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Journal articles on the topic 'Drama activity'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Muzaffarova, Asaloy Narzullo qizi, and Lola Jalilova. "ANALYSIS OF GEORGE BERNARD SHAW'S PLAYS." GOLDEN BRAIN 2, no. 1 (2024): 585–91. https://doi.org/10.5281/zenodo.10465682.

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<em>George Bernard Shaw is a noteworthy name in English history who has contributed to the history with his plays and other writings. Drama for Shaw was an activity that could be used as a moral agent as through his dramas, he helped people in terms of solving moral issues. Moreover, he discussed different moral problems in his plays to help the people of society to consider the issue seriously. The issues that he highlighted in his plays are marriage and equal rights for men and women, prostitution and its reasons, relationships and many other social issues. Most of his plays are instructiona

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Muzaffarova, Asaloy Narzullo qizi, and Lola Jalilova. "ANALYSIS OF GEORGE BERNARD SHAW'S PLAYS." GOLDEN BRAIN 2, no. 1 (2024): 547–52. https://doi.org/10.5281/zenodo.10466720.

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<em>George Bernard Shaw is a noteworthy name in English history who has contributed to the history with his plays and other writings. Drama for Shaw was an activity that could be used as a moral agent as through his dramas, he helped people in terms of solving moral issues. Moreover, he discussed different moral problems in his plays to help the people of society to consider the issue seriously. The issues that he highlighted in his plays are marriage and equal rights for men and women, prostitution and its reasons, relationships and many other social issues. Most of his plays are instructiona

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3

Putri, Giskamedita, Dr Astri Widyaruli Anggraeni, and Dina Merdeka Citraningrum. "Proses Kreatif Mahasiswa dalam Menulis Naskah dan Mementaskan Drama di Unit Kegiatan Mahasiswa Teater Oksigen Universitas Muhammadiyah Jember." GETER : Jurnal Seni Drama, Tari dan Musik 8, no. 1 (2025): 46–55. https://doi.org/10.26740/geter.v8n1.p46-55.

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This study aims to analyze the creative process of students in writing scripts and performing dramas at the Oksigen Theater Student Activity Unit (UKM) of the Muhammadiyah University of Jember. This study highlights the process of writing scripts, drama practice, drama performance days and reflections. The research method used is descriptive qualitative. The data source comes from Oksigen Theater UKM students who are experienced in performing drama performances. The data analyzed is the creative process of Oksigen students in performing drama performances. The author collected data using struc

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Yono, Robert Rizki, Atikah Mumpuni, Agyztia Permana, and Ubaedillah Ubaedillah. "Pelatihan Drama Bagi Siswa SMP Negeri 1 Songgom." To Maega : Jurnal Pengabdian Masyarakat 4, no. 3 (2021): 304. http://dx.doi.org/10.35914/tomaega.v4i3.846.

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AbstrakSiswa SMP Negeri 1 Songgom tergolong aktif. Tetapi, keaktifan siswa belum terakomodir dengan baik. Meskipun terdapat beberapa ekstrakulikuler, belum sepenuhnya menampung minat siswa. Khususya ekstrakulikuler drama tidak ada. Faktor tidak adanya teater/drama karena minimnya tenaga pengajar bahasa Indonesia. Lanjut, terkait dengan keaktifan anak, khususnya di kelas VII perlu didalami terlebih dahulu. Didalami dalam arti diselidiki, keaktifan tersebut mengarah pada bakat kemampuan berakting untuk mendukung kegiatan drama, atau mengarah pada kegiatan lain. Selain itu, belum pernah dilaksana

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Hidayati, Okta Nurul, and M. Endy Saputro. "Korean Drama Constructing Multiculturalism among Muslim Women Students." Al-Albab 6, no. 1 (2017): 125. http://dx.doi.org/10.24260/alalbab.v6i1.672.

