Relevant bibliographies by topics / Brazilian College and school drama

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Brazilian College and school drama'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Brazilian College and school drama"

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Ta Park, Van My, Joyce Suen Diwata, Nolee Win, Vy Ton, Bora Nam, Waleed Rajabally, and Vanya C. Jones. "Promising Results from the Use of a Korean Drama to Address Knowledge, Attitudes, and Behaviors on School Bullying and Mental Health among Asian American College-Aged Students." International Journal of Environmental Research and Public Health 17, no. 5 (March 3, 2020): 1637. http://dx.doi.org/10.3390/ijerph17051637.

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The limited research on bullying, mental health (MH), and help-seeking for Asian American (ASA) college students is concerning due to the public health importance. Korean drama (K-Drama) television shows may be an innovative approach to improve knowledge, attitudes, and behaviors (KAB) on bullying. This study examined whether the KAB about school bullying improved after watching a K-Drama and asked participants about their perspectives of using a K-Drama as an intervention. A convenience sample of college students (n = 118) watched a K-Drama portraying school bullying and MH issues. Pre-/post-tests on KAB on bullying were conducted. Interviews (n = 16) were used to understand their experiences with K-Dramas. The mean age was 22.1 years (1.6 SD), 83.9% were female, and 77.1% were ASAs. Many reported experiences with anxiety (67.8%), depression (38.1%), and school bullying victim experience (40.8%). Post-test scores revealed significant differences in knowledge by most school bullying variables (e.g., victim; witness) and MH issues. There were varying significant findings in post-test scores in attitudes and behaviors by these variables. Participants reported that they “love” the drama, felt an emotional connection, and thought that K-Dramas can be an educational tool for ASAs. K-Dramas may be an effective population-level tool to improve health outcomes among ASAs.
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Grace, Dominick. "“Speche of thynges smale”: Micro-College Medievalism at Algoma University College." Florilegium 20, no. 1 (January 2003): 19–21. http://dx.doi.org/10.3138/flor.20.006.

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The phrase “medieval studies” is virtually meaningless at a small school such as Algoma University College. One faculty member out of the entire faculty complement of just over 30 is a specialist in a medieval discipline, Medieval English Literature (especially Chaucer), and though AUC does have a handful of courses on medieval topics on its books (e.g. History of Medieval Europe, Medieval Philosophy), the only ones offered regularly are the upper-year Chaucer courses. Courses in medieval drama and romance are on the books, but only the drama course has been offered, and only as a Directed Studies course. Library holdings are so sparse that even many major texts (literary and critical) are available only through inter-library loan, and most major (and all minor) journals focusing on medieval studies are not in our holdings (we receive exactly three medieval-focused journals here, and Florilegium is not, I regret, among them). Research on medieval topics is therefore and of necessity difficult, requiring long delays as inter-library loan materials trickle in, as well as extensive travel to other sites. Furthermore, few students take courses focusing on medieval topics, and even fewer of them acquire an abiding love for the subject that carries them forward to careers as medievalists. Indeed, in my years at AUC, not a single student (to my knowledge) has pursued graduate studies in any medieval discipline. The preservation, let alone the nurturing and growth, of medieval studies, is extremely difficult under such circumstances. One might imagine that a rewarding, or even an interesting, career as a medievalist would be impossible under such circumstances.
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Hornbrook, David. "Drama, Education, and the Politics of Change: Part Two." New Theatre Quarterly 2, no. 5 (February 1986): 16–25. http://dx.doi.org/10.1017/s0266464x00001871.

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Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.
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DUTT, BISHNUPRIYA. "Introduction." Theatre Research International 42, no. 3 (October 2017): 323–26. http://dx.doi.org/10.1017/s030788331700061x.

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These three essays on distinct research areas and case studies cover a broad history of educational institutions in India, their focus on theatre and cultural education, and their role in creating citizens active in the public sphere and civic communities. The common point of reference for all the three essays is the historical transition from pre- to post-independence India, and they represent three dominant genres of Indian theatre practice: the amateur progressive theatre emerging out of sociopolitical movements; the State Drama School, which has remained at the core of the state's policy and vision of a national theatre; and college theatre, which comprises the field from which the National School of Drama sources its acting students, as well as new audiences for urban theatres.
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Araujo, Daniel, Guilherme Bayma, Carolina Melo, Milena Mendonça, and Luciano Sampaio. "Do extended school day programs affect performance in college admission tests?" Brazilian Review of Econometrics 40, no. 2 (April 30, 2021): 232–66. http://dx.doi.org/10.12660/bre.v40n22020.81749.

