Relevant bibliographies by topics / Dramatization

Contents

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

Academic literature on the topic 'Dramatization'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 July 2024

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Journal articles on the topic "Dramatization"

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Koliqi, Kushtrim. "Kadare and the Theater." European Journal of Interdisciplinary Studies 4, no. 3 (November 29, 2018): 79. http://dx.doi.org/10.26417/ejis.v4i3.p79-83.

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The transformation of a literary work into other artistic and cultural dimensions is always intriguing and challenging. This transformation is frequent in cases when a certain literary work is brought to the theater through dramatization and staging. A constant debate among theater, film and literature artists is that of dramatization and staging of a literary work in the form of a theatrical performance or some other artistic medium. The arguments and counterarguments are numerous and are usually based on personal experiences or on the outcome and quality of a play or film emerging from the dramatization of a literary work. Perhaps due to the low output of theatrical productions in Kosovo or lack of creative ideas, the dramatizations of literary works into a theater plays are rare in Kosovo’s stages. In spite of cases being sporadic, some attempts at theatrical productions deriving from dramatization of literary works do exist and the most serious among them are those based on the literary works of authors such as Ismail Kadare, though not always possessing the qualities that characterize the original works. By approaching Ismail Kadare’s work from a different angle, that of its dramatization and staging for theater, I aim to contribute to the recognition of the Albanian literature in another dimension, namely that of playwriting and theater. This will be achieved by illuminating the principal and fundamental issues of the relationship between the literary work and the theater, focusing on the particular potential Kadare’s work has for staging.
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Halpin, Patricia A., and Chaya Gopalan. "Using dramatizations to teach cell signaling enhances learning and improves students’ confidence in the concept." Advances in Physiology Education 45, no. 1 (March 1, 2021): 89–94. http://dx.doi.org/10.1152/advan.00177.2020.

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Certain physiology concepts can be difficult for students to understand, and new strategies need to be implemented to teach these concepts. Cell signaling is a core concept in physiology and is presented to undergraduate students starting with their first-year Principles of Biology course. Flipped teaching (FT) combined with dramatizations were used to teach steroid hormone and protein hormone cell signaling in an Animal Physiology course. Student knowledge level improved, as demonstrated by posttest scores compared to pretest scores. Their confidence level in the material improved after the dramatization activities were completed. In conclusion, the combination of FT with dramatizations enhances student learning and confidence level.
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Shusterman, Richard. "Art as Dramatization." Journal of Aesthetics and Art Criticism 59, no. 4 (November 2001): 361–72. http://dx.doi.org/10.1111/0021-8529.00038.

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Karasik, Vladimir I. "Dramatization in Proverbs." Procedia - Social and Behavioral Sciences 200 (August 2015): 26–32. http://dx.doi.org/10.1016/j.sbspro.2015.08.005.

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Halpin, Patricia A., and Chaya Gopalan. "Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations." American Biology Teacher 83, no. 5 (May 1, 2021): 337–40. http://dx.doi.org/10.1525/abt.2021.83.5.337.

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Cell membrane transport is an important topic discussed in the biology classroom from the middle school to the graduate level. Membrane transport is complex, and students are often confused between different types of transport mechanisms. Dramatization is an active-learning strategy to engage students in learning. The flipped teaching method is designed to introduce lecture content prior to class meeting, thus creating time during class to adapt active-learning strategies such as dramatization. In this work, students were given a pretest prior to the dramatization activity. As each type of membrane transport was discussed, which included simple diffusion, osmosis, facilitated diffusion, and active transport, students were assigned specific roles to demonstrate the movement. The dramatization activity triggered many questions related to the topic, and these questions were addressed immediately. A posttest was conducted at the end of the dramatization activity. Our results demonstrated increases in the students’ understanding, engagement, and confidence level. The combination of flipped teaching and dramatization thus serves as a student-centered active-learning strategy for teaching difficult biological concepts.
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Sholtz, Janae. "Dramatization as Life Practice: Counteractualisation, Event and Death." Deleuze Studies 10, no. 1 (February 2016): 50–69. http://dx.doi.org/10.3366/dls.2016.0211.

