41. Prospectus Menu Page The analysis and practice of drama in social range of performance activities includingcollaborative projects with local community based theatre companies; http://www.hud.ac.uk/part/music/bats.htm

Undergraduate Prospectus 2003 To request a printed copy of our prospectuses please complete the on-line form Postgraduate Prospectus 2003 ... Part-time Prospectus 2002/2003 What are Foundation Degrees? Foundation degrees are new employment-related, higher education qualifications, designed to equip you with the higher-level skills that employers require. They bring higher education and business closer together to meet the needs of employers. The flexibility of this new qualification opens up opportunities for students already in the work place who thought higher education wasn't for them, but who have a desire to succeed. How are Foundation Degrees different? They are developed directly with employers to ensure the skills they need are met. Students receive the specialist technical knowledge and skills needed at associate professional and higher technician level, such as legal executives, marketing consultants or personnel officers. Foundation degrees increase student's career opportunities and earning potential. They can be studied in a variety of ways, so that people already in work can apply. On completion of a foundation degree, you can progress to a full honours degree with just a further 15 months full-time or part-time study. More details about Foundation Degrees may be found at -

42. Cultural Education Collaborative Cultural Education collaborative. January March, $60.00, -, Pre K - 12, theatre,Non Curriculum drama for Healthy Living Relationship Violence Prevention Program, http://www.cecnc.org/orgs/org_activities.asp?OrgID=9

43. Cultural Education Collaborative Cultural Education collaborative. Prevention Program, January, , Varies, 9, theatre,Curriculum-Based, drama for Healthy Living Substance Abuse Prevention Program, http://www.cecnc.org/orgs/org_activities.asp?OrgID=9&SortBy=Date

44. Department Of Theatre College Of Fine Arts Illinois State University THE 185. Process Students are expected to productively engage in the drama/theatre educationcollaborative process, including inclass activities, and team teaching http://www.coe.ilstu.edu/ncate/ncatefolios/theatre/syllabi/the18501.htm

Department of Theatre College of Fine Arts Illinois State University THE 185.01: Continuing Orientation to Theatre Education I Spring, 1998 Time and Place: Tuesdays at 8:00A.M.-8:50A.M. in CW 302; Special Call: Thursdays at 8:00A.M.-8:50A.M. in CW 302; Instructor Information: Vanita Vactor, CW 210, 438-5871, vvactor@oratmail.cfa.ilstu.edu Office Hours: Mondays at 2:30 P.M.-3:30 P. M. and Tuesdays at 9:00 A. M.- 10:00 A. M.; additional hours available by appointment. REQUIRED TEXTS: AATE: . New Orleans: Anchorage Press, 1987 Bigelow, Bill, ed. Rethinking our Classrooms: Teaching for Equity and Justice . Milwaukee: Rethinking Schools, Ltd., 1994. Illinois State Board of Education. Drama/Theater Resource Manual for Curriculum and Instruction . Springfield: IL State Board of Education, 1994 Neelands, Jonothan. Structuring Drama Work: A Handbook of Available Drama Forms in Theatre and Drama . New York: Cambridge University Press, 1990. Omrnanney, Katherine A., and Schanker, Harry H. The Stage and the School ., 7th ed.. Westerville, OH: Glencoe Division, MacMillian/McGraw-Hill,1997.

45. Safe And Caring Sharing Activities as part of a Telus 2 Learn collaborative project. A group of actors called EvergreenTheatre.presented a play The presentation was an hour long musical drama. http://www.horizon.ab.ca/ves/safe/safe.htm