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We assess the effects of a Brazilian extended high school day program on college admission test scores. The program entails an increase in Math/Science and Language class time, and the introduction of extra-class activity time. We exploit variation in program implementation timing to apply a difference-in-differences strategy and an event-study approach. Results show positive large effects on test scores and suggest that these effects are likely driven by increased class and extra-class activity hours. Moreover, the program affects not only scores in subjects for which it contemplates increased class time, but also in Humanities. Finally, we are able to show that increased time dedicated to academic-related extra-class activities works as a multiplier of program effects. In fact, these additional hours spent in complementary activities make the magnitude of program effects double from 0.092-0.150 to 0.180-0.317 standard deviation.
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Yang, Shih-hsien. "Creative Drama in English Learning: A Study of College Students Applying English Dramas in Elementary School Students." International Journal of the Humanities: Annual Review 5, no. 2 (2007): 1–6. http://dx.doi.org/10.18848/1447-9508/cgp/v05i02/43487.

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Pithon, Matheus Melo, Rogério Lacerda dos Santos, Pedro Henrique Bomfim Magalhães, and Raildo da Silva Coqueiro. "Brazilian primary school teachers' knowledge about immediate management of dental trauma." Dental Press Journal of Orthodontics 19, no. 5 (October 2014): 110–15. http://dx.doi.org/10.1590/2176-9451.19.5.110-115.oar.

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OBJECTIVE: To assess the level of knowledge of primary school teachers in the public school network of Northeastern Brazil with respect to management of dental trauma and its relationship with prognosis. METHODS: A questionnaire was applied to 195 school teachers of public schools in Northeastern Brazil. The questionnaire comprised 12 objective questions about dental trauma and methods for its prevention and management. Data were submitted to chi-square test and Poisson regression test (P > 0.05). RESULTS: Out of the 141 teachers who responded the questionnaires, the majority were women (70.2%) and most of them had experienced previous dental accidents involving a child (53.2%). The majority (84.4%) had incomplete college education and few were given some training on how to deal with emergency situations during their undergraduate course (13.5%) or after it (38.3%). Their level of knowledge about dental trauma and emergency protocols showed that unsatisfactory knowledge level was associated with the male sex: 46% higher for men in comparison to women (P = 0.025). CONCLUSIONS: Approximately half of teachers evaluated had unsatisfactory knowledge about dental trauma and emergency protocols, with female teachers showing more knowledge than men.
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M. Lorenz, Karl, and Aricle Vechia. "FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL." Revista Diálogo Educacional 5, no. 14 (July 17, 2005): 125. http://dx.doi.org/10.7213/rde.v5i14.7373.

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One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.
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Whitehead, Maurice. "‘The strictest, orderlyest, and best bredd in the world’." Cahiers Élisabéthains: A Journal of English Renaissance Studies 93, no. 1 (April 10, 2017): 33–49. http://dx.doi.org/10.1177/0184767817698930.

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The English Jesuit college, founded in 1593 at Saint-Omer because of increasing Elizabethan penal legislation against Catholics, soon became the largest post-Reformation Catholic school in the English-speaking world. This article analyses the organization of the school, with particular emphasis on education in drama and music. It was in the environment of this institution that the recently discovered Saint-Omer First Folio almost certainly had its first home, probably left behind following the flight of the English Jesuits and their students to Bruges in 1762, immediately prior to the expulsion of all members of the Society of Jesus from France.
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Hornbrook, David. "Drama, Education, and the Politics of Change: Part One." New Theatre Quarterly 1, no. 4 (November 1985): 346–58. http://dx.doi.org/10.1017/s0266464x00001767.

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Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.
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Dissertations / Theses on the topic "Brazilian College and school drama"

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de, la Rosa Michelle A. "Brazilian Middle School Students' College Aspirations: An Examination of Individuals, Families, School, and Society." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3399.