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Abstract  This paper aims to understand the unique relationship between Korean drama and the formation of multicultural identity among Muslim women students. On the one hand, as a form of racial activity, watching Korean dramas can establish a new form of identity while at the same time enriching a new perspective of building multicultural sense. On the other hand as a part of Muslim, they can control Korean culture that is incompatible with Islamic doctrine. This paper argues that adopting Korean dramas positively supports students in creating multicultural cultures. These findings may

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Hallgren, Eva, and Eva Österlind. "Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format." Education Sciences 9, no. 3 (2019): 231. http://dx.doi.org/10.3390/educsci9030231.

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The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity

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Hidayat, Hendi, Rina Nursabrina, and Sumadi. "Doing drama in action: Students’ inquiry process investigation." Language and Education Journal 7, no. 1 (2022): 8–21. http://dx.doi.org/10.52237/lej.v7i1.340.

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This study was intended to investigate the students’ inquiry process reflected in doing drama activity. The study applied classroom ethnography. The writer spent seven weeks making ethnographic observations and field notes related to doing drama activity, noting what the students do before, during and after the activity. An in depth interview was conducted to 3 participants. The criteria of chosen participants was their performance during the project. They were considered to have more information. The interview aims to know how each phases fit into the overall context of the inquiry process. T

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Alam, Sohaib, and Basem Okleh Salameh Al-Hawamdeh. "Dynamics of integration of process drama in EFL classrooms: A holistic approach of activity based pedagogy." e-mentor 96, no. 4 (2022): 70–81. http://dx.doi.org/10.15219/em96.1580.

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Theatre/drama is an art form that conveys feelings and emotions, as well as thoughts and concerns from the history of human civilisations. Theatre and drama have been used and defined for educational purposes in many different ways. They can be effectively assimilated in language classes to achieve a communicative goal through the integration of four basic language skills (LSRW), and are a powerful tool for engaging students with content. Drama engages students in social contexts where they can think, imagine, talk, manipulate concrete materials and share their views on various social issues.

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Gürbüz, Nurten. "Teacher’s and Students’ Opinions on the Use of Drama Method in Distance Education and Drama Activity Proposals." Shanlax International Journal of Education 9, S1-May (2021): 126–33. http://dx.doi.org/10.34293/education.v9is1-may.4008.

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The need for distance education due to the Covid-19 pandemic has led researchers to seek to increase the quality of distance education. It is obvious that the usage levels of different teaching methods in education should be changed. With the use of drama in education, it is aimed that children who participate in the learning process by having fun become self-actualized, creative, honest, open to communication and independent individuals. In this study, it was investigated whether the drama method, which is one of the effective teaching methods, can be applied in distance education, and drama

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Mustofa, Mustofa, and Bisarul Ihsan. "PEMBELAJARAN KETERAMPILAN MENULIS NASKAH DRAMA DENGAN MEDIA GAMBAR PADA SISWA SMA NU-1 MODEL SUNGELEBAK KARANGGENENG LAMONGAN." Jurnal Metamorfosa 9, no. 2 (2021): 101–21. http://dx.doi.org/10.46244/metamorfosa.v9i2.1422.

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This scientific writing aims to examine learning the ability to write drama scripts using image media. Based on the explanations above, it can be stated that the research objectives are to determine student activity, teacher activity, student responses, and student learning completeness in writing drama scripts using picture media. This research was conducted in Class XI SMA NU-1 MODEL Sungelebak Karanggeneng, Lamongan Regency, amounting to 41 students who have different characteristics. This research was conducted collaboratively which was carried out based on teacher activities, student acti

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Jones, Leanne, and Becky Green. "team values: All the drama." Nursery World 24, no. 5 (2024): 52–53. https://doi.org/10.12968/nuwa.2024.5.52a.

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Zhivka, St. Ilieva. "Drama in teaching foreign languages to young learners." Proceedings College Dobrich XII (December 23, 2020): 23–32. https://doi.org/10.5281/zenodo.6385214.

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Drama is a conventional activity in the English language classroom. It is extremely useful in teaching young learners. The article views drama as a means for improving pronunciation, for learning vocabulary and structures, for social, communicative and 21st century skills development. Drama integrates all the subjects in the curriculum and contributes to the holistic development of the child. We ennumerate the types of texts we use as a basis of drama activities and the types of drama we find most suitable and most often used in the yong learner classroom.