Vauxhall Elementary School's "Safe and Caring Sharing" Project Vauxhall Elementary School serves 300 students in Grades K-6, with a professional staff of 14.12 teachers (2 teachers in Kanadier Mennonite Learning Program). This year our school has focused on the "safe and caring" theme as all the teachers implemented this new curriculum into their programs. We have joined the "Safe and Caring Sharing" Telus 2 Learn collaborative project with several schools within the Horizon School Division. We will use this project as a way to share our ideas with other staff and students in our division. Assembly Presentations Each month a different classroom performs in front of the whole school. Classes perform poems, dances, songs or skits related to their curriculum. VES Safe and Caring Committee This committee plans the special "spirit" days for our students throughout the year. Classroom Themes Each of our classroom has a yearly theme to motivate their classrooms. Hallway Bulletin Boards Our teachers display excellent samples of student work in their hallway bulletin boards. After School Sports Clubs We have had an after school volleyball club and basketball club. Usually the club lasts for about one month and is once a week for about 1 1/2 hours. We use volunteer high school students to coach the team under the supervision of Mrs. Reiling.

46. Arts & Culture Network Program Reviving Lost Ties collaborative and Interactive Art Contemporary drama in GenderPerspective; Cultural AND TRANSFORMATION; Towards New theatre in Southeastern http://www.batory.org.pl/art/cultural-link/past.html

PLEASE NOTE: has been substantially limited as of January 1st, 2003. Archive resources provided for research purposes only. Presented below is the list of projects approved for grants in the Cultural Link Program competition during year 2001, ordered by country. You can also list projects ordered alphabetically . Click on each project to find out more about it. There are also lists of projects which had place in and Albania Armenia Bosnia and Herzegovina Bulgaria ... Yugoslavia Albania Tirana Biennial Armenia Arts, Time, Space - Experimental art, Contemporary Art Symposium and Seminars Literary Ark 2001 Nazenik - Armenian International Mime Festival Private Look-2001 Bosnia and Herzegovina 4th TEATARFEST 7th Sarajevo Film Festival, Regional Program Alternative Academy ART.ME Bulgaria 3rd International Festival of Video and Digital Art “Videoarchaeology” – Part II: Symposium Balkan Dance Platform Communication Front 2001 /project of electronic and media art and theory/ under the title: Cyber and my sp@ce – Netizens and the New Geography Green Zone - Paper 2001 Balkan Workshop ... Summer Academy for Performing Arts – Sofia 2001 Croatia 6th International Youth Theatre Festival ARTeFACTS ASU2 – Art Servers Unlimited + Autonomous Spaces Unlimited BORDERS 2001 ... Woman’s Room/Woman’s View Czech Republic 5th Sundance Central European Screenwriters Lab Active Art Network - Cultural Crossing in Broumov Culture in Transit International Composition Courses in Cesky Krumlov 2001 ... Khamoro 2001 . World Roma Festival

47. MATCHBOX THEATRE The collaborative art of mounting a theatre production is For the remainder of thesemester, members of drama 1304 (Introduction to theatre) and drama http://www.trinity.edu/sgilliam/MATCHBOX/homepage.html

MATCHBOX THEATRE PRODUCTION Most individuals have experienced the challenges and excitement of being a member of a team. Whether it be in athletics, on a science team, or in a church group, the collaborative ensemble undertakes a process to achieve an objective. The collaborative art of mounting a theatre production is a team effort. In many respects, the process is no different than that of any other team endeavor. All group activities require coordination, compromise, dependability, initiative, preparation, practice and team spirit. Each member must strive for excellence and fulfill his/ her share of the project or the entire group will suffer. For the remainder of the semester, members of Drama 1304 (Introduction to Theatre) and Drama 2310 (The Principles of Design) will collaborate in a process which will ultimately lead to the creation of a show for public presentation. This semester's MATCHBOX THEATRE Production will be written and directed by William M. Razavi. In addition to his role as the Department's Coordinator of Theatre Arts, since 1997, Mr. Razavi has been actively involved with Matchbox Theatre. Willy received his MFA in playwriting from Brandeis University. A published playwright and director, he had written 13 plays specifically for this class and has directed on numerous occasions. A collection of Matchbox Theatre plays written by Razavi can be found at http://www.trinity.edu/sgilliam/DRAM1304/razaviplays.html

