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Journal articles on the topic 'English drama (collections)'
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1
Elliott, Erin. "The Season for Speech: A Review of Critical Perspectives on Canadian Theatre in English, Vols. 1, 2, and 3." Canadian Theatre Review 128 (September 2006): 138–41. http://dx.doi.org/10.3138/ctr.128.024.
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Aboriginal Drama and Theatre, African-Canadian Theatre and Judith Thompson are the first three books in the Critical Perspectives on Canadian Theatre in English series from Playwrights Canada Press. Under general editor Ric Knowles, these three collections serve to “facilitate the teaching of Canadian drama and theatre in schools, colleges, and universities across the country for years to come” (iii).
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Urban, Eva. "Reification and Modern Drama: an Analysis, a Critique, and a Manifesto." New Theatre Quarterly 32, no. 3 (June 30, 2016): 256–68. http://dx.doi.org/10.1017/s0266464x16000233.
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Drawing on a close reading of Theodor Adorno's essay, ‘Education after Auschwitz’, in this article Eva Urban develops the argument that an analysis of the reification that reduces human relationships to mere business interactions has been a central concern of modern drama. The article offers an analysis of some of the ways in which this theme continues to be represented, interrogated, and challenged internationally in contemporary political plays and theatre performances across a range of genres and grounded in a variety of dramaturgical principles. It asks how drama, theatre-making, theatre-spectating, and theatre-participating can create dynamics necessary to enable a move from reified consciousness towards the development of critical autonomy and solidarity. A negotiation of the principles of critical consciousness and solidarity is problematic within economic structures that cause social, ethnic, and religious atomization and divisions. Her argument concludes with an outline for a manifesto for political drama and theatre practice to work against reification. Eva Urban is a lecturer and researcher in the English Department and an Associate of the Irish Studies Research Centre, CEI/CRBC, at the University of Rennes 2, France. She recently completed a British Academy Postdoctoral Fellowship at the University of Cambridge and is a Life Member of Clare Hall, Cambridge. The author of Community Politics and the Peace Process in Contemporary Northern Irish Drama (Peter Lang, 2011), she has also published articles in New Theatre Quarterly, Etudes Irlandaises, Caleidoscopio, and edited book collections.
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Prancisca, Stella, Ana Fergina, Zou Deping, Iwan Ramadhan, Muhammad Ainur Rizqi, and Elsa Ananda. "Undergraduate students’ reading preference in the extensive reading program: Diary method." Journal of English Language Teaching Innovations and Materials (Jeltim) 5, no. 2 (October 5, 2023): 110. http://dx.doi.org/10.26418/jeltim.v5i2.67998.
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Although the Extensive Reading (ER) program has multiple benefits for language learners, the long nature of this program can make it daunting, especially for those with limited book selection. Thus, ensuring a book collection that fits the learners’ preferences is crucial, not only to maintain their reading enjoyment during the program but also to save costs. This research then investigated learners' reading preferences during an ER program, particularly by looking at the reading genres that were frequently chosen by the learners. This research was conducted on 30 university students who took English as a mandatory course. The course used ER as part of the curriculum. This research recorded the learners’ reading preferences through a reading log. This log must be filled in after reading a book or text. Overall, the research generated 373 entries. The results of this research indicated participants’ high interest in books with the themes of drama (slice of life), tales, and comedy. The current research also discovered a preference difference between gender. In conclusion, this research believes ER practitioners must consider learners’ preferences to provide suitable book collections for students. Thus, the learners can read more comfortably and maintain their motivation.
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Bentley, Eric. "From Half-Century to Millennium: the Theatre and the Electric Spectator." New Theatre Quarterly 10, no. 37 (February 1994): 3–10. http://dx.doi.org/10.1017/s0266464x00000038.
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Well into his eighth decade, Eric Bentley now regards himself as primarily a playwright, having redefined the agenda of serious criticism during the early post-war years, pioneered the understanding, translation, and production of Brecht in the West, and for long combined academic work at Columbia with producing the best kind of regular theatre reviews. Apart from several collections of that ‘occasional’ writing, and anthologies of plays in translation which have helped to extend the range of the English-language repertoire, he has produced several full-length studies of seminal importance – from his early re-evaluation of Shaw and, in The Playwright as Thinker, of other major modern dramatists, to the more theoretical but invariably stimulating ‘rethink’ of dramatic genres in The Life of the Drama. More recently, he has devoted his time to active playwriting, and it was during a production of his Lord Alfred's Lover in Miami that the director and self-proclaimed ‘counterfeit critic’ Charles Marowitz persuaded him to discuss the present state of both the active theatre in the West – and of the condition of the critical trade he had once pursued.
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Urban, Eva. "Multilingual Theatre in Brittany: Celtic Enlightenment and Cosmopolitanism." New Theatre Quarterly 34, no. 3 (July 13, 2018): 283–97. http://dx.doi.org/10.1017/s0266464x1800026x.
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In this article Eva Urban describes a historical tradition of Breton enlightenment theatre, and examines in detail two multilingual contemporary plays staged in Brittany: Merc’h an Eog / Merch yr Eog / La Fille du Saumon (2016), an international interceltic co-production by the Breton Teatr Piba and the Theatr Genedlaethol Cymru (the Welsh-language national theatre of Wales); and the Teatr Piba production Tiez Brav A Oa Ganeomp / On avait de jolies maisons (2017). She examines recurring themes about knowledge, enlightenment journeys, and refugees in Brittany in these plays and performances, and presents the argument that they stage cosmopolitan and intercultural philosophical ideas. Eva Urban is Senior Research Fellow at the Senator George J. Mitchell Institute for Global Peace, Security and Justice, Queen's University Belfast. She has held a Région de Bretagne Postdoctoral Research Fellowship at the Centre for Breton and Celtic Studies, University of Rennes 2, a research lectureship in the English Department, University of Rennes 2, and a British Academy Postdoctoral Fellowship at the University of Cambridge. She is the author of Community Politics and the Peace Process in Contemporary Northern Irish Drama (Peter Lang, 2011) and has published articles in New Theatre Quarterly, Etudes Irlandaises, Caleidoscopio, and chapters in book collections.
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MARSHALL, ALAN. "THE WESTMINSTER MAGISTRATE AND THE IRISH STROKER: SIR EDMUND GODFREY AND VALENTINE GREATRAKES, SOME UNPUBLISHED CORRESPONDENCE." Historical Journal 40, no. 2 (June 1997): 499–505. http://dx.doi.org/10.1017/s0018246x97007255.
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One of the more absorbing events in the great drama of the Popish Plot, which swept through English political life in the autumn of 1678, was the discovery of the corpse of a Westminster magistrate, Sir Edmund Berry Godfrey, in a ditch near Primrose Hill on 17 October 1678. This event, which sparked off a great deal of panic in London and gained some notoriety at the time, has continued to perplex historians, both professional and amateur, ever since. The speculation as to how Godfrey met his death and who did the deed, has tended to obscure the fact that we still know surprisingly little about this prominent Westminster merchant and justice of the peace before his demise. Despite an intensive historical investigation of Godfrey's murder, if murder it was, a lack of evidence has always been the main problem for any historian attempting to analyse Godfrey's character and career prior to his death. This was compounded by the allegation that on the night before his disappearance Godfrey burnt a large number of his personal papers. However, located in the collections of the National Library of Ireland is a small white leather-backed volume containing seventeenth-century copies of the correspondence of Sir Edmund Godfrey to his close friend the Irish healer and stroker Valentine Greatrakes. This letterbook is a significant addition to the historical record in that it contains what may be the only surviving personal letters of the ‘murdered’ magistrate during the late 1660s and early 1670s.