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Zhivka, Ilieva. "Drama in teaching foreign languages to young learners." Proceedings. College Dobrich XII (December 25, 2020): 23–32. https://doi.org/10.5281/zenodo.8410102.

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<em>Drama is a conventional activity in the English language classroom. It is extremely useful in teaching young learners. The article views drama as a means for improving pronunciation, for learning vocabulary and structures, for social, communicative and 21<sup>st</sup> century skills development. Drama integrates all the subjects in the curriculum and contributes to the holistic development of the child. We enumerate the types of texts we use as a basis of drama activities and the types of drama we find most suitable and most often used in the young learner classroom. Keywords: teaching Eng

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Triana, Devi, Ade Asih Susiari Tantri, and I. Gede Nurjaya. "Pemanfaatan Media YouTube pada Pembelajaran Menulis Naskah Drama Kelas VIII SMP Negeri 4 Singaraja." Jurnal Penelitian Mahasiswa Indonesia 3, no. 3 (2023): 571–79. http://dx.doi.org/10.36663/jpmi.v3i3.629.

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This research aims to describe (1) the use of YouTube media in learning to write drama scripts for students at SMP Negeri 4 Singaraja (2) the obstacles in learning to write drama scripts using YouTube media for class VIII students at SMP Negeri 4 Singaraja (3) the results of learning to write drama script using YouTube media for class VIII students of SMP Negeri 4 Singaraja. This study used a qualitative descriptive research design. The subject of this study was a class VIII Indonesian. The data collection methods used are observation, interviews, and documentation. The results of this researc

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Gatcho, Al Ryanne Gabonada, William Salas Teleg, and Romeo Jr Ballon. "Listening to the “bard”: Enhancing comprehension of Shakespearean plays among dyslexic college learners through audio dramas." Journal of Nusantara Studies (JONUS) 10, no. 1 (2025): 114–35. https://doi.org/10.24200/jonus.vol10iss1pp114-135.

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Background and Purpose: This study explores audio drama's effectiveness in supporting understanding of Shakespearean text among dyslexic college students, aiming to challenge existing pedagogical paradigms and develop more inclusive literary education strategies. Methodology: The research utilized mixed methods for data analysis: descriptive statistics, paired and independent t-tests for quantitative data, and thematic analysis for qualitative insights from focus group interviews. A crossover design ensured all participants experienced both audio drama and traditional text-based interventions,

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Strads, Gatis. "DRAMA MASTERSHIP PEDAGOGUES ACTVITIES’ HISTORICAL DEVELOPMENT AT THE THEATRES OF LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 533. http://dx.doi.org/10.17770/sie2016vol4.1582.

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The article gives an insight into the theatre department pedagogue activity for the training of the emerging drama actors for practice at theatre at Arts higher education school. Monographs, scientific publication materials and archive documents have been analysed on pedagogues’ activities at the theatre faculty and the former and the existing pedagogues’ interview data about the student training for activity at theatre. The comparative analysis of the drama art study programmes from 1948 till 2015 has been accomplished. The fact has been emphasized that different directors through times base

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Borge, Sheree. "The use of drama activities in teaching German in a third-level classroom." Scenario: A Journal of Performative Teaching, Learning, Research I, no. 1 (2007): 1–24. http://dx.doi.org/10.33178/scenario.1.1.1.

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This article discusses the use of drama activities in teaching German to various groups of students at Cork Institute of Technology in the academic year 2003/2004. The findings are based on action research and reflective practice. It describes the outcomes of the use of drama activities in the first-year classroom, and analyses what might have been done differently in order to achieve a more positive result. It also describes the more successful outcomes of the enactment of two dramatic activities by a second-year German class, and the use of a third drama activity with both second- and third-

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Pushkar, Larysa, Olga Lobova, Nataliia Pavlushchenko, Svitlana Parfilova, Olha Vasko, and Vita Butenko. "Theatrical Activity as a Way of Developing Musical-Choreographic Competence in Future Preschool and Primary School Teachers." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 3 (2022): 18–31. http://dx.doi.org/10.18662/rrem/14.3/595.