48. Toys And Games, Story-telling And Drama, Futuristic Learning Environments point of this project is theatre and drama. plays through the use of a virtual puppettheatre. use these tools to create collaborative theatrical 'productions http://www.i3net.org/ser_pub/services/magazine/august98/page10-11.html

Toys and games, story-telling and drama, futuristic learning environments Niels Ole Bernsen Odense University nob@mip.ou.dk Welcome to experimental school environments Experimental school environments (ESE) is a new i3 research programme which from 1998 to 2001 will research new learning environments for children from 4 to 8 years old. Ten ESE projects and three working groups were selected this spring from a much larger set of proposals, and the selection was celebrated with a project negotiations kick-off meeting in Genval (near Brussels) in late June. i3magazine has managed to obtain descriptions of the projects and working groups which we hope will all be able to start their work before or around November 1998 - subject to successful contract negotiations, of course. As the following descriptions show, there is ample opportunity for cross-fertilisation with the ongoing i3 research projects. C3 - Children in Choros and Chronos C3 will develop prototypes of location-sensitive devices, designed to support spatio-temporal cognitive abilities of young children. The new tools would be evaluated iteratively by the psychological/pedagogical members of the consortium using classroom-based ethnographic methods. CAB - Construction kits made of Atoms and Bits Starting from the basis that knowledge is actively constructed in the mind of the learner and not just transmitted from teacher to pupil, CAB aims at providing chidren with new types of construction kits based on 'smart' Lego bricks. These kits will enable them to observe and adapt the behaviour of constructions (e.g. gadgets and robots) they have built themselves. The behaviour of these constructions is dependent on sensors and their configurations, and children can modify their behaviour by reprogramming and reconfiguring the building blocks.

49. Hewett Drama Ofsted Report drama and DANCE at Hewett. In addition to the work of The Hewett theatre Company,which This was the first large scale collaborative venture of the Arts Faculty http://www.hewett.norfolk.sch.uk/CURRIC/DRAMA/extra.htm

DRAMA and DANCE at Hewett Extra Curricular Activities Many Students are also involved in the following: Sian Croose's two singing groups, one for year 8/9 and one for 6th formers. They explore a range of world music and perform to high standards. A number of dance groups for all ages run by Sarah Powell. A jazz group led by Trevor Rowland. All these are run under the auspices of Theatre and Performing Arts. There are other activities organised by the Art and Music departments. Theatre and Dance companies, both local and national, continue to come to our own theatre, the Walter Roy, helping to provide a wide range of arts experiences for our students and the wider community. Eastern Angles performed their latest play, Margaret Catchpole, and Cragrats (a T.I.E. company from Yorkshire also performed, both in October this year. Theatre visits to other venues will be taking place, and we continue to work closely with Norwich Playhouse. For more detailed information on events in the Walter Roy Theatre see Forthcoming Events There will be a number of small-scale in-house productions. These will include work from The Tempest and also Our Country's Good, as well as Devised Political Theatre and also some T.I.E. work from Year 11 students.

50. THEATRE STUDIES Unit Two: Text Interpretation Students research one of the drama innovators from the theatre of realism own individualinput, their experience of working in a collaborative process. http://www.dramavictoria.vic.edu.au/resources/mask/dec2000/curriculum/Unit_2_TS_

THEATRE STUDIES Unit Two: Text Interpretation Weeks 1, 2 and 3 Background for students Practical Activities The Cherry Orchard and The Pillars of the Community Miss Julie is about a love affair between a lonely aristocrat and her servant. These plays outraged audiences when they were first performed. Students should develop an understanding of the difference between naturalistic and non-naturalistic performance styles and related theatrical conventions. In weeks 1 and 2, they are introduced to naturalistic styles through the study of Ibsen, Chekhov and Strindberg. Associated Stagecraft Students research areas of stagecraft and interpret some elements in their practical activities. Stagecraft includes: acting, direction, dramaturgy, stage management, set design, costume, lighting, properties, make-up and sound. Research Activities Students conduct their own research into this early period in modern theatre history, using libraries and the Internet.