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The concept of dramatization represents a rhetorical and conceptual tension in Deleuze's philosophy in that it refers both to autopoietic ontological processes and to a critical philosophical method. Commentators are wont to refer to either one or the other, saying little about how or if these two fundamentally distinct usages can be thought together; that is what we aim to do here. By unravelling the conceptual transformations of the term, we can gain an appreciation for the double characterisation of dramatization and its centrifugal nature. We begin with the hypothesis that dramatization is linked to actualisation in the first sense and counteractualisation in the second. The fundamental question that we would like to address is: how are these two views to be reconciled? Addressing this question leads us to the conclusion that dramatization becomes an ethical imperative for philosophical subjects to perform certain philosophical exercises, that is, to become worthy of the event. The particular philosophical exercise that is emphasised is the dramatization of a paradoxical thought of death. Ultimately, we suggest that dramatization can be galvanised for both an emancipatory politics and an ethico-aesthetic life practice.
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Galan, F. W., Pavel Kohout, Joel Gersmann, Leslie Auerbach, and E. J. Czerwinski. "The Hangwoman: A Dramatization." World Literature Today 64, no. 4 (1990): 664. http://dx.doi.org/10.2307/40147010.

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Kim, Jina E. "Between Documentation and Dramatization." positions: asia critique 27, no. 2 (May 1, 2019): 397–420. http://dx.doi.org/10.1215/10679847-7334475.

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Behak, Fariza Puteh, and Tahani R. K. Bsharat. "The English Language Education under Israeli Occupation through Dramatization Method for the EFL Students in Palestine: A Case Study." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 732–41. http://dx.doi.org/10.9756/int-jecse/v13i2.211114.

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Palestinian students in the occupied regions of Palestine are facing exceptional circumstances besides difficulties, unlike other neighboring countries in the world. These are due to the continuing occupation by Israel. This study, intended to find out English Language Education under Israeli Occupation through dramatization Method for the EFL students in Palestine. This study used a full qualitative method, the participants were eight students who had used drama as a technique in learning English language class. The researcher got the data from interviewing the students. The result of this study showed that the English Language Education under Israeli Occupation through dramatization method for the EFL students in Palestine dramatization method is effective in Learning English for Palestinian students. The results of interviews with eight students indicate that they have a positive perception of the dramatization method in learning English language class. Thus, the technique of dramatization examines their thoughts, memories, and responses, offering greater insights into this complex and disturbing situation due to conflict and occupation.
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Nassonov, Mikhail S. "THE CONCEPT OF DRAMATIZATION AND ITS MEANINGS." Вестник Пермского университета. Философия. Психология. Социология, no. 2 (2019): 169–79. http://dx.doi.org/10.17072/2078-7898/2019-2-169-179.

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Dramatization is a living, state-synthesizing, active internal activity peculiar to the subject; it is difficult to fit into a strict definition; thus, because of all the above, it appears to be a concept. Based on the peculiar methodology of Georges Bataille, with its goal to express the experience of the impossible, the categorical apparatus of M. Heidegger’s existential phenomenology, hermeneutics, historical and philosophical analysis and the use of the given concept, an attempt was made to penetrate the depths of the creative act and personality characteristics of the author. The latter (poet, philosopher) is engaged in mythopoiesis, he does not just create a special language and lives in it but conveys something through it, this being his destiny, his drama. In this regard, we should speak about the expression of Being, where dramatization plays a significant role. Dramatization is the process that helps to «go beyond oneself» to the unknown and transcendental. There are other meanings as well. For example, from an existential point of view, a person who dramatizes his existence becomes closer to understanding language, phenomena and the meaning of his life. Dramatization helps bridge the gap between things and words. The key figures of our research are Plato and G. Bataille, in whose philosophizing two types of dramatization are most clearly traced. The first type is rational, where drama unfolding in life and in one’s own philosophy is presented; the second one is irrational, associated with inner experience, mystical ecstasies, dramatization to exhaustion. At the same time, Plato and Bataille have common features: moments of experiencing death, incompleteness, and overcoming limits. This text may be of particular interest to those who deal with the philosophical problems of the creative process (further development of dramatization in relation to other similar concepts would help understand it at a higher qualitative level), a comparative analysis of antiquity and postmodernism.
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Dissertations / Theses on the topic "Dramatization"