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The article highlights the possibilities of applying elements of theatre arts in the process of preschool and primary school teachers professional training. In particular, it reveals the issue of forming musical and choreographic competence in students by means of various forms, types and methods of drama. The main forms of musical and choreographic competence formation in preschool and primary school teachers are practical and laboratory classes (disciplines “Pedagogy”, “Fundamentals of pedagogical creativity”, “Fundamentals of stage and screen art with teaching methods”, “Organization of the

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LEE, Bong-Seob. "Picture Book as Text of Biblio Drama." Association of Korea Counseling Psychology Education Welfare 9, no. 4 (2022): 229–45. http://dx.doi.org/10.20496/cpew.2022.9.4.229.

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The purpose of this study is to enable the training of biblio drama through new texts ratherthan biblical texts as texts of biblio dramas, and to lay the foundations for the experience ofparticipants to interact with their lives and texts without religious burden. By using picturebooks as texts of bibliodramas, the interpretative training of bibliodramas can be done withoutreligious burdens on the Bible, and participants can participate in bibliodramas lightly ratherthan religious approaches. The picture book text enables the interpretation of various meaningsby the interaction between the tex

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PRITCHARD, DAVID M. "Athletics in Satyric Drama." Greece and Rome 59, no. 1 (2012): 1–16. http://dx.doi.org/10.1017/s0017383511000210.

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Satyric drama introduced athletics much more regularly as an activity than either comedy or tragedy. Many of its villains defeated hapless travellers in a boxing or wrestling bout before murdering them. Satyr-plays were often set at athletic contests where the satyrs of the chorus encountered athletes or tried to be competitors themselves. In one of his plays Euripides provided the most detailed critique of athletes in any genre of classical Athenian literature.

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Wasli, Ena Herni. "Gender Roles and Student Involvement in Malay Literature through Drama Activity." International Journal of Linguistics and Indigenous Culture 2, no. 2 (2024): 18–28. http://dx.doi.org/10.36312/ijlic.v3i2.2057.

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Teaching drama in Brunei presents unique challenges for educators. This study explores the need for a balanced strategy that respects cultural norms and gender roles while encouraging students’ involvement. Through a qualitative analysis of researcher and educator experiences, the study highlights the impact of student participation and engagement, with boys and girls often approaching activities differently. The study suggests that tailoring activities to diverse learning styles, creating safe spaces for open conversation and encourage teamwork and respect are crucial in helping students find

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Alam, Sohaib, Ansa Hameed, Aleksander Kobylarek, Martyna Madej, and Farhan Ahmad. "Drama approaches across higher education in the English curriculum: students perspectives on holistic activity-based teaching." XLinguae 16, no. 2 (2023): 54–68. http://dx.doi.org/10.18355/xl.2023.16.02.05.

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Drama may be a useful technique for improving pupils' language acquisition in any subject. Implementing such a strategy in an actual classroom setting could be a problem for any instructor or person. The idea behind this study was to establish whether using drama-based activities in pedagogy has any positive educational outcomes. The study used a quantitative technique, and included a specific section about students’ perspective on data collection from over a thousand students. They are studying in different faculties in undergraduate courses where English is a compulsory subject. The research

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Aris, Qori Islami. "Model Pembelajaran Role Play Dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda." Jurnal Pustaka Budaya 5, no. 1 (2018): 29–35. http://dx.doi.org/10.31849/pb.v5i1.1459.

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Abstrak Mata kuliah drama jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda hanya menitikberatkan pada analisis teks dan dialog. Sementara bermain drama juga dapat meningkatkan empat kemampuan yang harus dimiliki oleh mahasiswa sastra Inggris yaitu speaking skill, listening skill, reading skill, dan writing skill. Melalui speaking skill mahasiswa telah melakukan kegiatan berbicara. Sementara listening skill mahasiswa telah melakukan kegiatan menyimak. Pada saat membacakan penggalan dialog dalam naskah drama, mahasiswa melakukan kegiatan membaca dan tentu saja dibutuhk

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Courtney, Richard, and Karen Bamford. "Shakespeare’s World of Death: The Early Tragedies, Drama and Feeling." Canadian Theatre Review 86 (March 1996): 65–66. http://dx.doi.org/10.3138/ctr.86.015.