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Ploom, Ülar. "Some Aspects of Subversive Rhetoric in Juhan Viiding’s Poetry." Interlitteraria 16, no. 1 (December 31, 2011): 137–59. http://dx.doi.org/10.12697/il.2011.16.1.9.
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The aim of the present article is to study some aspects of subversive rhetoric in the poetry of Juhan Viiding (1948–1995), one of Estonia’s most admired and cherished poets and actors whose “Complete Poetry” (edited by Hasso Krull) includes texts written between 1968 and 1994, published either in collections (until 1978, under the pseudonym of Jüri Üdi, which translates as George Marrow in English) or separately in newspapers and magazines. It is important to mention that Juhan Viiding often read and sang his texts (accompanied on the piano by Tõnis Rätsep, a friend and colleague from the Estonian Drama Theatre), quite a few of which are recorded on cassette and CD. Üdi/Viiding was and continues to be widely read, quoted, imitated and discussed by his Estonian readers, fellow poets, intellectuals and critics. However, despite the fact that Viiding’s poetry has been translated into sixteen languages, according to Aare Pilv’s “Juhan Viidingu ja Jüri Üdi bibliograafia” (Pilv 2010: 170–175), Viiding has not achieved the sort of fame abroad which he enjoys in Estonia. Indeed, the volume of articles and essays written in Estonian on Viiding’s poetry is not equalled by writing in other languages. Reviews written in English and Russian are mostly by Estonian critics or Russian critics from Estonia (ib. 196–208). Of course, poetry in general does not submit easily to being translated, but in Üdi/Viiding’s case we are dealing with a kind of poetic which makes the process even more complicated, perhaps also partly unachievable. This seems to be the most probable explanation for the asymmetry of Üdi/Viiding’s poetic reputation. So, apart from the peculiar charm of his poetry, with its highly intricate poly-semantic spectrum which calls out for discussion of the organising principles of his texts, I am writing this article in the hope that more foreign critics will take an interest in this exceptional poet and more poets who write in other languages will rise to the challenge of translating his texts or providing their own original pieces of creative writing in Üdi/Viiding’s wake.
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Rochelson, Meri-Jane. "“THEY THAT WALK IN DARKNESS”: GHETTO TRAGEDIES: THE USES OF CHRISTIANITY IN ISRAEL ZANGWILL’S FICTION." Victorian Literature and Culture 27, no. 1 (March 1999): 219–33. http://dx.doi.org/10.1017/s1060150399271124.
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AT THE END of the Victorian era and in the first decades of the twentieth century, Israel Zangwill was a well-known name in Europe, America, and even the Middle East. The enormous success of his 1892 novel Children of the Ghetto had made Zangwill the spokesperson for English Jewry throughout the world, as he revealed and explained an alien community to its non-Jewish neighbors and made the universe of the Jewish immigrants more intelligible to their acculturated coreligionists. An early Zionist, Zangwill met with Theodore Herzl in London and attended the first Zionist Congress in Basel in 1897; he continued to participate in the movement until 1905, when he formed his own nationalist group, the Jewish Territorial Organization (ITO). He became active in the pacifist and feminist movements of the early 1900s, and his literary output of that period for the most part reflects those interests, although he still explored issues of Jewish identity in numerous short stories and the highly popular play The Melting Pot (1908). In all, Zangwill published eight novels, nine collections of short fiction, eleven plays, and a volume of poetry, writing on both Jewish and more general themes; and (with the exception of some of his later thesis drama) his work was for the most part both popular and acclaimed. During the later 1880s and 1890s Zangwill was a prolific journalist, publishing columns on literature and current topics not only in the Jewish Standard, but also in the comic paper Puck (later Ariel, which he also edited), the Critic, and the Pall Mall Magazine. In short, he was very much a turn-of-the-century literary personality, esteemed as one of their own by his Jewish readers, but also prominent in the more general transatlantic literary milieu.
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Gudkov, Maxim M. "Red Rust vs Yellow Rust: Metamorphoses of the Soviet Play on Broadway." Literature of the Americas, no. 14 (2023): 141–88. http://dx.doi.org/10.22455/2541-7894-2023-14-141-188.
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The study focuses on the adaptation of a politically engaged dramaturgical work from Bolshevik Russia — Vladimir Kirshon’s and Andrey Uspensky’s play Konstantin Terekhin (Rust) — to the specific requirements of Broadway, the commercial theater of the USA, and the textual changes of the Soviet original associated with it. The basic principles of the Broadway theater creative and organizational model, drastically different from the repertory theater of post-revolutionary Russia, are defined — the primacy of commerce over artistry, the absence of state support and censorship, a respectable audience that does not accept radical political ideas. On the American stage the Soviet play was produced in 1929, with the changed title (Red Rust), and the text subjected to changes and distortions. The paper considers these changes in the context of American socio–economic life of the Red Thirties. The discrepancy between the original dramaturgical material and the specific requirements of the American commercial theater is analyzed. The free handling of the text from Bolshevik Russia in the US theater is due to the absence of copyright regulations between the two countries. The process of exporting the play to the United States — via Paris and London — is being reconstructed. Three sources that have carried out the textual transformation of the Soviet original are characterized: the authors of the French-language adaptation from Russian (Fernand Nozière and Vladimir Bienstock), British translators from French into English (Virginia and Frank Vernon) and Broadway stage director who previously visited Moscow and sought to introduce into the text what, in his opinion, Soviet censorship would not allow (Herbert Biberman). The study is based on the materials from the Beinecke Library of Rare Books and Manuscripts collections (Yale University), as well as documents from the Houghton Library (Harvard University), the New York Public Library for Performing Arts, the Russian State Archive of Literature and Art (Moscow), and the museum of the Mossovet State Academic Theater (Moscow). The study is aimed at expanding the understanding of the stage history of the Russian drama in America.
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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 (June 6, 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 Language and Literature Department. Findings showed that students were enthusiastic about performing drama wayang and could perform it well. Furthermore, drama wayang can be integrated into English teaching and learning activities to improve activity variety and attract students’ interest in learning speaking. This study also implies that drama wayang can be developed into an ESP teaching method combined with Indonesia's local culture and serves as an innovative and contextual ESP teaching method.
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Syukri, Muhammad, Prima Mytra, and Fatimah Hidayahni Amin. "BUILDING COMMUNITY THROUGH LOCAL DRAMA ACTIVITIES IN THE CLASSROOM." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 25, no. 2 (December 30, 2022): 358–74. http://dx.doi.org/10.24252/lp.2022v25n2i15.
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Using a local history approach as an embedded medium can increase student engagement and achieve the goals of the learning process. The purpose of this study was to find out how to build student community through local historical drama in drama class activities. This study uses mixed methods, with observation and questionnaires as data collection instruments. Using a purposive sampling technique, 75 students were selected as a sample from a population of 3,225. Data were analyzed by Quant-Qual and interpreted by descriptive accounting. The results showed that there were no students who commented badly about the use of techniques in local historical dramas. Researchers recommend using this approach in the learning process, especially in learning English and how to build student’s community.
