41. TESOL Publications New Ways focus on effective ways to teach cultural and and exciting ways to incorporate drama,stories, and http://www.tesol.org/pubs/catalog/newways.html

42. The Pidgins And Creoles In Education (PACE) Newsletter 13), SHORT REPORTS, publications, CUTTINGS from NEWSPAPERS. of the students and alsoto teach functional and The use of local drama for the purposes outlined is http://www.hawaii.edu/spcl03/pace/13-publications.htm

IN THIS ISSUE (No. 13) SHORT REPORTS PUBLICATIONS CUTTINGS from NEWSPAPERS SPECIAL REPORT ... CONFERENCES PUBLICATIONS Journal articles Book chapters Report Resources for teachers Journal articles In "Confronting local dialect and culture issues in the classroom" (Language, Culture and Curriculum vol.12, no.1, pp.31-41, 1999), Valerie Youssef and Beverly-Anne Carter describe the experience of preparing Spanish-speaking Venezuelan EFL students to perform a play in Trinidad Creole. The students were enrolled in a short course in Trinidad at the Lower Intermediate level. According to the abstract of the article (p.31): The exercise was used to teach local culture in relation to the native culture of the students and also to teach functional and grammatical re-lations between the local Standard and Creole varieties. It also served to enhance a focus on pronunciation, stress and intonation. The pro-cess was enthusiastically pursued by the entire group, bringing them to a greater communi-cative awareness than might have been achieved by other means in equivalent time. The use of local drama for the purposes outlined is recommended in the broader context of a need to equip 21st century students with the tools to manipulate the international variety(ies) most pertinent to their specific situation and needs.

43. Arts And Humanities - Community Service shelter residents to put on a play; assist a drama therapist organizations to designbrochures, annual reports, logos, and other publications; teach classes in http://www.inform.umd.edu/csp/handouts/major/ARHU2002.html

Community Service Service Opportunities for Majors in ARTS AND HUMANITIES Community service involves applying your energy, enthusiasm, skills, and desire to make a difference to social issues that concern you. It is an excellent way to gain hands-on experience, enhance job-related skills, explore career options, and make a difference in social issues that concern you and meet real community needs. The following are just a few examples of how you can get involved in a service project related to your major: AMERICAN STUDIES: Present programs in schools on different aspects of American culture and history; help a faculty member or graduate assistant with research; gain experience with different cultural groups in the U.S. by volunteering in shelters, Veterans Administration Hospitals, nursing homes, and schools. ARTS: Music: Offer instrumental lessons to shelter residents, children living in poverty, people who are elderly; do performances in shelters, schools, hospitals, and nursing homes; donate proceeds of shows and concerts to non-profit organizations. Theatre: Put on plays in local shelters, schools, and nursing homes; teach acting in a community center; work with shelter residents to put on a play; assist a drama therapist.

44. Ralph Yarrow's Home Page nonWestern theatre); and at p/g level also teach and supervise in publications Booksand Complete Issues of Journals Improvisation in drama (with A http://www.uea.ac.uk/eas/People/yarrow/yarrow.htm

School of English and American Studies Professor Ralph Yarrow contact BA, MA, PhD - Professor of Drama and Comparative Literature Background: Research Play directing Acting Publications ... External Activities Teaching: I teach virtually all aspects of drama (practice, theory, texts: all periods and styles including non-Western theatre); and at p/g level also teach and supervise in the area of comparative literary theory. Courses currently include: Autumn 2001 Theatre, Tradition and Social Change: India and South Africa MA in Theatre and Development (MA Programme) Forms of Narrative: Modernism and the Nouveau Roman (MA Module) Spring 2002 EASD2X16: World Performance: Forms and Contexts Comedy and the Absurd in Theatre Contemporary World Theatre (MA module) Theatre for Development: Work Placement (MA module) Like all members of the Drama Sector, I also rotate teaching and organisation for the 'core' units of the Drama programme (in 2001/2 I will be teaching Drama Practical Year 1 plus parts of some other units). Research and teaching in European theatre Indian theatre South African theatre consciousness and reception in performance absurd theatre performance theory feminist theatre improvisation Modernism and Postmodernism theatre and development Most recent play directing For UEA Drama Sector Kokoschka

45. Continuing Professional Development- School Based Consultancy My most recent publications have been Practical Ways to teach Standard English Thesepublications reflect my particular interests in developing text and drama. http://www.soews.rdg.ac.uk/cpd/sbconsult/sb-consult.html