51. Home cooperative, collaborative activity; learning and practicing many These ends of thedrama/theatre continuum offer The many types of activities available through http://www.svsu.edu/~rubin/

INTEGRATING DRAMA/THEATRE INTO THE CURRICULUM Drama means doing. Infusing drama/theatre techniques into the curriculum allows for hands-on learning that is meaningful and lasting. Such lessons provide learning opportunities in two content areas - drama/theatre and the subject with which it is paired. According to Zemelman, Daniels, and Hyde, the following are among features that are desireable for promoting effective teaching and learning across the curriculum. experiential, inductive, hands-on learning student-centered learning active learning in the classroom cooperative, collaborative activity learning and practicing many forms of expression These features are inherent in the drama/theatre experience. Drama/theatre is an art that puts learning in the spotlight! As you look at the lessons designed for this project, you will see how drama/theatre can be integrated into elementary, high school, and university classes. You will notice the diversity in terms of students’ ages, content covered, and activities used. Participants need little, if any, experience with this approach to curriculum. Once they try it, however, they are likely to be impressed by the results. Students are learning and having fun; teachers are taking pride in the creative achievements fostered. The chart below is offered to help you in selecting activities to integrate into your curriculum. While not comprehensive, it provides a foundation from which you might start.

52. BC Education - Drama 8-10 Learning Outcomes demonstrate trust through collaborative drama; demonstrate the unique ability ofdrama to unify will understand and apply the elements of drama and theatre. http://www.bced.gov.bc.ca/irp/curric/drama810lo.html

Drama 8-10 Learning Outcomes Exploration and Imagination (Expression and Trust) It is expected that students will trust themselves and others in order to express and reflect on thoughts, feelings, and beliefs; to take risks within a dramatic context; and to express themselves through active engagement in drama. It is expected that students will: Grade 8 demonstrate trust through collaborative drama demonstrate the unique ability of drama to unify a diverse group demonstrate an appreciation for the diversity of others and their various perspectives make choices among a variety of ways to express thoughts, feelings, and beliefs Grade 9 demonstrate trust in others through class activities and individual and ensemble performances demonstrate the unique ability of drama to unify a diverse group restate the thoughts, feelings, and beliefs of others choose appropriate ways to express thoughts, feelings, and beliefs Grade 10 demonstrate trust in self and others through class activities and individual and ensemble performances demonstrate the unique ability of drama to unify a diverse group use subtlety and nuance in expressive communication compare their own thoughts, feelings, and beliefs with those of others

53. DramaWest Theatre History Links Page- Association Of Drama Educators (W.A.) Justin's drama and theatre Links structure for electronic resources in medieval studies,but also serves as a model for similar, collaborative projects in http://members.iinet.net.au/~kimbo2/Dramawest/links/history.htm

Welcome to the DramaWest Links Directory. Hint: Use the " FIND " function of your browser to search the page. Use your "BACK" button or click here to return to the Links Index Table. Remember to check out the Significant Practitioners page too! Theatre History Art and Culture - Theatre Movements An amazing array of information about a wide variety of Drama movements - from African to Classical to Experimental to Naturalistic to Rennaissance to Yuan Dynasty. This site is one of the best and really needs some time to explore it. A must see!! A SITE DEVOTED TO THE STUDY OF SPECTACLE ON THE RENAISSANCE AND BAROQUE STAGE Recent West End and Broadway productions such as Phantom of the Opera, Sunset Boulevard, and The Lion King have become popular, in part, because of their use of technology for the creation of spectacular effects. Most of the basic techniques used in the modern theatre were developed or were polished in the sixteenth, seventeenth and eighteenth centuries. At the beginning of the seventeenth century opera evolved from a courtly and scholarly activity to a popular entertainment, in part, because of its use technology for the creation of scenic spectacle. The 19th Century London Stage: An Exploration The University of Washington: School of Drama maintains this site. It features a range of articles and materials that will assist anyone looking at the theatrical history of London.