Abstrak:
Menggunakan pendekatan sejarah lokal sebagai media yang melekat dapat meningkatkan keterlibatan siswa dan mencapai tujuan dari proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui bagaimana membangun komunitas siswa melalui drama sejarah lokal dalam kegiatan drama kelas. Penelitian ini menggunakan metode campuran, dengan observasi dan kuesioner sebagai instrumen pengumpulan data. Dengan menggunakan teknik purposive sampling, dipilih 75 siswa sebagai sampel dari populasi sejumlah 3.225. Data dianalisis dengan Quant-Qual dan diinterpretasikan dengan akuntansi deskriptif. Hasil penelitian menunjukkan bahwa tidak ada satupun siswa yang berkomentar buruk tentang penggunaan teknik dalam drama sejarah lokal. Peneliti merekomendasikan penggunaan pendekatan ini dalam proses pembelajaran, khususnya dalam pembelajaran bahasa Inggris dan bagaimana membangun komunitas siswa.
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Polevshchykova, E. V. "EARLY ENGLISH PRINTED DRAMA IN THE VORONTSOV СOLLECTION OF THE UNIVERSITY LIBRARY." Library Mercury, no. 2(30) (December 29, 2023): 92–109. http://dx.doi.org/10.18524/2707-3335.2023.2(30).291811.
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The paper provides information on early modern and Restoration English drama printed during the Stuart period in the Vorontsov collection of the Scientific Library of the Odessa National I. I. Mechnikov University. The article gives a brief overview of this part of English old printed books conserved in the University library, including the composition of the collection, chronological framework of included editions, as well as copy-specific features and physical condition of the copies. The author focuses on the provenance of the collection and its formation by the Vorontsov family members. An Appendix contains short bibliographic descriptions of drama prints from the collection and authoritative bibliographic references.
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Oberhelman, David D. "English Server Drama Collection004English Server Drama Collection. Internet URL: http://eserver.org/drama/: Geoffrey Sauer, ISSN: amatisation, Electronic publishing, Theatre." Electronic Resources Review 4, no. 1/2 (January 2000): 4. http://dx.doi.org/10.1108/err.2000.4.1_2.4.4.
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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 (April 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 researcher independently designed the research instrument which was used to elicit responses from learners. The data collection method uses purposive sampling in the present study. Activities that encourage language-learning skills include role-plays and extended role-plays, which are described in the research as drama elements that can be useful in teaching languages. The study's findings support the use of drama as a strategic approach and have a bigger influence on student learning results.
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Keener, Andrew S. "From Princess to Public University: The Augusta Sophia Collection of English Drama." Libraries: Culture, History, and Society 8, no. 1 (April 2024): 22–44. http://dx.doi.org/10.5325/libraries.8.1.0022.
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ABSTRACT This article argues that a collection of English play-texts gathered by Princess Augusta Sophia of the United Kingdom (1768–1840), daughter of King George III (1738–1820) and Queen Charlotte (1744–1818), represents the royal family’s intergenerational tradition of women’s book collecting. Located today at the University of North Carolina at Charlotte, the collection comprises nearly eight hundred full texts of comedies, farces, and musical dramas, mostly from the long eighteenth century. Significantly, it reflects the royal family’s theatrical and book-collecting interests, particularly those of Queen Charlotte, who supervised the princess’s education and whose own books Augusta adopted after the monarch’s death. Tracing the library’s reorganization and movements toward a city named after the queen—Charlotte, North Carolina—this article additionally demonstrates how Augusta Sophia’s book-collecting legacy, and her mother’s, have been obscured by patrilineal libraries and academic research priorities, and also what steps might “reconstruct” her library for further inquiry.
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Anaam, Faisal Mohammed Saleh. "Role of Drama on Enhancing English Writing Skill for Secondary School Students in Yemen." ENSEMBLE 3, no. 1 (August 20, 2021): 119–28. http://dx.doi.org/10.37948/ensemble-2021-0301-a015.
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The present study is an attempt to find out the impact of drama as a tool of teaching on improving writing skill for school students in Yemen. The participants of this study were 76 students of grade 10 from public secondary school in Taiz city, Yemen. The sample was selected randomly and divided into two groups, experimental and control groups. The researcher selected some writing lessons from the English textbook prescribed for grade 10. The experimental group students were taught through drama method whereas the control group students were taught by the traditional method. Pre and Post-tests were used as tools for data collection to explore the role of drama on writing skill. The researcher used the statistical techniques namely descriptive analysis (Mean and Standard Deviation), ANCOVA and t-test to analyse the collected data. The results of the present study indicated that teaching writing skill through drama was more effective than teaching through the traditional method. The findings of the study also showed that drama has a significant role on improving English writing skill for secondary school students in Yemen.
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Law, Oluseun F. "Effect of Drama Technique on Achievement in English Reading Comprehension of Junior Secondary School Students." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 165–73. http://dx.doi.org/10.31578/jebs.v6i2.240.
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The study examined the effect of drama technique on achievement in English reading comprehension of junior secondary school students. This study adopted the pre-test – post-test quasi-experimental design. The population of the study comprised all junior secondary school students in Ijebu-North local government, Ogun state. Two junior secondary schools were randomly selected for the purpose of the study. The students in the two schools were randomly assigned to experimental and control groups. The instrument used for data collection was the Reading Comprehension Achievement Test which has a reliability coefficient of 0.72. The experiment lasted for six weeks. The data were analyzed by Analysis of Co-Variance (ANCOVA) at a 0.05 level of significance. The results show a significant main effect of drama technique and gender on students’ achievement in reading comprehension. The results further show a significant interaction effect of drama technique and gender on students’ achievement in reading comprehension. The study recommends that teachers should adopt the use of drama techniques in teaching comprehension.
Keywords: drama technique, reading comprehension, achievement in reading
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Mahant, Pratik Kumar, Sohaib Alam, Sanjukta Ghosh, and Ismat Jabeen. "Shifting Learning Atmosphere through Process Drama: Teaching English Parts-of-Speech (PoS) in Indian Classroom." World Journal of English Language 13, no. 8 (September 30, 2023): 288. http://dx.doi.org/10.5430/wjel.v13n8p288.
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This paper investigates the effectiveness of process drama in teaching English parts-of-speech to middle school students in an eastern Indian school. For the application part, researchers developed process drama-based lesson plans following the structural approach and implemented them among the students of class VII studying English as a second language (L2). The study employed a quasi-experimental design, with a pretest-posttest approach to data collection. Additionally, the facilitator consistently took observational field notes to understand the utility and limitations of process drama in a second-language classroom. The study's major findings indicate a significant growth in the treatment group and showed seminal benefits over the traditional method of teaching parts-of-speech through the structural approach. Moreover, observation and field notes indicated the welcoming attitude of learners towards process drama-based language pedagogy. Also, observation and field notes showed assistance in understanding the utility and limitations of process drama as a pedagogical tool in an L2 classroom. Thus, findings of this study have implications for language educators, curriculum designers, and policymakers, offering valuable insights and practical recommendations for integrating process drama in L2 teaching methodologies in diverse educational settings. Additionally, this research contributes to the ongoing discourse on innovative language teaching techniques, catering to the needs of the diverse student populations in language classroom.