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Valente, Erica. "Dramatization and its influence on student comprehension and engagement." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592301.

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The popularity of visualization as a teaching technique, specifically in higher-grade levels, has decreased in the past decades. Multiple educational theorists such as Vygotsky (1978), Macready (2009), and Dewey (1916), stress the importance of authentic visualization and social interaction in order to increase reading comprehension. Cobb and Kallus (2011) concluded, “all readers must, at every moment in the reading process, construct coherent model of reading for the text they read” (p. 31). Visualization can occur on a personal level, with the student being able to picture the text in her mind, or at a public level, with students acting out texts and otherwise giving life to what is being read in class.

This qualitative study was designed to investigate the influence of dramatization within an 11th grade English classroom. Ultimately, the researcher observed that dramatization led to higher levels of motivation and engagement, as well as increased reading comprehension. Providing struggling readers with varied opportunities to learn is crucial in order to be an effective teacher. After review of existing literature, as well as multiple education theories, it is evident that if a student is removed from the text, she may not feel motivated to read it or give it her full attention. However, if the student is interested and involved, the level of motivation may increase. This engagement and participation that is encouraged by dramatization can ultimately lead to cognitive growth as well as a deeper understanding of the text.

The eight participants involved in the study were exposed to dramatization lessons during their regular school day along with their classmates. This eight-week study took place as the students in the junior English class were reading Othello. During this study, dramatization was used as a venue for participants to discuss characters and setting, as all students in the class were somehow involved during dramatization lessons. Moley, Bandre and George (2011) stressed the importance of authentic conversations and role-playing. Their study showed that active involvement could increase interest. Whether they were actively acting out a role, helping move desks in order to create a stage, or merely acting as spectators, all participants were actively engaged when dramatization occurred. Providing the participants with the opportunity to link text with bodily experiences correlates to studies performed by Glenberg (2011), who stressed that these bodily experiences will then lead to higher levels of comprehension and memory retention. Upon conclusion of the study, it was also evident to the researcher that dramatization was not only influencing engagement, but it was also positively impacting reading comprehension. These conclusions were drawn based on the data collected by the researcher. Throughout the eight-week research period, various data sources were used. Data sources included researcher (teacher) field notes, pre/post surveys, and participant work samples (tests/quizzes).

The success of dramatization could be due to the fact that instead of passively reading the text, dramatization requires active involvement from both actors and spectators, which may not only increase comprehension, but also provide a more memorable lesson for the students. Calfee’s (1984) study concluded that “structure is the key to comprehension – to comprehend a passage is to create a mental structure” (p. 82). Once this mental structure is created, students are more likely to retain the information. Utilizing dramatization could encourage students to take an active role in their learning, thus leading to greater levels of student engagement, and ultimately, increased reading comprehension.

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Smith, Dori Marie. "Lyric Possession: A Dramatization of Italian Tarantism in Song." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560813.

