, and analyse and reflect on the experience. ADA 3MI (Grade 11 Drama, University/College Prep):
Extractions: Previous Contents Next EFFECTIVE LEARNING AND TEACHING IN SCOTTISH SECONDARY SCHOOLS:DRAMA The quality of learning and teaching The size of teaching groups in drama varied significantly from school to school and across the various stages within each school. Such variation made considerable demands on teachers. They required to make effective use of space and resources and adjust their teaching approaches to the size of the group without compromising the practical nature of the subject. Particularly at S1 /S2 and in Standard Grade classes, there was likely to be a wide range of attainment within each class. Most drama teachers adopted teaching approaches which took appropriate account of these circumstances. The HM Inspectorate reports Achievement for All and Achieving Success in S1/S2 identify key principles of effective direct teaching which should be adopted in all departments. differentiate between pupils in the amount of teacher support and in the length of time required in either individual or group activities; engage pupils actively in situations which challenge and extend them in terms of drama skills and personal experience;
Extractions: Previous Contents EFFECTIVE LEARNING AND TEACHING IN SCOTTISH SECONDARY SCHOOLS:DRAMA This report has identified good practice in the teaching of drama and has indicated aspects for further development. The following brief conclusions and related recommendations identify priorities to be addressed by teachers and others responsible for the future development of the subject. The educational importance of drama is widely recognised. Drama can have a central role in the personal and social development of young people. It involves pupils in investigating and exploring issues through working with others in developing and presenting ideas. Education in drama should provide pupils with opportunities to develop their understanding an skills in: the exploration of attitudes, values and behaviour; the creation of roles and relationships; group co-operation; interpretation and analysis; and communication and presentation. At all stages of the drama curriculum, there should be clear and specific aims to ensure a progressive experience for pupils as they move through S1 to S6. Fewer than half of Scottish secondary schools are able to provide specialist drama courses for pupils in S1 / S2. A majority of pupils in secondary schools do not have the opportunity to follow the Standard Grade course in drama. Inspection evidence showed that the vast majority of drama teachers were competent and committed professionals. For some of them, staff development opportunities had been very limited. Most departments had accommodation and facilities well suited to teaching drama and nearly all had good or very good levels of resourcing for general aspects of drama. In general, however the further development of the subject requires improvements in staffing, accommodation and resources.
Performing Arts And Music: Theatre Activities u International drama, theatre and Education Association (IDEA) Partners.theatre. activities. International theatre Day 27 March http://www.unesco.org/culture/creativity/perform/html_eng/activityt.shtml
Extractions: Development From Diversity to Pluralism ... United Nations Educational, Scientific and Cultural Organization UNESCO Sitemap Glossary Links News and Events ... Search Languages English Français Español Publications Statutory Texts Write to us Frequently Asked Questions About Culture Anniversaries, Days and Decades Fellowships Funding and Patronage Prizes Recruitment and Internships Who's Who?
Extractions: Search Our Catalog Contact Us Shopping Cart Home Teaching Aids Scenes and Monologues One Act Shakespeare Improvisation Directing Music and Choreography Costuming Melodrama Technical Makeup Careers in Theatre Submitting Plays Meet the Playwrights Contest Application Pioneer Drama Service offers a complete selection of materials that are ideal for classroom use or your own personal library. Your search produced a total of 25 results. 112 Acting Games
Extractions: Search Our Catalog Contact Us Shopping Cart Home Teaching Aids Scenes and Monologues One Act Shakespeare Improvisation Directing Music and Choreography Costuming Melodrama Technical Makeup Careers in Theatre Submitting Plays Meet the Playwrights Contest Application As a full-service theatre publisher, Pioneer Drama Service maintains an exceptional collection of quality theater resource materials, which will take the mystery out of theatrical techniques and enhance your productions. These theatre textbooks and theater aids are ideal for any individual thespian or for any drama department in need of educational resources. Your search produced a total of 104 results. 100 Great Monologs
Home drama means doing. Infusing drama/theatre techniques into the curriculum allows active learning in the classroom; cooperative, collaborative activity http://www.svsu.edu/~rubin/
Extractions: INTEGRATING DRAMA/THEATRE INTO THE CURRICULUM Drama means doing. Infusing drama/theatre techniques into the curriculum allows for hands-on learning that is meaningful and lasting. Such lessons provide learning opportunities in two content areas - drama/theatre and the subject with which it is paired. According to Zemelman, Daniels, and Hyde, the following are among features that are desireable for promoting effective teaching and learning across the curriculum. These features are inherent in the drama/theatre experience. Drama/theatre is an art that puts learning in the spotlight! As you look at the lessons designed for this project, you will see how drama/theatre can be integrated into elementary, high school, and university classes. You will notice the diversity in terms of students ages, content covered, and activities used. Participants need little, if any, experience with this approach to curriculum. Once they try it, however, they are likely to be impressed by the results. Students are learning and having fun; teachers are taking pride in the creative achievements fostered. The chart below is offered to help you in selecting activities to integrate into your curriculum. While not comprehensive, it provides a foundation from which you might start.
Longman Anthology Of Drama And Theater, The A Global Perspective Longman Anthology of drama and Theater, The A Global Perspective (REPRINT) Suggestions for collaborative activities and online research topics are also http://www.ablongman.com/catalog/academic/product/0,1144,0321291387-DS,00.html
Longman Anthology Of Drama And Theater, The A Global Perspective Longman Anthology of drama and Theater, The A Global Perspective, Suggestionsfor collaborative activities and online research topics are also featured http://www.ablongman.com/catalog/academic/product/0,1144,0321088980-DS,00.html
Pacific School Of The Performing Arts - Classes CrD focuses on elements of Creative drama. activities include storytelling,roleplaying, theatre games, listening, singing and puppetry. http://www.pacarts.org/classes.htm
Extractions: [6 semesters, year-round curriculum] A unique musical experience for parents/caregivers and newborn to 18 month old babies. Each forty-five minute class includes multiple levels of activities appropriate for lap babies, crawlers, and walkers. Activities include baby massage, warm-ups, group dances, and object/instrument exploration. Throughout the classroom experience, parents will learn how activities aid in their baby's development. (4 semesters/Academic Year in combination with Kindermusik Adventures Curriculum during the Summer Semesters) A very special bonding time for toddlers and their parents/caregivers to share a fun-filled half hour class of musical activities: singing, dancing, listening, and playing simple rhythm instruments. The curriculum is specially crafted to support the child's total development: cognitive, emotional, social, language, and physical development areas. Home materials include a home activity book, two children's literature books, Zig Zag blocks, two compact discs, and a vinyl tote bag.
Restoration And Eighteenth Century Drama And Theatre call a collaborative investigation of the dramatic literature and the theatre of We ll also attend to performance this is not a course in drama http://www.stthomasu.ca/~hunt/32369900/3236pt00.htm
Extractions: MW 2:30 - 4:45; F 2:30 - 3:20 [A Word From Doctor Johnson] Course Introduction This course is organized and conducted very differently from most English courses. That's why this description of it is probably longer and more detailed than any you've ever seen, and why I'll offer you a chance to consider it at some length. It will be organized as what I call a "collaborative investigation" of the dramatic literature and the theatre of the Restoration and Eighteenth Century in England. In short, what that means is that the members of the class work together to explore and learn about the texts and their context, rather than reading, listening to lectures on, and discussing a pre-decided list of texts. I think of it this way: if there were a group of people who wanted to find out about a subject in this case, this literature how would we best go about doing that if there