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Richard Courtney, Professor Emeritus at the Ontario Institute for Studies in Education, has published widely in the fields of drama and education. The two books under consideration illustrate diverse aspects of his work. Shakespeare’s World of Death provides an introduction to the early tragedies of Shakespeare; Drama and Feeling develops an aesthetic theory of drama as a primary human activity, central to the creation of consciousness and self-consciousness.

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Lešnik, Irina. "Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy." European Journal of Social Science Education and Research 5, no. 3 (2018): 70–77. http://dx.doi.org/10.2478/ejser-2018-0059.

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Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solut

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Lešnik, Irina. "Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy." European Journal of Social Science Education and Research 8, no. 2 (2021): 118–29. https://doi.org/10.26417/hvc0d569.

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In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity – play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and

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Flynn, Rosalind M. "Drama as Embodied Learning: Moving from Theory into Action." ArtsPraxis 12, no. 1 (2025): 43. https://doi.org/10.33682/h9b9-57qu.

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The arts, especially Drama, are among the strongest ways to engage secondary school students in classroom activities that support and leverage embodied cognition—the concept that the whole body plays a part in grasping and communicating understandings of information and ideas. For a wide variety of reasons, however, many teachers, are reluctant to use drama as a learning modality. Because drama methods were not included in the pre-service training of most teachers, they are not aware of how drama can support the topics they teach. Teachers also fear that drama takes too much time to implement

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Karakaş, Hamdi. "AN ACTIVITY TO INCREASE ECOLOGICAL FOOTPRINT AWARENESS OF PRIMARY SCHOOL TEACHER CANDIDATES: EDUCATIONAL DRAMA." Research in Pedagogy 9, no. 1 (2019): 16–27. http://dx.doi.org/10.17810/2015.88.

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The aim of this study is to investigate the effects of educational drama practices on the ecological footprint awareness of the primary school teachers. In this research, pre-post test single-group quasi-experimental design was used and Ecological Footprint Scale was applied as pre-test and post-test to measure the ecological footprint awareness of primary teacher candidates before and after educational drama practices. Primary school teacher candidates conducted research on environmental issues for ten weeks, wrote a scenario about these issues, staged and watched their scenario. As a result

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Andriani, Andriani. "Penerapan Teknik Guided Note Taking dalam Meningkatkan Kemampuan Membaca Teks Drama." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 13, no. 2 (2018): 88. http://dx.doi.org/10.35329/fkip.v13i2.106.

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The purpose of research study to describe about influence of the guided note taking technique to skill of reading drama text. Outcomes through the application of guided note taking technique of student class VIIIB SMP Negeri 2 Mamasa. The research is classroom action research. Procedur of the research is (1) planning, (2) action, (3) observation, and (4) reflection. The instruments used is a test of reading drama text and observation of student activity. In the first cycle the results showed that the average of skill of reading drama text is 70,08, and second cycle the average of skill of read

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Sarışan-Tungaç, Aslı, Süleyman Yaman, and Belgin Bal-Incebacak. "STUDENTS’ VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY." Journal of Baltic Science Education 17, no. 3 (2018): 367–80. http://dx.doi.org/10.33225/jbse/18.17.367.

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One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students’ views -who have creative drama & conventional education- about scientific inquiry, (2) and whether the experimental and control group students’ views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sam

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Broström, Stig. "Transition Problems and Play as Transitory Activity." Australasian Journal of Early Childhood 30, no. 3 (2005): 17–25. http://dx.doi.org/10.1177/183693910503000304.

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Because too many children experience the transition to school as a culture shock, during the past decade teachers have implemented so-called transition activities in order to bridge the gap between preschool and school. However, transition to school also calls for a development of higher mental functions, among others the development of children's learning motive. From the view of activity theory, transition to formal education entails crossing boundaries from the activity system of play to the activity system of school learning. The transition can be facilitated by developing a ‘transitory ac

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Wahyuningtyas, Dwi, and Adelia Savitri. "EXPLORING THE USE OF DRAMA WAYANG FOR ESP SPEAKING ACTIVITIES." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 9, no. 1 (2022): 21–38. http://dx.doi.org/10.22219/celtic.v9i1.17767.