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Lyric Possession: A Dramatization of Italian Tarantism in Song is a one-act creative project informed by research exploring the formation and evolution of Mediterranean musical, religious, and cultural identity through the practice of the tarantella. The tarantella is a musical form woven into the very fabric of the Mediterranean cultural landscape, in song, dance and folkloric history. The transformation of scholarly perspectives into dramatic format, recalling traditional Italian folk drama, illuminates the history and cultural relevance of the tarantella through the lives and songs of its practitioners. In the Salentine peninsula where magic and religion collide, the ritualistic healing practice of the tarantella has served as a musical mechanism for dealing with reactions to socio-cultural issues such as repression of sexual identity, disenfranchisement, poverty and powerlessness experienced by Southern Italian women for centuries. Believed to have been a reaction to the venom of the indigenous Italian tarantula or wolf spider, peasant women in the Salentine peninsula exhibited poisoning-like symptoms and possession by spider spirits cured only through the performance of the tarantella and through the intercession of St. Paul, the patron saint of those who perform the tarantella, the tarantists. The purpose of this study is twofold. First, to examine the musical manifestations of the Tarantella as informed by its folkloric history, particularly in consideration of gender marginalization and female power. Second, to create a musical drama that portrays the music of the tarantella in a dramatic context that will reflect its folkloric history, scholarship by the anthropological, ethnomusicological and psychological communities in the form of the ritual itself. The project proposes that the complex, multifaceted history of the tarantella may best be captured and expressed through practice via a recreation of the ritual in the form of a musical drama.
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Clay, Andrew Michael. "The dramatization of professional crime in British film 1946-1965." Thesis, De Montfort University, 2003. http://hdl.handle.net/2086/4076.

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Liu, Wen. "Representation of women and dramatization of ideology in modern Chinese literature /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102175.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-198). Also available for download via the World Wide Web; free to University of Oregon users.
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Barokass-Emanuel, Noga. "Ethics in translation : an exploration through art, dramatization, literary and political texts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59352.pdf.

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Van, den Berg Celia. "Dramatization of poetry as strategy in an anger management programme for adolescent girls." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43268.

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Adolescence is a turbulent time and a critical transformational phase during which major physical, emotional, cognitive and social shifts occur. The objective of this study is to explore ways in which female adolescents can acquire anger management skills. The study proposes that emotional competency is cultivated as a result of the neurological plasticity of the brain and by applying learning material based on the work of scholars in the fields of neuroscience and Applied Drama. Adolescence is an opportune time for girls to learn emotional competency skills as the incomplete development of the prefrontal area of the brain makes them more inclined to risk taking and less aware of logical thinking processes. The study indicates that anger floods the body with secretions like cortisol and adrenaline, blocking logical thinking. Angry incidences can have destructive consequences for relationships. The empirical study includes discussions of training levels for anger management, such as the identification of anger-related emotions and anger styles, understanding anger, and curbing angry expressions through assertive communication. As anger management is a practical aptitude, the empirical study applied selected Process Drama conventions (as modes of Applied Drama), specifically role play, tableaux, Mantle of the Expert and dramatized poetry. The benefit of these conventions lies in the facility with which they can alternate between dual modes of engagement and learning content. Process Drama launches the workshops’ participants into a make-believe world in which they can identify with a situation from the inside out while simultaneously observing the situation from the outside in, a phenomenon called metaxis. The female adolescent, while protective of her social relationships, can safely enter a fictitious world and face the problems raised by anger without jeopardizing her privacy or dealing with real-life emotions. The convention of dramatized poetry enabled creative expression as the participants wrote their own poems to personalize their insight into their need for anger management. While the methodology was being practised, it was also assessed. As the outcomes of the learning objectives were the participants’ responsibility, I could assess during the activities if they accommodated learning objectives in their biography. In this study the participants were, for example, not able to fully utilize the skill of assertive communication. The integrity of the methodology of Process Drama for girls was affirmed when it was successfully combined with the principles of brain-based learning. The literature review and the outcomes of the empirical study confirmed that Process Drama adheres to the principles of brain-based learning which is, inter alia, physiological, social and emotional, and occurs in tandem with the developmental phase of the participant. The research study is the culmination of various disciplines and an endeavour to present a multimodal anger management programme that incorporates the adolescent female on a cognitive, emotional and physical level, and in a sound collaborative environment.
Thesis (DPhil)--University of Pretoria, 2013.
lk2014
Drama
DPhil
Unrestricted
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Unwin, Charles. "Dramatization and philosophy of history in Orange Book explication of a site-responsive work and its research." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10876.