54. DramaWest Acting Resources Links Page- Association Of Drama Educators (W.A.) has a range of resources for actors and others interested in theatre and drama. studyof acting and to the concept of theatre as a collaborative art form. http://members.iinet.net.au/~kimbo2/Dramawest/links/acting.htm

Welcome to the DramaWest Links Directory. Hint: Use the " FIND " function of your browser to search the page. Use your "BACK" button or click here to return to the Links Index Table. Acting Resources ABWAG to Learn Acting 558 pages of acting subjects from the late drama coach, Don Richardson. This site is a little idiosyncratic but if you persevere and explore the site fully you will discover some real gems. Acting on the Web What is acting? We believe acting is a "state of mind." An assumed and practiced mental attitude where you pretend, make believe, that you possess another persons life situations; another person's problems, successes and failures, hopes and dreams, happiness and tragedies. A "state of mind" where you allow your thoughts, your body and your feelings to act out imaginary and scripted realities, in such a manner that an audience will suspended its disbelief and empathize with you and the given situations. ACTING TECHNIQUE - A Basic Guide Inside these pages I have compiled a resource of information about acting and the business around it that would have helped me at some point early in my journey. My goal is to collaborate with visiting actors who can add stories and advice to help out others who are just beginning. Acting Workshop OnLine (AWOL) This is the place for beginning actors and actresses to learn about acting and the acting business. For actors and actresses aspiring to become professional or for those who want to take their vocation to the highest artistic level possible. Each month or so, new "lessons" and relevant links will be posted for you to study, learn, practise, and get more info about acting.

55. RESEARCH_E interests include Concept Musical and collaborative Creation of the neo areasHistory of western theatre, dramaturgy of modern drama, Production research http://ccsun57.cc.ntu.edu.tw/~theatre/researchE.htm

RESEARCH Ching-Hsi Perng: 1. Research areas: Shakespeare, English Poetry, and Literary Translation. 2. Recent publications include Hamlet (an annotated Chinese translation), Discovering Shakespeare (selected essays by Taiwanese scholars), and Feeling the Elephant (a collection of essays on literary translation). 3. Works-in-progress include The Merchant of Venice (an annotated Chinese translation), Selected Poems by Linda Pastan, and Shakespearean Soliloquies. Hsien-Hui Lee: 1. The major research area is the integration of Communication Technology and Virtual Theatre. 2. Recent tasks include promotion of the "Nine-Year Joint Curriculum" educational policy through the editing of web-based teaching materials and related projects in distance teaching. 3. On-going projects include the Insect Digital Museum by the National Science Council, Humanities and the Arts Learning Web, Humanities and Art Education Resources on the Web (Drama), both sponsored by the Ministry of Education, and Visual Arts Website by the Council for Cultural Affairs.

56. RI K-12 Arts Framework storytelling, puppetry, pantomime, improvisational drama, etc comprehensive knowledgeof the theatre process; analyze directors) to the collaborative process of http://www.risca.state.ri.us/education/theatre.htm

RI K-12 Arts Framework Theatre Standards You may page through the complete set of standards, descriptors, and benchmarks, or go directly to the following areas: Standard 1. CREATION/PERFORMANCE (Theatre) Standard 2. PERCEPTION (Theatre) Standard 3. CONTEXT (Theatre) Standard 4. TOOLS (Theatre) ... Standard 5. INTEGRATION (Theatre) Standard 1. CREATION/PERFORMANCE - All students will engage in self or group expression by creating original or interpreting works of art. CLASSROOM CONNECTION Storytelling Descriptor By Grade 4 By Grade 8 By Grade 10 By Grade 12 Apply knowledge of concepts and structures to create original and interpretive works of art Create improvisation based on personal experience, history, heritage, literature, imagination, and concepts from other sources; develop scripted material. Participate collaboratively in a production from scripted work; plan, execute and record improvisations. Develop and refine scripts; design environments which allow for individual and/or group expression. Write scripts and develop characters for theatre, film, television, and electronic media which clearly demonstrate a quality, emotion, concept or narrative.