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Drama is among English teaching and learning activities that can improve students' communication and speaking skills. However, only a few studies documented the integration between local culture and drama for English teaching and learning activities. This study aims at exploring the use of drama wayang in the English for Specific Purposes Speaking activities. A descriptive qualitative study was employed as the study design, with observation, documentation, and questionnaire as methods of data collection. The subjects of this study were first-semester university students from the Indonesian Lan

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Strakšienė, Giedrė. "Explication of Activities in the Textbooks on Developing Primary School Age Childrens Communicative Competence." Pedagogika 119, no. 3 (2015): 82–96. http://dx.doi.org/10.15823/p.2015.025.

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The development of communicative competence is one of the most distinct priorities in contemporary education system in Lithuania (Lietuvos valstybinė švietimo strategija 2013–2022 m.; Pradinio ir pagrindinio ugdymo bendrosios programos (patvirtinta LR švietimo ir mokslo ministro 2008 m. rugpjūčio 26 d. įsakymu Nr. ISAK-2423). Conception of communicative competence of primary school age students is founded on the communication and competence definitions: communication is the activity of conveying information, based on the principle of dialogue, through the exchange of thoughts, messages, experi

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Vukojevic, Zrinka, and Natasa Rogulja. "Integrating ICT with Drama Activities." European Journal of Teaching and Education 7, no. 2 (2025): 87–99. https://doi.org/10.33422/ejte.v7i2.1495.

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As a teaching tool, drama contributes to the development of understanding the physical, emotional, intellectual, aesthetic, social, moral, and spiritual dimensions of human experience. Apart from developing communication skills, drama encourages confidence, self-esteem, cooperation, empathy, responsibility, problem-solving management, creativity, and imagination. The implementation of ICT should be used in a complementary way and not as a substitute for dramatic activities to create an empowering and enriching educational environment. The use of ICT implies the development and presentation of

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Adhyanggono, G. M. "TEACHING ENGLISH WITH DRAMA FOR YOUNG LEARNERS: SKILL OR CONFIDENCE?" Celt: A Journal of Culture, English Language Teaching & Literature 12, no. 1 (2015): 46–60. https://doi.org/10.24167/celt.v12i1.4.

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There are various ways in teaching English to children. One of them is by using drama. Drama is basically an expressive activity that is, generally speaking, suitable for children's condition. The children's condition mentioned in this article deals a lot with their being dynamic, enthusiastic and full of imagination. The idea of using drama to support the learning process of children is increasingly recognised in a wide range of school settings. The children here are specifically aimed at students who are in pre and primary schools - young learners. Focusing on literacy and oracy processes, t

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Minjung Lee. "Effect of music drama activity on child's social ability." Korean Journal of Early Childhood Education 30, no. 2 (2010): 449–62. http://dx.doi.org/10.18023/kjece.2010.30.2.020.

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Şengül, Tuba. "Activity models about using drama method in history lessons." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3155–59. http://dx.doi.org/10.1016/j.sbspro.2010.03.481.

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Atwood, Peter. "Publishing Drama in the Information Age." Canadian Theatre Review 81 (December 1994): 20–23. http://dx.doi.org/10.3138/ctr.81.004.

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All professions have their social obligations, and when the question of “connections” arises at such gatherings, as it invariably does, my response usually receives a curious, momentarily confused look. At a gathering of publishers, the fact that Blizzard Publishing specializes in theatre and drama provokes a quizzical, often unspoken, “Why? People don’t read plays, do they?” And at gatherings of theatre people, the fact that I represent a publisher provokes a similar response, “Why? What does that have to do with theatre?”- and the conversation usually lags. Publishing drama is a cross-discip

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Koroliova, Elfrida. "The Identity of the Performances of the 1960s Directed by Valeriu Cupcea." Arta 30, no. 2 (2021): 59–63. http://dx.doi.org/10.52603/arta.2021.30-2.08.