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Thesis advisor: Andy Hargreaves
Research often overlooks students who are of Brazilian origin when considering educational equality and opportunity for different racial and ethnic groups. This qualitative study addresses this gap in the literature by examining the experiences and forces that influence the educational aspirations of Brazilian students and students of Brazilian origin living in the United States during their eighth grade year of middle school. It specifically considers students' educational aspirations including the influence of families, the school, and the community on students' ambitions. Semi-structured interviews were conducted with students, their parents, and educators (i.e., teachers, guidance counselors, a social worker, and a principal) from a middle school in the Northeast. Data showed that many students had developed postsecondary plans by the conclusion of their eighth grade year, including students' thoughts relating to college, careers, and work. Students' ambitions were significantly influenced by family members, especially parents, as well as by experiences with their families as immigrants in the United States. Legal status particularly affected students' intended pathways. Findings from this study suggest the following three areas of need for Brazilian middle school students: (a) educational planning during middle school, (b) emphasis on the role of family connectedness and engagement for Brazilian families, and (c) adaptation to circumstances related to immigration status. One way of comprehending the needs of Brazilian middle school students and students of Brazilian origin in relation to the development of their educational aspirations is through integrating the theories of family and social capital. Family capital emphasizes the role of families in shaping students' educational pathways; social capital highlights the need to develop ties beyond close networks as a means for accessing knowledge and resources that further students' educational opportunities. Therefore, it is hoped that further attention to the family and social capital of Brazilian families in research, policy, and practice will build upon students' ambitions and improve their educational opportunities
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Graham, Shelley T. "Dramaturging education and educating dramaturgs : developing and establishing an undergraduate dramaturgy emphasis at Brigham Young University /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd511.pdf.

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Moyo, Awelani Lena. "Between self and author : an autoethnographic approach towards the crafting of reflexive compositions in post graduate drama studies." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002375.

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This thesis explores the merits of reflexivity in the processes of creating a performance and of performing research in Drama Studies. In it, I make a case for the validity of autobiographical material as an aid to generating such reflexivity. Through an autoethnographic case study of my work entitled Compositions (a series of performance projects) in which I focus on the theme of migration, I provide an indepth account of my experiences, focusing specifically on the interrelated concerns of body, space and journey in my ritualistic performance. My examination explores the dynamic effects of liminality within identity politics, through which I foreground several issues of concern which I have encountered as an emerging scholar and theatremaker working within an academic institution. I propose that the process of studying drama in a University ultimately requires one to continually negotiate a range of subject positions, whilst finding connections between these various identities that one may take up during the course of one’s studies. By developing an awareness of the overlapping of such identities and inhabiting the spaces in-between subject positions, I demonstrate how taking into account one’s personal lived experience can help illuminate one’s understanding of both the work of art and the research report, as well as the broader contexts in which such practice-based work exists. I illustrate how such an understanding has ultimately maximised the knowledge and learning that I have gathered, and has contributed to the crucial project of developing my authorial voice in writing and performance, which is central to the aims of the Master of Arts degree in Drama.
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Bingham, Katy. "Theatre arts [electronic resource] : a core content area in secondary education /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bingham_KMIT2010.pdf.

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Handall, Monique Elizabeth. "Translating Spanish language plays into English: A focus on the translation and production of Xavier Robles' Rojo amanecer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2958.

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The purpose of this culminating project is to start translating quality Mexican and Latin American dramatic literature in order to provide to educators and theatrical directors a fundamental collection of plays. The author worked with her San Gorgonio High School students to conduct a dramaturgical study of the setting and political background of Rojo Amanecer by Xavier Robles, a play which outlines the events leading to the 1968 student massacre at Mexico City's Plaza de Tlatelolco. The author then directed the play in her role as San Gorgonio High School's new theater teacher.
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Mallett-Koch, Rosemary Ann. "How to direct a comedy with high school thespians." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/866.

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Stevens, David Todd. "An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28480/.