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Rinekso, Aji Budi, Okta Lesagia, and Dian Setiawati. "IMPROVING VOCABULARY WHILE WATCHING KOREAN DRAMAS: A CASE OF INDONESIAN EFL UNIVERSITY STUDENTS." ELTR Journal 5, no. 1 (January 9, 2021): 50–62. http://dx.doi.org/10.37147/eltr.v5i1.106.
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Myriad studies have been discussing the role of subtitle for improving students’ vocabulary mastery. Yet, the use of English subtitle in Korean dramas is scarcely explored. Within a qualitative approach, this study aims at investigating how Indonesian EFL university students employ Korean dramas with English subtitle for improving their vocabulary. Twenty-three EFL university students were involved to participate in this study. Interview and questionnaire were applied as data collection methods. The results of the study revealed that the students enjoyed learning vocabulary through English subtitle while watching Korean dramas. They were motivated to learn vocabulary because of interesting storyline, editing effect and scene/setting served by Korean dramas. Pedagogically, this study implies that learning vocabulary can be done in regards with the students’ interests, including watching Korean dramas. Further research focusing on the employment of English subtitle for improving reading skill is interestingly to be carried out.
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Rinekso, Aji Budi, Okta Lesagia, and Dian Setiawati. "IMPROVING VOCABULARY WHILE WATCHING KOREAN DRAMAS: A CASE OF INDONESIAN EFL UNIVERSITY STUDENTS." ELTR Journal 5, no. 1 (January 9, 2021): 50–62. http://dx.doi.org/10.37147/eltr.v5i1.106.
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Myriad studies have been discussing the role of subtitle for improving students’ vocabulary mastery. Yet, the use of English subtitle in Korean dramas is scarcely explored. Within a qualitative approach, this study aims at investigating how Indonesian EFL university students employ Korean dramas with English subtitle for improving their vocabulary. Twenty-three EFL university students were involved to participate in this study. Interview and questionnaire were applied as data collection methods. The results of the study revealed that the students enjoyed learning vocabulary through English subtitle while watching Korean dramas. They were motivated to learn vocabulary because of interesting storyline, editing effect and scene/setting served by Korean dramas. Pedagogically, this study implies that learning vocabulary can be done in regards with the students’ interests, including watching Korean dramas. Further research focusing on the employment of English subtitle for improving reading skill is interestingly to be carried out.
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Leva, Bernarda, Simon Zupan, and Nastja Prajnč Kacijan. "English Studies at the Dawn of the 21st Century." ELOPE: English Language Overseas Perspectives and Enquiries 21, no. 1 (June 30, 2024): 9–12. http://dx.doi.org/10.4312/elope.21.1.9-12.
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The special issue of ELOPE (Vol. 21, No. 1, 2024), guest edited by Bernarda Leva, Simon Zupan and Nastja Prajnč Kacijan, is a collection of sixteen studies reflecting a blend of continuity and innovation in English Studies. It presents research on diverse themes such as language, literature, translation, and the pandemic's effects on education and drama, underscoring the resilience and adaptability of English Studies.
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Knowles, Ric, and W. B. Worthen. "Shakespeare and Canada: Essays on Production, Translation, and Adaptation." Canadian Theatre Review 121 (January 2005): 86–87. http://dx.doi.org/10.3138/ctr.121.013.
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Ric Knowles’s new book, Shakespeare and Canada – number 8 in the P.I.E.-Peter Lang Dramaturgies: Texts, Cultures and Performances series – is an important collection of essays. Knowles is widely known for his cogent critique of the culture of contemporary Canadian Shakespeare performance. He is also a major figure in the landscape of contemporary Canadian theatre studies; a widely respected reviewer; editor of the Canadian Theatre Review and Modern Drama; author of two searching books on recent Canadian drama, The Theatre of Form and the Production of Meaning and Reading the Material Theatre; and co-editor of Staging Coyote’s Dream: An Anthology of First Nations Drama in English and Modern Drama: Defining the Field. There’s perhaps no one more able to dramatize the critical dialogue between Shakespeare and the forms, moods and shapes of Canadian theatre.
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Archer, Harriet. "‘The earth … shall eat us all’: Exemplary History, Post-Humanism, and the Legend of King Ferrex in Elizabethan Poetry and Drama." English: Journal of the English Association 68, no. 261 (2019): 162–83. http://dx.doi.org/10.1093/english/efz024.
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Abstract The legend of King Ferrex was employed by Thomas Norton and Thomas Sackville in their succession play, Gorboduc (first performed 1561), and by John Higgins in his Mirror for Magistrates (1574; 1587), to reflect on contemporary politics and offer topical warnings to Elizabeth I and her subjects based on legendary British history. However, as well as including a section specifically focused on environmental exploitation, Higgins imbues the earth with a destructive animism in his poem which stands apart as an anomaly in his collection of verse complaints and amongst wider treatments of the story. Higgins’s emphasis on the arbitrary amoral and areligious destruction of all by the agency of the earth and other non-human actors challenges the Mirror’s educative model, and renders the Gorboduc legend inert. Looking at various versions of the narrative in Gorboduc, Higgins’s Mirror, and William Warner’s Albion’s England (1586), and analogous uses of environmental discourse in other contemporary poetic and dramatic texts by Shakespeare, Spenser, and Marlowe, this article considers the role of the nonhuman, and specifically the earth itself, in early modern imaginative historiography and political commentary. In particular, it suggests that there are fruitful connections to be made between modern posthumanist theoretical approaches, and the post-humanism of Higgins’s approach to exemplary history, whereby his admonitory text appears to abandon its premise of human primacy and perfectability in response to the perceived failure of Elizabethan advice literature to effect political change.
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Al-Shehab, Mohammad, and Abd Al-Rhman Al-Okour. "Types and Functions of English Code Switching Employed in Arab Soap Operas at Jordanian and Nile Drama TVs." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 239. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.239.
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This study aims at analyzing the functions and types of English Code Switching (CS) used by the Actors in Jordan and Nile drama TVs. To allow data collection and to achieve the purpose of the study, the researchers observed 90 hours of Arab series “Musalsalat” in Jordan and Nile Drama TVs in the month of Ramadan 2017. The collected data represented by the Arabic sentences that included English CS, they were analyzed and investigated quantitatively and qualitatively. Quantitatively, percentages and ranks were computed for the functions and types of English CS, and qualitatively, the researchers analyzed the data based on Discourse Analysis (DA) principles. The results showed that the use of intra-sentential switching was more dominant than inter-sentential switching. It also showed that the use of interjection function was more common than other functions. Finally, the study was concluded with some recommendations and suggestions for future researches.
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Cornwell, Steve. "Ken Wilson: Author, Teacher, and Teacher Trainer." Language Teacher 35, no. 4 (July 1, 2011): 19. http://dx.doi.org/10.37546/jalttlt35.4-5.
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Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a dozen series of course books, including Smart Choice for Oxford University Press (OUP). He also writes lots of supplementary material, and in 2008, OUP published Drama and Improvisation, a collection of more than 60 of his ELT drama and motivational activities. His first publication was a collection of songs called Mister Monday, which was released when he was 23, making him at the time the youngest-ever published ELT author. Since then, he has written and recorded more than 150 ELT songs, published as albums or as integral parts of course material. He has also written more than a hundred ELT radio and television programs for the BBC and other broadcasters, including fifty radio scripts for the Follow Me series, thirty Look Ahead TV scripts and a series of plays called Drama First.Until 2002, Ken was artistic director of the English Teaching Theatre, a touring company which performed stage-shows for learners of English. The ETT made more than 250 tours to 55 countries, including three visits to Japan. Ken is an enthusiastic blogger, tweeter and social networker. He lives in London England with his wife Dede and two cats, and works in a shed at the end of his garden.