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The fruitful activity of Valeriu Cupcea in the 1960s was manifested in the identity of his plays. In the comedy Take, Yanke, and Kadar by I. Popa, this is a union of people overcoming national and religious prejudices. In the socio-psychological drama from the life of a collective farm village The Wheel of Time by A. Lupan, this is the drama of the era, manifested in life situations, in dramatic collisions of the characters in the play. In the philosophical drama about the life and death of A. Levada’s Faust and Death, this is a clash of human destinies, in the struggle of worldviews. The play

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Veroricca, Viranny. "THE CORRELATION BETWEEN THE PERCEPTION OF PROJECT-BASED DRAMA ACTIVITIES AND READING ACHIEVEMENT OF THE TENTH GRADERS OF SMA SRIJAYA NEGARA PALEMBANG." Langue (Journal of Language and Education) 2, no. 1 (2023): 14–26. http://dx.doi.org/10.22437/langue.v2i1.25283.

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The objectives of this research are to find out the perception of the students of project-based drama activities, students’ reading achievement, and the correlation between them. The participants of this study were 34 students of the tenth-grade SMA Srijaya Negara Palembang. The instruments used are questionnaire and reading test. The questionnaire was a project-based drama activities questionnaire adapted from Fiftinova, Inderawati, and Rosmalina in 2018 which proposed by Teresa in 2007. The reading test consisted of several narrative texts with 30 multiple-choice items that were adjusted to

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Kavuran, Esin, and Asena Köse. "Creative drama and education of patients with type 1 diabetes." International Journal of Emerging Trends in Health Sciences 6, no. 3 (2022): 113–22. http://dx.doi.org/10.18844/ijeths.v6i3.8415.

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Type 1 diabetes, although it can be seen in all age groups, is frequently seen between the ages of 7-15. When diabetes is managed effectively, complications related to diabetes can be delayed or even prevented. Studies have also proven that education is effective in diabetes management. Creative drama is a group activity, that can provide a curative environment for adolescents with T1DM in the adolescent period. There are not many studies in the literature on the use of creative drama in the field of health. The current study aims to describe the use of creative drama in the education of patie

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Rothermel, Beth Ann. "Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools." Journal for the History of Rhetoric 8, no. 1 (2005): 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking,

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Sultanova, Gulizar Ahmedovna. "WAYS OF SEARCHING FOR A MODERN THEME IN THE THEATRICAL ART OF DAGESTAN." Herald of the G. Tsadasa Institute of Language, Literature and Art, no. 26 (June 4, 2021): 77–82. http://dx.doi.org/10.31029/vestiyali26/11.

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The article deals with the search for a modern theme and images in the drama and theater of the early 21st century both on the scale of the Russian theater and in the Dagestan drama. On specific examples from the practice of creative activity of the theaters of the republic for two decades of the XXI century, ways and means of solving the problem are identified.

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Gong, He. "Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education." Advances in Multimedia 2022 (October 11, 2022): 1–11. http://dx.doi.org/10.1155/2022/6388057.

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With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence

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Rastati, Ranny. "CINEMATHERAPY THROUGH K-DRAMA DURING THE EARLYPERIOD OF COVID-19 PANDEMIC IN INDONESIA." Jurnal Vokasi Indonesia 10, no. 1 (2022): 57. https://doi.org/10.7454/jvi.v10i1.1179.

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This article discusses Korean drama (K-Drama) consumption as cinematherapy during the early period of the COVID-19 pandemic in Indonesia. In cinematherapy, videos and films are considered capable of providing therapeutic and healing effects to provide a stimulus for the audience. The cinematherapy concept was introduced by Linda Berg-Cross, Pamela Jennings, and Rhoda Baruch in 1990. The problem is, in the popularity of K-Wave, can K-Drama become cinematherapy for Indonesian audiences, especially during times of crisis such as the COVID-19 pandemic? The study uses the qualitative method with on

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Székely, Éva. "The value of theatre as a teaching method in tertiary education: the activities of the Students’ Drama Club at the University of Oradea." Annales Universitatis Paedagogicae Cracoviensis | Studia de Cultura 11, no. 2 (2019): 91–99. http://dx.doi.org/10.24917/20837275.11.2.7.