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The University Interscholastic League (UIL) One-Act Play Contest is a competition where similarly sized Texas schools present an 18-40 minute play usually adjudicated by a single judge. At each level of competition the judge awards individual acting awards as well as selecting two productions to advance to the next level of competition. After the awards are announced the judge gives an oral critique to each of the schools. Because of the wide participation and diversity of plays produced, certain rules and guidelines have been adopted to ensure safety, allow for equity, satisfy legal standards, and make the running of the contest practical. These rules can be modified to achieve positive outcomes and improved educational results. Changes in the rules of a UIL contest are in accordance with stated educational objectives of the UIL. Occasionally, however, modifications in procedures raise questions. The problem of this study was to determine, from the perceptions of administrators and teachers, whether significant modifications in the rules and policies for the UIL One-Act Play Contest over a time span of 20 years have had impacts on the goals and procedures of the contest. The study utilized a qualitative approach through historical analysis and a survey to answer two research questions. Historical analysis identified the six modifications in the UIL OAP over the years 1986-2006. The survey instrument determined the impact of these changes on the goals and procedures of the contest. Based on the responses of the survey the competition experience has been enhanced by recent changes.
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Naidu, Ramola L. "Speech and drama curriculum development : the perspectives of a selection of drama teachers in KwaZulu Natal." Thesis, 1998. http://hdl.handle.net/10413/4494.

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The researcher has attempted to gain an understanding of how Drama teachers perceive the teaching of the curriculum and curriculum change. The data were obtained through the use of the qualitative mode of engaging in research. The researcher, who is also a Drama teacher had come to experience the need for teachers to be given an opportunity to express their views on curriculum as the area of curriculum is complex and always in need of reappraisal. Also, teachers needed a medium through which they could share their perspectives on curriculum. The researcher collected the relevant information by using the interview context as a means of data collection. Ten Drama teachers responded to questions focusing on curriculum teaching and curriculum change. The Drama teachers' perspectives were recorded and analysed. Marxist theorists like Bowles and Gintis( 1986) view teachers as mere state functionaries and agents of the system. Drama teachers in this study contradicted the view of teachers as technicians within the system. They were not reflective of typical teachers. Rather Drama teachers challenged and mediated the curriculum, they did not accept and abide by the syllabus document and their classroom practice was determined by the immediacy of their particular teaching context. Finally through engaging in this research study the researcher has achieved the following objectives: 1. An understanding of the view that knowledge is a socially constructed concept. 2. Has provided a medium through which the perspectives of Drama teachers are heard. 3. Has provided an invaluable experience of documenting the processes of qualitative research.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
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Books on the topic "Brazilian College and school drama"

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Boagey, Eric. Starting drama. London: Collins, 1991.

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Starting drama. London: CollinsEducational, 1991.

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Boagey, Eric. Starting drama. London: Bell & Hyman, 1986.

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Jeff, Bennett. Secondary stages: Revitalizing high school theatre. Portsmouth, NH: Heinemann, 2001.

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Anne, Ommanney Katharine, ed. The stage and the school. 7th ed. New York: Glencor, McGraw-Hill, 1997.

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Dangerfield, Rodney, and Alan Metter. Back to school. Santa Monica, CA: MGM Home Entertainment, 2000.

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Schanker, Harry H. The stage and the school. 6th ed. New York: McGraw-Hill School Division, 1989.

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Schanker, Harry H. The stage and the school. 8th ed. New York: Glencoe/McGraw-Hill, 1999.

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Leigh, Peter. The Head's office. London: Hodder & Stoughton in association with the Basic Skills Agency, 1998.

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Yan, Zhewu. Xue xiao ju. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Book chapters on the topic "Brazilian College and school drama"

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Knight, Sarah. "‘Not with the Ancient, nor yet with the Modern’." In Fulke Greville and the Culture of the English Renaissance, 195–209. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823445.003.0011.

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Greville’s education at Shrewsbury School and Jesus College Cambridge exposed him to philosophical voices (e.g., the humanism of Cicero, Erasmus, and Vives) that would be influential throughout his writing life, and to a lively culture of Latin drama that would inform his own vernacular tragedies. This chapter explores how Greville’s plays intersect with other distinctive strains of sixteenth-century Senecanism, such as the Cambridge Latin tragedies Richardus Tertius (Thomas Legge, 1579) and Solymannidae (anonymous, 1581), and the French lawyer Gabriel Bounin’s La Soldane (1561). It sets Greville’s representation of education and drama in the Dedication against his accounts of pedagogical processes and adolescent intellectual formation in ‘A Treatie of Human Learning’ and in Alaham and Mustapha.
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Conference papers on the topic "Brazilian College and school drama"

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Zanetta, DMT, EA Burdmann, and FAF Melo. "P61 Incidence, risk factors and prognose of acute kidney injury in critically ill patients: a prospective cohort study in brazilian amazon." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.212.

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