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Mohd Nor, Zaamah, Laura Christ Dass, and Noor Ahnis Othman. "Exploring Interactive Roles in the Communication Through Drama Online Classroom in Universiti Teknologi MARA, Malaysia." Environment-Behaviour Proceedings Journal 9, SI20 (March 13, 2024): 93–100. http://dx.doi.org/10.21834/e-bpj.v9isi20.5815.
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This qualitative study aims to identify and categorize interactive roles within a Malaysian tertiary drama classroom. It examines the impact of virtual interaction on students' language learning experiences when using drama to improve communication. Employing focus group discussions as the primary data collection method, this research involves 20 undergraduates enrolled in the Communication Through Drama (EPC522) course offered under the LG240 program, i.e., the Bachelor of Applied Language Studies-English for Professional Communication (Hons) in Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. The study is based on the Social Constructivist theory by Vygotsky (1962, 1978) and the Visible Thinking (VT) approach identified by Ritchhart (2006) as part of Project Zero (PZ) at Harvard University. Online platforms and tools utilized for interactive drama activities are specified in the study. The findings reveal the challenges faced in completing drama activities online and demonstrate that the implementation of VT routines enhances students' interactive roles and communication skills. Despite the challenges, students embraced this new educational experience that fosters a more interactive and student-centered environment. The implications of these findings for language education and drama pedagogy in Malaysia are discussed.
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Sohaib Alam, Mohammad Rezaul Karim, and Farhan Ahmad. "Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 255–72. http://dx.doi.org/10.15503/jecs2020.1.255.272.
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Aim. The present study intends to explore how process drama can be effectively used and implemented in Indian classrooms. It further highlights the aspects of the conventional classrooms and discusses why Indian students are lacking in productive skills of the English language and how it can be diagnosed through using the theory and practice of process drama as an instructional method.
Concepts/Methods. Data collection method through a questionnaire has been used in the study and SPSS version 20 is implemented to observe, analyze, and comprehend the data. Reliability and validity have been checked through a pilot study before using the questionnaire and the suggestions of an expert and responded were incorporated.
Research Restrictions. The present study is limited to the Indian classrooms and especially the respondents were purposively chosen from undergraduate classrooms of different faculties. So it cannot be implemented thoroughly but the praxis of using process drama can be a potent strategy to teach English in ESL classrooms according to the level, background and nature of the learners.
Practical Application. The findings of the study clearly indicate that the use of process drama in classroom pedagogy has a positive impact on receptive and productive skills of language.
Cognitive value. The modern classroom pedagogy needs an approach of teaching which can foster the learning process easier and emphasize all four skills in an effective way.
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Saunders, John Nicholas. "Using drama-rich pedagogies with the episodic pre-text model to improve literacy." Teachers and Curriculum 22, no. 2 (November 3, 2022): 49–61. http://dx.doi.org/10.15663/tandc.v22i2.401.
Full textAbstract:
School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney’s School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children’s literature to enhance learners’ English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney’s inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson’s (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.
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Maraini, Dacia, and Rita Much. "Only Prostitutes Marry in May." Canadian Theatre Review 83 (June 1995): 83–84. http://dx.doi.org/10.3138/ctr.83.022.
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This is a collection of four plays written in the ’70s and ’80s by Italy’s foremost feminist playwright, as well as poet, critic and political activist. Editor Rhoda Helfman Kaufman states in her introduction that the volume is the first publication of plays by Maraini in English but this isn’t quite accurate. Maraini wrote a half-hour drama called Mussomeli-Düsseldorf, translated by Margaret Hollingsworth, for a collection of radio plays (Airborn, Blizzard Publishing, 1991), commissioned by CBC Radio to celebrate the Second International Women Playwrights’ Conference held in Toronto in 1991.
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Mastura, Mastura. "An Analysis of the Students’ Difficulties in Understanding Poetry." English LAnguage Study and TEaching 3, no. 2 (January 30, 2023): 41–47. http://dx.doi.org/10.32672/elaste.v3i2.4738.
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For Indonesian EFL (English as a Foreign language) learners, learning poetry in English is difficult. The purpose of this study is to know the difficulties in understanding poetry faced by students of the English Department of Universitas Serambi Mekkah. The total sample was 23 students from Semester 5 and 7 who had taken Poetry and Drama subject. This research is a descriptive method using a questionnaire and interview for the data collection. The finding shows that students have difficulties in understanding figurative language, proverbs, and the meanings of poetry. The interview data revealed the reluctance of the students in learning the subject. To conclude, the English Department students of Universitas Serambi Mekkah have poor English knowledge and low motivation towards learning the subject thus facing difficulties in understanding English poetry. It is suggested that the lecturer should use several strategies to make students motivated and ignite creativity among students when learning English poetry.
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Syukri, Muhammad, Somadi Sosrohadi, and Fatimah Hidayahni Amin. "Building Interpersonal Communication Through The Local History Dramatic Role Play." ELS Journal on Interdisciplinary Studies in Humanities 6, no. 3 (September 19, 2023): 557–66. http://dx.doi.org/10.34050/elsjish.v6i3.28020.
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Today, in higher education, at the university level, the learning process is still evolving. The objective of this study was describe how to use local role-playing activities for interpersonal communication among students, especially those who have completed semester 5, in order to improve their language skills. In this way, knowledge can explicitly test the order of the function studied and explored by students to help them understand the concept of learning. The study design uses a quantitative survey as the approach, while observation and questionnaire are for data collection. The results show that the local history role-playing method is effective in building interpersonal communication, especially for the 5th-grade English curriculum. A local drama using the “Topekkong Agreement” was indicated where students always express their ideas which the listener can understand and then give feedback or response. So, this method could improve students' English skills. This study recommends that further research is needed to develop methods, especially building interpersonal communication by using a local history drama approach.
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Belliveau, George. "Drama in the Maritimes: Tides (Plays) Are Strong." Canadian Theatre Review 122 (March 2005): 90–92. http://dx.doi.org/10.3138/ctr.122.020.
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During a keynote address at the 2004 Shifting Tides: Atlantic Canadian Theatre conference, Mary Vingoe noted how, despite the fact that the population of the Atlantic region is small and that the arts are severely underfunded (making it a challenging place to work for theatre artists), Atlantic Canada arguably produces the country’s best English dramatic poets. The recently published anthology Marigraph: Gauging the Tides of Drama from New Brunswick, Nova Scotia, and Prince Edward Island clearly illustrates and supports Vingoe’s claim. This welcome collection, edited by Bruce Barton, highlights ten contemporary plays from the Maritime provinces. A number of the writers included in the anthology, such as Wendy Lill, Daniel MacIvor and Kent Stetson, are nationally and internationally recognized playwrights, while some of the others have been producing fine work for a number of years within the Maritimes despite not being nationally recognized (yet!). Each play has had at least one professional production, and it is easy to imagine its stage potential in a reading. Like Jerry Wasserman’s Modern Canadian Plays, this anthology provides educators, researchers, producers, practitioners and the general public a diverse collection of plays that, I think, read, play and teach well, in addition to enlightening the mind and spirit.