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The explication presents Orange Book as a piece of site-responsive public space performance, showing how similar patterns of thought and feeling emerging in both research and artwork led to elaborating the notion of an art methodology for the work. The explication further considers a process of research into drama and history in relation to contemporary performance: where narrative dramatic forms,whether organic or fragmented, show history as a fait accompli, an aesthetic orientation around open structures and non-narrative performance modes allows for a constructive, ethically directed, philosophical engagement with historical process. The explication thus demonstrates implications of biography, philosophy, history and dramatization in my search for a distinctive performance idiom.
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Stalnaker, Whitney Lewis. "Good at Heart: The Dramatization of "The Diary of Anne Frank" and Its Influence on American Cultural Perceptions." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461327854.

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Kirk, Elizabeth W. "Dictation and dramatization of children's own stories : the effects on frequency of children's writing activity and development of children's print awareness." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137577.

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The first purpose of the present study was to determine whether the duration of preschool children's drawing and writing activity could be increased by introducing the process of dictation and dramatization of children's own stories. The second purpose of this study was to determine whether taking dictation from preschool children and facilitating the dramatization of children's dictations had an impact on print awareness. Samples of convenience were selected from a child care center in a small midwestern city. Results were based on the participation of 16 3- to 5-year-old children in the intervention group and 21 3- to 5-year-old children in the control group.Each participant's print awareness level was measured at the beginning and end of the study using the Print Awareness Test (Huba & Kontos, 1986). Videorecordings were made of the activity that occurred at a designated writing table. The duration of each child's writing and drawing activity was recorded (in seconds). For three hours a week during the eight weeks of the treatment period, children in the treatment group were encouraged to dictate their own individual stories to an adult who wrote their stories and read the stories back to the children. During the last four weeks of the treatment period, children in the treatment group also were encouraged to dramatize their own stories.The findings of the study were:1. A significant difference in children's print awareness was found in both the treatment and control groups (p<.05). There was no difference in print awareness change scores between the treatment and control groups.2. There was a moderate positive correlation (.471) between the number of stories dictated during the first four weeks of intervention and changes in print awareness scores within the treatment group.3. There was no significant difference between the control and treatment groups in the duration of writing and drawing at the end of the study. However, within the treatment group, during the time children were dictating and dramatizing their own stories, the duration of writing and drawing was significantly greater than either before or after intervention.
Department of Elementary Education
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Allen, Gerard Peter. "'This is my mind, I will have it so' : the developing imperative of sixteenth-century individualism and its dramatization in the plays of Christoper Marlowe." Thesis, Queen Mary, University of London, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262559.

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Books on the topic "Dramatization"

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Johanson, Robert. Jane Eyre: A dramatization. Woodstock, Ill: Dramatic Pub., 1998.

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Willis, Hall. Mansfield Park: A dramatization. London: S. French, 1994.

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Adler, Joyce. Dramatization of three Melville novels: With an introduction on interpretation by dramatization. Lewiston [N.Y.]: E. Mellen Press, 1992.

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Johanson, Robert. Charles Dickens' Great expectations: A dramatization. Woodstock, Ill: Dramatic Pub., 1994.

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Brian, Daley. Star wars: The National Public Radio dramatization. New York: Ballantine Books, 1994.

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Brian, Daley. Star wars.: The National Public Radio dramatization. New York: Ballantine Books, 1996.

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L, King Larry. Christmas, 1933: A dramatization in one act. New York: S. French, 1987.

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Wilkie, Collins. Moonstone a Dramatization. Audio-Forum, 1987.

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Christie, Agatha. Nemesis: Radio Dramatization. BBC Radio, 2003.

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L'Amour, Louis. Louis L'Amour Dramatization. Random House Audio Publishing Group, 2002.

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Book chapters on the topic "Dramatization"

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Xu, Shuangshuang, and Luca Tateo. "Dramatization." In The Routledge International Handbook of Innovative Qualitative Psychological Research, 52–63. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003132721-7.