57. NCCA ORGANIZATION - COMMITTEE ON DRAMA policies and strategies of the regional theatre networks; To promote collaborativeefforts with the other To undertake other activities that would further the http://www.ncca.gov.ph/organization/subcommission/sub_drama.htm

To support and coordinate dramatic (theatre) arts projects and activities, such as but not limited to theatre productions, performance tours, theatre workshops, cultural researches and theatre conferences, that are responsive to the needs of the specific communities in all regions and the nation in general To encourage and facilitate skills-and-resource sharing and other networking activities of theatre artists and cultural workers in the country for the promotion of Philippine theatre To evaluate and endorse projects and proposals related to the committee's vision To encourage the development of relevant and innovative projects in the arena of theatre-in-development and that enhances the diverse theatre traditions of the communities in particular and the country in general To facilitate the development of a comprehensive and strategic theatre and development plans, policies and strategies of the regional theatre networks To promote collaborative efforts with the other committees of NCCA in order to generate greater impact and lasting effect of cultural work in the regions To advocate responsive policies and legislation geared to advance the culture and development agenda and to promote the welfare of the culture and the arts sector To undertake other activities that would further the objectives of the committee Popularization of theatre works in the development process

58. The Essential Theatre (with InfoTrac), Eighth Edition New chapter World theatre and drama expands the scope student in and enhances thevisual appeal of theatre. revised to focus on the collaborative nature of http://newtexts.com/newtexts/book.cfm?book_id=1232

59. Activities In Governance And Human Rights - Governance - The British Council Uga activities in governance and human rights. of child rights and their protection usingopera and drama. Small World theatre group, a UK theatre company were in http://www.britishcouncil.org/uganda/governance/

Activities in governance and human rights Feedback survey World Summit on sustainable development Child rights opera Women in politics ... d Human Rights Education exhibition Using Public Inquiries and formal hearings Thirty-five participants from the Commonwealth States of Australia, United Kingdom, Malaysia, Sri Lanka, Mauritius, Zambia, South Africa and Malawi, participated in a workshop on Using Public Inquiries and Formal Hearings from February 25th- 27th, 2003 . The 3-day training workshop focused on the mechanisms and procedures for human rights commissions holding public inquiries and formal hearings on complaints of human rights abuses. There was representation from Afghanistan, a non-Commonwealth state that has recently established its own independent National Human Rights Commission after many years of conflict. Presenters include Lady Justice Julia Sebutinde, Commissioner Mariam Wangadya and Aliro Omara, from the Uganda Human Rights Commission. The project is part of the British Councils’ Commonwealth National Human Rights project, which aims to develop an effective network and support system for National Human Rights Commissions across the Commonwealth.

60. Theatre theatre's collaborative nature develops the leadership, organization and communicationskills THE453 theatre History (w), 3. ENG312 Introduction to drama, 3. http://www.cuaa.edu/catalog/artsci/humanities/theatre.shtml

Theatre Catalog Artsci Humanities Enter Search Term: Search Concordia: Search WWW: Catalog Home Academic Calendar About Concordia University Admission ... Theatre Theatre is an art form which explores the human experience in the most direct manner possible. Ideas, issues, and events are enacted in a live performance so that actor, technician, and audience member alike must confront the artists' vision. Theatre's collaborative nature develops the leadership, organization and communication skills useful for a life of service. Required courses [15] THE212 Stagecraft THE215 Play Production THE314 Fundamentals of Acting THE453 Theatre History (w) ... ENG312 Introduction to Drama Select two credits from the following: THE312 Theatre Practicum: Crew Head [1 or 2] THE315 Theatre Practicum: Directing [1 or 2] THE322 Theatre Practicum: Design [1 or 2] THE324 Theatre Practicum: Acting [1 or 2] Select three credits from the following: ENG332 Shakespeare COM322 Communication through Creative Drama COM325 Storytelling WebMail ... Contact Us This page last modified on Monday, 18-Nov-2002 14:30:19 EST

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