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Bsharat, Tahani R. K., and Jandal Ahmad Mohammed Salah. "Unveiling Multifaceted Benefits and Pedagogical Insights from Drama and Cooperative Learning in English Language Education." Journal of Advanced Research in Education 3, no. 2 (March 2024): 10–23. http://dx.doi.org/10.56397/jare.2024.03.02.
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This collection of research papers investigates the various uses of drama and cooperative learning strategies in teaching English. These studies highlight these pedagogical approaches’ many advantages and difficulties, ranging from qualitative analyses of drama’s effect on preservice teachers to examining the benefits of cooperative learning in EFL classrooms. The results point to gains in speaking proficiency, capacity for group work, and general language proficiency. The studies also stress the significance of providing teachers with systematic training and integrating these techniques into instructional practices to improve the quality of the learning process.
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Schmitt, Natalie Crohn. "The Style of Commedia dell'Arte Acting: Observations Drawn from the Scenarios of Flaminio Scala." New Theatre Quarterly 28, no. 4 (November 2012): 325–33. http://dx.doi.org/10.1017/s0266464x12000620.
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The only collection of commedia dell'arte scenarios to have been published in the sixteenth and seventeenth centuries is that of the actor-manager Flaminio Scala, in 1611. This can serve, among other things, as a primary source of information about the style of acting in commedia dell'arte performance in its golden age, from 1570 to 1630. While English drama of the same period provides us, in the main, with only the words the actors were to have spoken, the Scala collection rarely provides us with these, but rather, with a wealth of descriptions of actions and emotions. These descriptions enable us to make inferences about the style in which they were acted – that is, about the particular way in which the stories the actors presented were said, performed, or expressed. Natalie Crohn Schmitt is Professor of Theatre, Emerita, University of Illinois at Chicago. She has published on commedia dell'arte in Viator, Renaissance Drama, and Text and Performance Quarterly, and previously in New Theatre Quarterly on Stanislavsky (NTQ 8), on theatre in its historic moment (NTQ 23), and on John Cage (NTQ 41).
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Lal, Ananda. "Acts of Authority/Acts of Resistance: Theater and Politics in Colonial and Postcolonial India. By Nandi Bhatia. Ann Arbor, MI: University of Michigan Press, 2004; pp. vi + 206 pp. $49.50 cloth." Theatre Survey 46, no. 2 (October 25, 2005): 311–13. http://dx.doi.org/10.1017/s0040557405210207.
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There are few dependable books in English on political theatre in India. Professor Bhatia's collection of essays, therefore, fills a long-felt need. She introduces the subject contextually, followed by four chapters chronologically examining key areas (British censorship of nationalistic drama, Indianizations of Shakespeare as an anticolonial statement, the Indian People's Theatre Association as a mass phenomenon in the mid-twentieth century, and Utpal Dutt's reinterpretation of Raj history in his play The Great Rebellion 1857), and concludes with a short epilogue on contemporary activist theatre by women. Most valuably for theatre historians, she places in the public domain many primary sources previously untapped in English, and unearths much secondary material that has escaped academic attention. Not least of all, she writes articulately and readably.
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Trakhtenberg, Lev. "GRIGORYEV A.A. SOBRANIE SOCHINENII (COLLECTED WORKS): IN 10 VOLS. ED. BY B.F. EGOROV AND A.P. DMITRIEV. VOL. I–III. ST. PETERSBURG, 2021–2022." Lomonosov Journal of Philology, no. 5, 2023 (October 23, 2023): 199–203. http://dx.doi.org/10.55959/msu0130-0075-9-2023-47-05-17.
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The new Collected Works of Grigoryev aim to include everything he had written. No edition of this author has ever reached such a scope. Vol. I includes Grigoryev’s poetry, vols. II and III comprise verse drama, both original and translated from French, Greek and English. The present collection was conceived by B.F. Egorov, who would study Grigoryev’s life and oeuvre for more than half a century. He worked in cooperation with A.P. Dmitriev, who took over this labour after Egorov’s death. This edition continues the scholarly tradition of the Pushkin House.
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Freeman, Arthur, and Janet Ing Freeman. "The Charlemont Library, the Sotheby Warehouse Fire of 1865, and the Vexed Provenance of British Library MS Egerton 1994." Library 23, no. 1 (March 1, 2022): 47–67. http://dx.doi.org/10.1093/library/22.3.47.
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Abstract This article discusses the book collection of James Caulfeild (1728–1799), first earl of Charlemont in the Irish peerage, with particular reference to his holdings of early English drama and poetry. After the death of Charlemont’s son the library was consigned to Sotheby’s for anonymous sale in July 1865, but was in large part destroyed in the Sotheby warehouse fire of 19 June. The second part of the article explores the provenance of one surviving item, a volume of fifteen manuscript plays composed over four or five decades before 1644, now British Library, MS Egerton 1994. It is among the most interesting survivals known from the slender corpus of pre-Restoration English stage documents. Charlemont’s principal London agent for early English books, the Shakespeare editor Edmond Malone (1741–1812), has long been viewed as the source of the volume. The history of this speculation is traced and disproved.
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Muhammad Iqbal, Mustakim Sagita. "BERMAIN DRAMA MELALUI PEMBELAJARAN ROTATING ROLES." Jurnal Sosial Humaniora Sigli 2, no. 1 (January 15, 2020): 101–10. http://dx.doi.org/10.47647/jsh.v2i1.141.
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Drama is a form of literary work that has a part to be played by an actor, containing imitations of portraits of human life projected into a show. Playing drama is an activity to portray the characters in the story. In playing a drama, a player must be able to imagine the setting and actions of the actor and can use the voice in accordance with understanding of the feelings and thoughts of the actor. rotating roles is an active learning technique that provides opportunities for students to learn by practicing skills through characterization of characters or plays about certain situations in real life.This research is a classroom action research conducted in two cycles. Each cycle consists of four stages, namely: (1) planning, (2) implementation, (3) observation, and (4) reflection. This research was carried out collaboratively between researchers and English teachers. The subject of this study was high school level students in Pidie district and the object of this research was the students' playing skills using the rotating roles technique. Data collection is obtained through observation, field notes, practice tests playing drama, and interviews. The instruments used are field notes, observation sheets, questionnaires, and assessment sheets. Data analysis was carried out with qualitative descriptive techniques supported by quantitative data. The validity of the data is obtained through validity, namely democratic validity, results validity, process validity and dialogic validity, to achieve data reliability by presenting original data from the research results, such as field notes and interview transcripts.
Keywords: Drama, rotating roles, speaking ability.
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Gurusinga, Mona Fitri, Meta Rosaulina, Saiful Batubara, and Afrilius Simanjuntak. "THE ABILITY TO EXPLORE TEXT DRAMA IN ENGLISH WITH THE CIRC (COOPERATIVE, INTEGRATED, READING AND COMPOSITION)." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 2 (December 28, 2021): 505–11. http://dx.doi.org/10.30743/ll.v5i2.4356.