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The Author describes the main goals of the of the Students' Drama Club of the University of Oradea. The Club was founded in 2012 in Department of English Language and Literature of the Faculty of Letters. It is an amateur theatre group that performs plays in the English language. Students are involved in all the stages of the production of the play. Drama Club attention is paid to the acquiring of correct pronunciation and enunciation, to the under- standing of new vocabulary and text comprehension. Besides the honing of the students skills with the English language, the aims of the Students'

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Mills, David. "Chester ceremonial: re-creation and recreation in the English ‘medieval’ town." Urban History 18 (May 1991): 1–19. http://dx.doi.org/10.1017/s0963926800015959.

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During the last two decades the interests of scholars of early drama and of urban historians have found common ground in the study of urban celebration and ceremonial. For the student of early drama the beginnings of this interest coincided with a redefinition of the area and nature of the study of early drama, a shift in emphasis from the textual and literary problems of the few extant dramatic texts to the circumstances and conditions of their performance. Signalled in the mid-1950s by F.M. Salter's revealing study of the production of Chester's Whitsun plays, this movement gained impetus fr

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Anjasmara, Aan, Tifani Kautsar, and Andriyana Andriyana. "PENGENALAN TEKNIK LATIHAN NAFAS, SUARA, DAN RASA UNTUK PEMBELAJARAN DRAMA BAGI GURU SE-KABUPATEN KUNINGAN." Journal of Empowerment 4, no. 1 (2023): 32. http://dx.doi.org/10.35194/je.v4i1.3261.

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ABSTRAK Pengajaran sastra pada materi drama sangat dibutuhkan guru untuk mengasah kreatifitas dan kemampuan berfikir kritis dalam sebuah pementasan drama. Drama sebagai karya sastra dan karya pentas merupakan dua hal yang penting untuk diajarkan disekolah. Pengabdian tentang pengajaran drama bagi guru diperlukan untuk membangun konstruksi pemahaman yang ajek tentang permainan drama. Tekik dasar bermain drama sebagai aktor memiliki latihan dasar yang harus dikuasai mulai dari olah raga, nafas/suara, dan olah sukma yang diajarkan kepada guru untuk dipraktikkan kepada siswa. Pengabdian dilaksanak

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Zhang, Hao, Wu-Yuin Hwang, Shih-Ying Tseng, and Holly S. L. Chen. "Collaborative Drama-Based EFL Learning in Familiar Contexts." Journal of Educational Computing Research 57, no. 3 (2018): 697–722. http://dx.doi.org/10.1177/0735633118757731.

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Contextual learning has been recognized as an important method for English as a Foreign Language (EFL) learning and drama was also usually employed to be a good activity for EFL learning which guided learners to interact and use body language to practice English. However, there were few studies to consider both drama and authentic contexts together with mobile devices to facilitate EFL learning. In this research, we developed a contextual drama (CD) system in mobile devices for EFL learning. Students can use CD system to prepare, make, and conduct drama with voices, photos, and texts in authen

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Hambandima, Erny Selfina Nggala. "PENGEMBANGAN SEBUAH PENGAJARAN RESPONSIF BUDAYA (CRT) PADA KELAS DRAMA (SEBUAH KOLABORASI MAHASIWA DALAM PEMENTASAN DRAMA CERITA LOKAL)." Perspektif Ilmu Pendidikan 35, no. 2 (2021): 160–66. http://dx.doi.org/10.21009/pip.352.8.

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DEVELOPING A CULTURALLY RESPONSIVE TEACHING (CRT) ON TEACHING DRAMA ( A COLLABORATION ON STUDENTS’ LOCAL STORY DRAMA PERFORM) ESNHAbstract: This study is meant to investigate how lecturer develop a culturally responsive teaching on drama class especially students’ collaborative of local story drama perform. The problem of this research is formulated as how does the lecturer develop CRT on teaching drama? The study was stimulated by the writer’s interest to examine the CRT on a collaboration of 5th semester students’ local story drama performance by understanding the local story through d

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