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Owen, Lynette. "Dramatization and documentary rights." In Selling Rights, 320–51. Eighth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351037501-21.

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MacKenzie, Iain, and Robert Porter. "Dramatization as Critical Method." In Dramatizing the Political: Deleuze and Guattari, 33–51. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353244_3.

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MacKenzie, Iain, and Robert Porter. "Dramatization: The Ontological Claims." In Dramatizing the Political: Deleuze and Guattari, 52–69. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353244_4.

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Couto Duarte, João Miguel. "The Dramatization of Architecture." In Theatres of Architectural Imagination, 15–26. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003297666-3.

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Owen, Lynette. "Dramatization and documentary rights." In Selling Rights, 337–69. 9th ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003394532-21.

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Larson, Bruce E. "Simulations, Role-Play, and Dramatization." In Instructional Strategies for Middle and High School, 175–91. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003015505-10.

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MacKenzie, Iain, and Robert Porter. "Language and the Method of Dramatization." In Dramatizing the Political: Deleuze and Guattari, 73–92. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353244_5.

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MacKenzie, Iain, and Robert Porter. "Cinema and the Method of Dramatization." In Dramatizing the Political: Deleuze and Guattari, 93–112. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353244_6.

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MacKenzie, Iain, and Robert Porter. "Events and the Method of Dramatization." In Dramatizing the Political: Deleuze and Guattari, 113–34. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353244_7.

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Conference papers on the topic "Dramatization"

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Sgouros, Nikitas M., George Papakonstantinou, and Panagiotis Tsanakas. "Dynamic dramatization of multimedia story presentations." In the 2nd international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/238218.238309.

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Kumpan, Natalia Alexandrovna. "Teaching French by means of dramatization." In International Research-to-practice Conference for students. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113118.

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Semova, Dimitrina. "Understanding Dramatization of Pain in Crime Coverage." In 3th International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.08.15.

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Bermeo Ayerbe, Miguel Angel, David Stiven Avila Gonzalez, Fabian Andres Merchan Jimenez, Enrique Gonzalez Guerrero, and Alejandra Maria Gonzalez Correal. "AIO robot: A EDI modular robotic dramatization platform." In 2017 18th International Conference on Advanced Robotics (ICAR). IEEE, 2017. http://dx.doi.org/10.1109/icar.2017.8023528.

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anggaryani, mita, and Mita Anggaryani. "A Critical Analysis of Dramatization on Evacuation Drill." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.47.

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Zvyagina, Evgenia. "DRAMATIZATION FOR THE PRODUCTIVE ESL LEARNING AT LINGUISTIC DEPARTMENTS." In Россия и Китай: история и перспективы сотрудничества. Благовещенск: Благовещенский государственный педагогический университет, 2021. http://dx.doi.org/10.48344/bspu.2021.41.46.087.

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Dória, Thiago R., Angelo E. M. Ciarlini, and Alexandre Andreatta. "A nondeterministic model for controlling the dramatization of interactive stories." In Proceeding of the 2nd ACM international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1462014.1462020.

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De Simone, Mariarosaria, Maria Chiara Del Mastro, and Francesca Marone. "THE DRAMATIZATION BETWEEN THEATER AND MUSIC IN THE PEDAGOGICAL EXPERIENCE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0991.

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Muslikhin, Muslikhin, Medo Maulianza, and Ebnu Yufriadi. "Dramatization of COVID-19 Vaccination News on Indonesian News Television." In 2nd Indian International Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2022. http://dx.doi.org/10.46254/in02.20220440.

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Telpov, Roman Evgenyevich. "Dramatization as a figure of dialogism in Russian scholastic preaching." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112978.

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Reports on the topic "Dramatization"

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San Miguel, Begoña Gutiérrez, Maribel Rodríguez Fidalgo, and María del Camino Gallego Santos. Analysing the development of TV news programmes: from information to dramatization. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-888-126-145-en.

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