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This study aims to determine the effects of the use of the Cooperative Integrated Reading and Composition (CIRC) Model on the Students' Ability to analyze the content and language of drama reading at SMA Bina Guna Tanah Jawa Balimbing, Kec. Tanah Jawa, Simalungun Regency in 2020/2021. This research was conducted based on 5 classes with a total population of class , of 160 students. From the population, a sample of 32 students was assigned to one class, selected by cluster sampling, namely class XI IPA 1. The data collection technique was used to measure students’ learning outcomes in the form of assignment questions carried out on the pretest and posttest. The data analysis technique used is normality test using F test, homogeneity test and hypothesis testing using t test. The hypothesis in this study was tested by t-test at a significant level = 0.05. From the calculation of the data it was seen that t-count t-table (10.3722000). Thus the null hypothesis is that Ho is rejected and Ha is accepted. From the results, it can be concluded that the Cooperative Integrated Reading and Composition (CIRC) Model can improve students’ learning outcomes in analyzing the content and language of drama.
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Fatimah, Sitti. "Collaborative Learning Activities through MoE in Engaging EFL Learners and Diminishing their Foreign Language Anxiety." English Language Teaching Educational Journal 2, no. 1 (November 7, 2019): 39. http://dx.doi.org/10.12928/eltej.v2i1.925.
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Mantle of the Expert (MoE) is an approach integrating drama in learning. A number of studies have proven the approach to be effective in enhancing student’s learning experience and vary teacher’s teaching strategy. This article is drawn from the results of a multi-case study that implemented MoE in EFL teaching in Indonesia. The study involving three cohorts of Grade 11 Indonesian senior and vocational high school students and three English teachers used multiple data collection methods: classroom observation, questionnaire and interview. While questionnaire was distributed to the student participants, the interview was administered to collect the data from teacher participants. The MoE implementation involved a series of drama activities integrated with the lesson topics. During the activities the student participants were assigned several tasks to be completed in small groups. This required students to collaborate. The findings show that these collaborative learning activities has shown positive major impacts, two of them are students’ increased engagement and decreased speaking anxiety.
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Škrobánková, Klára. "Enter the Clowns: Adapting Shakespeare after 1642." Linguaculture 2017, no. 2 (December 20, 2017): 43–57. http://dx.doi.org/10.1515/lincu-2017-0017.
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Abstract This paper focuses on the genre of drolls as they were compiled in Francis Kirkman‘s collection The Wits or Sport upon Sport, published in 1672 and 1673. The anthology includes scenes from Hamlet or A Midsummer Night's Dream and draws upon characters like Falstaff and others. By description and analysis of these dramatic pieces, I would like to draw one's attention to the genre that is almost unknown to the history of English speaking drama. This article focuses on the process of rethinking Shakespeare so as not only to entertain people in the critical period of English history, but also to preserve the dramatic conventions that William Shakespeare and his contemporaries created. It also considers the changes the authors of the drolls made when adapting the parent plays of William Shakespeare.
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Conolly, L. W. "Canadian Drama and the Critics." Canadian Theatre Review 57 (December 1988): 93–95. http://dx.doi.org/10.3138/ctr.57.023.
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Professor Conolly bases his selection of the criticism of Canadian drama not on his own choice of plays but on three recently published anthologies: The Penguin Book of Modern Canadian Drama (edited by Richard Plant), Major Plays of the Canadian Theatre 1934-84 (edited by Richard Perkyns), and Modern Canadian Plays (edited by Jerry Wasserman). He adds only four plays of his own choosing: Sticks and Stones, Leaving Home, Waiting for the Parade and The Farm Show. However it may limit his own choices as editor, this is a very practical decision. Students in Canadian drama courses will use this collection, and given the price of individual playtexts, instructors will likely, in the near future at least, work from one or more of these anthologies. With one major exception, the anthologies taken together provide a good range of regions and styles, with representative work by the most important playwrights. The exception is French Canadian drama, which is represented only by Gélinas’ Bousille and the Just. This sharp and powerful play stands for one aspect of Quebec as it used to be (and to some extent still is); but if French Canadian drama has any place in this anthology Bousille should surely be joined by work from the period of ferment that followed the Quiet Revolution, and by the biggest name missing from the book, Michel Tremblay. The inclusion of Bousille alone also has an unfortunate and surely unintended side-effect: it looks like the token French Canadian play. (Not the token Quebec play; Balconville is also included.) It might have been better to omit Bousille altogether, and present this simply as an anthology dealing with English Canadian drama. On those terms the only weakness worth noting is that Voaden’s Hill-Land is the only pre-1950 play; there is no work by Merrill Denison.
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Moncayo Noroña, Carmen Alicia, Jardel Coutinho dos Santos, and Rossana Ramírez. "Peer Assessment Effect in Speaking Skills by means of CLT-Drama activities in EFL B1.2 Students." Kronos – The Language Teaching Journal 4, no. 1 (February 28, 2023): 9–19. http://dx.doi.org/10.29166/kronos.v4i1.4316.
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This action research study aims to determine the close proximity and significance there is between peer assessment and drama, as elements that foster Speaking Skills. The dynamics of these elements generate an efficient learning process. It makes use of a careful backward design as well as Gradual Release of Responsibility-GRR considerations, and the use of CLT activities. The project was implemented within a time frame of 4 weeks,2 hours a day; a total of 40 hours were reported in this research by means of CLT-Drama activities-in EFL B1.2 Students, its impact and improvement in Speaking Skills. Drama is a unique space that promotes and sustains motivation, as it is a social learning ground naturally filled with interaction that makes transfer viable. Several assets derive from this experience creativity, tolerance, nonlinear thinking, receptivity to other’s ideas, breaking with stereotypes, helps self-esteem by resourcing to expression of feeling, and opinions. This is a pre/posttest design study with instruments to collect data for the Quantitative research question: Does peer assessment have an effect in Speaking Skills when using CLT activities in EFL B1.2 Public Tech College Students? Data collection for qualitative questions are based upon the researcher’s field notes in reply to qualitative question: How does peer assessment have an effect in Speaking Skills when using CLT activities in EFL B1.2 Public Tech College Students? Finally, an invitation to reflect on the importance of including peer assessment, drama activities and art to fulfill holistic learning in the English classroom.
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Uno, Roberta, Kathy Perkins, and Honor Ford-Smith. "Contemporary Plays by Women of Color: An Anthology." Canadian Theatre Review 94 (March 1998): 75–77. http://dx.doi.org/10.3138/ctr.94.018.
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Roberta Uno and Kathy Perkins have put together a riveting collection of plays from the United States called Contemporary Plays by Women of Color. This unique anthology brings together a multitude of Latina, African American, Asian and Native American voices which tell richly varied stories of racialized existence in America. The collection is provocative because it challenges us to think about the complexity of the politics of race, gender, class, sexuality and disability. Given the burden of demands often placed on the work of individual women of colour, this collection is sensibly and firmly heterogeneous in voice and form. It takes delicious liberties with the English language, undermining its limits, even as it also challenges and bends the limits of “western ” theatre. It provides essential reading for both students and teachers of theatre and drama and is a proverbial “pot of gold” for actors, directors and producers longing to enjoy socially engaging and entertaining scripts.
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Dan, Manolescu. "Book Review: Bhattacharyya, M. (2020). Rabindranath Tagore’s Śāntiniketan Essays: Religion, Spirituality and Philosophy. London & New York: Routledge." Journal of Practical Studies in Education 2, no. 3 (April 19, 2021): 12–15. http://dx.doi.org/10.46809/jpse.v2i3.25.
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Rabindranath Tagore (7 May 1861 – 7 August 1941) was the first non-European poet and lyricist who received the most coveted of international awards, the Nobel Prize for Literature in 1913, “because of his profound sensitive, fresh and beautiful verse, by which, with consummate skill, he has made his poetic thought, expressed in his own English words, a part of the literature of the West.” (www.nobelprize.org ) His most notable work highly praised and duly appreciated by The Swedish Academy was Gitanjali: Song Offerings (1912), a collection of poetry, but Tagore is also famous for having written a variety of genres, including drama, essay, novel, novella, short-story, dance-drama, and song.
While Tagore is recognized today mostly for his poetry, his short stories also proved to be extremely popular in what is called the Bengali-language version of the genre, and his essays reveal another facet of his personality, and that is his philosophical thought in which he distinguished himself as a language innovator. Rabindranath Tagore’s Śāntiniketan Essays were translated and published by Medha Bhattacharyya in 2020 in a book celebrating Tagore’s “fundamental meditations on life, nature, religion, philosophy, and the world at large.” (Flyer, Bhattacharyya, 2020)
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Orrell, John. "Scenes and Machines at the Cockpit, Drury Lane." Theatre Survey 26, no. 2 (November 1985): 103–19. http://dx.doi.org/10.1017/s0040557400008590.
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Colin Visser's recent article, “The Descent of Orpheus at the Cockpit, Drury Lane,” performed a valuable service by calling attention to the presence of technically sophisticated French “Machine” drama in London as early as 1661. Visser bases his argument on a pamphlet in the Malone collection at the Bodleian, “The Description of the Great Machines, of the DESCENT of ORPHEUS Into Hell. Presented by the French Commedians at the Cock-pit in Drury-lane.” This libretto, printed in both English and French, does not identify the French troupe, but Chapoton's Descente d'Orphée was in the repertory of les comédiens de Mademoiselle d'Orléans, a touring company whose name disappears from the Continental records for most of the period of French activity at the Cockpit.
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Aziz, Fakhrul Anuar, Husniza Husni, Muhamad Mat Yakim, and Jasni Ahmad. "CONTENT ANALYSIS OF OLD PICTURES TO ELICITE INFORMATION ABOUT THE FASHION OF THE PAST IN THE CONTEXT OF THE KEDAH STATE." Journal of Information System and Technology Management 8, no. 33 (December 31, 2023): 361–68. http://dx.doi.org/10.35631/jistm.833025.
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Old photos can provide the desired information such as clothing fashion in the past. Historical photographs are important documents for obtaining information about the past. This kind of information is very important in the making of a film or drama that requires historical accuracy from a clothing point of view. This study uses images from the photographic process as a research method. Some old photographs from the collection of photo archiver have been used as research material. As a result, some important information related to fashion at the end of the 19th century and the beginning of the 20th century for the state of Kedah can be identified. For example, based on the pictures examined, we can see the influence of English, Arabic, and Indian clothing.
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Lo, Yueh Yea. "THE ESL TEACHERS’ WILLINGNESS TO COMMUNICATE IN ENGLISH." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 594. http://dx.doi.org/10.17509/ijal.v7i3.9809.
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Willingness to communicate (WTC) as introduced by McCroskey and Bear (1985) has developed and been perceived by many as a critical field. Unfortunately, there is a noticeable gap in research on the willingness to communicate (WTC) in English among ESL teachers in the Malaysian context. This study aims to investigate the ESL teachers’ willingness to communicate in English in terms of gender and school locations. The four constructs of communication in WTC are group discussions, interpersonal, public, and talking in meetings. Through both criterion and convenience sampling, 250 ESL teachers from twenty-five schools were chosen for this research. Survey questionnaire with a total of 20 items adopted from McCroskey (1992) was used as the data collection instrument. Findings reveal that ESL teachers' willingness to communicate in English is generally high and that the teachers were more willing to converse and exchange ideas orally in English during the meeting rather than in group or public. Female participants were significantly different in their overall willingness to communicate as they were more willing to communicate in groups and public. The within-group comparison also shows that school locations (urban and rural) affect ESL teachers' willingness to communicate in English. The findings also suggest that schools should encourage more ESL teachers to participate in activities such as debates, drama, public speaking, English language clubs/society, and empower them by providing professional development workshops or training.
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Erne, Lukas. "Eighteenth-Century Swiss Peasant Meets Bard: Ulrich Bräker's A Few Words About William Shakespeare's Plays (1780)." Theatre Research International 25, no. 3 (2000): 255–65. http://dx.doi.org/10.1017/s0307883300019714.
Full textAbstract:
Britain began making Shakespeare her national poet early in the eighteenth century, and Germany followed suit a few decades later, progressively turning ‘unser Shakespeare’ into one of three national poets, with Goethe and Schiller. As early as 1773, Johann Gottfried Herder included his essay on ‘Shakespear’ in a collection entitled Von Deutscher Art und Kunst. The drama of the ‘Sturm und Drang’, which Herder's collection programmatically inaugurated, appropriated what Goethe (Götz von Berlichingen), Schiller (The Robbers) and their contemporaries (mis)understood to be Shakespeare's dramatic technique. By the end of the century, the assimilation had advanced far enough for August Wilhelm von Schlegel, the famous translator of seventeen of Shakespeare's plays, to indulge in no slight national chauvinism: ‘I am eager’, he writes in a letter to his cotranslator Ludwig Tieck, ‘to have your letters on Shakespeare.… I hope you will prove, among other things, that Shakespeare wasn't English. I wonder how he came to dwell among the frosty, stupid souls on that brutal island? … The English critics understand nothing about Shakespeare.’ Even though Tieck failed to prove that Shakespeare was not of English birth, the conviction that Shakespeare was best understood by German rather than by English critics only grew in the course of the nineteenth century. Appropriately, it was in Germany that the first periodical devoted exclusively to Shakespeare, the Jahrbuch der Deutschen Shakespeare-Gesellschaft, was founded in 1865. Fifty years later, the German novelist Gerhart Hauptmann could still claim that ‘there is no people, not even the English, that has the same right to claim Shakespeare as the German. Shakespeare's characters are a part of our world, his soul has become one with ours: and though he was born and buried in England, Germany is the country where he truly lives.’
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Zottola, Angela. "Legal Drama and Audiovisual Translation: The Role of Legal English in the Construction of Stereotyped Representations." Studies in Logic, Grammar and Rhetoric 49, no. 1 (March 1, 2017): 247–68. http://dx.doi.org/10.1515/slgr-2017-0015.
Full textAbstract:
AbstractConsidering the overwhelming amount of media products that we are subjected to in the 21stcentury and the way in which those inevitably influence our perception of reality, this research pays specific attention to the role of the media in the construction and enhancement of stereotypes in everyday life, via the language or, more specifically, specialized languages. In particular, this paper aims to investigate an American legal TV series in order to analyze the way in which legal English is used in dialogues. The major research questions are: to what extent such a kind of specialized discourse may be really understood by the greater audience? How does legal drama participate in the shaping of stereotypes relating to the legal environment in the country where it is produced, and cross-culturally, bearing in mind the prominence of “made in the USA” products in the television programming across the world? Ultimately, in the light of the previous questions, should the growing field of research in audiovisual translation extend its investigation into the area of legal English? Taking into consideration the seminal work of Pedersen (2008) and Diaz Cintas (2008) in the field of Audiovisual Translation (AVT), the study will examine the subtitling techniques employed for this atypical genre. Through the analysis of a corpus comprising several dialogues from a collection of episodes of the legal show Reckless, the paper will mostly focus on gender representations and their most common linguistically enhanced stereotypes.