Institute of Education Centres of Excellence Courses Offered In Service Centres ... Welcome Continuing Professional Development for Year 2000-2001 School Based Consultancy English Consultancy offered by Dr Michael Lockwood I am a lecturer in English and Primary Education, and teach on BA(Ed) and MA courses at the university. I can offer school-based support and training in the area of primary English/Literacy. I have published regularly over the past 10 years both in academic and professional journals. My most recent publications have been: Practical Ways to Teach Standard English and Language Study (1998) and Poetry in and out of the Literacy Hour (1999), both published by the Reading and Language Information Centre, and the Teachers' Guides for Stage 3 and 4 of Literacy World (1998-99), published by Heinemann. These publications reflect my particular interests in developing text and sentence level work at KS2 in the National Literacy Strategy. Costs are negotiable. For further information contact Dr Michael Lockwood, The School of Education, The University of Reading, Bulmershe Court, Reading, RG6 1HY. Tel: (0118) 931 8842. E-mail: m.j.lockwood@reading.ac.uk Science Consultancy offered by Dr John Oversby Services offered: Subject knowledge in Materials (science), for primary and secondary. This takes the form of practical workshops, exploring appropriate explanations.

46. Drama schools used in the Reading Partnership teach drama up to have a good honours degreein drama, Theatre or is the author of several leading publications in the http://www.soews.rdg.ac.uk/pgce/infosecondary/DRAMA.html

Institute of Education Art Course Information English ... Science Drama and Contextual Studies ICT Audit/Profile This course sees Drama as an art form in its own right and prepares candidates to teach it as a specialist subject throughout the 11 - 19 age range. The exciting programme of practical workshops, interactive seminars and school based research projects is designed to help you review your own experiences and concept of what and how people learn through an active engagement with drama. In the first half of the Lent Term special consideration is made of flexible approaches to teaching playscripts, genres and directing styles. Through a series of student-led workshops and seminars, you will have the chance to extend and develop your own repertoire of skills and specialist knowledge. Taught sessions will explore key concepts such as differentiation and progression as well as delving deeper into the related subjects of English, Media Studies and ICT. The Drama course is based at Bulmershe Court which has its own excellent facilities for drama including a large theatre and three well equipped studio spaces as well as TV and sound recording studios. There is a full programme of student productions, many of which are open to PGCE candidates. The University's Film and Drama Department is also based at Bulmershe as is the unique Theatre Arts Education and Deaf Studies course. In all, there is a rich culture of Drama at Bulmershe which rightly enjoys a national and indeed international reputation for excellence.

47. OCP Publications - Composers & Authors > Composers > Mark Friedman music, exciting and meaningful rituals and creative scriptural storytelling, mimeand drama. Presented with Donna Anderle Donna and Mark teach new music for http://www.ocp.org/en/people/11406.php

English Español Shopping Cart Contact Us Catalogs ... Multimedia Mark Friedman Mark Friedman has been a liturgist, cantor and music director for more than 20 years. He holds a bachelor’s degree in education from the University of Cincinnati, and is completing his master’s in religion and pastoral ministry at the Athenaeum of Ohio. Mark is the composer, along with Janet Vogt, of four collections of music for young people published by Oregon Catholic Press: Enter the Journey, Silent Holy Night God Shines on You Behold the Lamb and We Shall Prepare They are also the composers of Age to Age , a collection of music for the adult worshiping assembly, and are currently working on their sixth children’s collection with OCP. In the spring of 2000, Mark and Janet had their first major work for the theatre, Green Gables , a musical based on Anne of Green Gables , produced on the professional stage. Mark is a storytelling and liturgical dramatist who has toured nationally with The Fountain Square Fools. He has published a collection of parables and Bible stories with music titled Dramatic Readings from Scripture , published by OCP. Mark has also published music with St. Anthony Messenger Press, GIA and the Lorenz Corporation.

48. KLÁRA BÓDIS Communications Skills; drama Techniques; How to teach drama; Essay Writing; Academic publications. 2Study On teaching drama Együttélés, JGYFT, Department of http://www.arts.u-szeged.hu/elteal/Bodis_publ.html

Address Institute of English and American Studies Department of English Language Teacher Education and Applied Linguistics, University of Szeged, H-6725 Szeged, Tisza Lajos krt. 103., Hungary Phone-Fax:36-63-544 024 (main office) Phone: 544 690 (office) E-mail: bodis@lit.u-szeged.hu Positions Director and Founder of Theatre group, Our Group 1994- Senior Assistant Professor 1988 – Assistant Professor 198o-87 Director Of Hungarian Studies 198o-88 Education PhD Studies at Royal Holloway College, University of London 1998- Doctorate in English and American Literature 1987 Courses Taught Introductory Hungarian Advanced Hungarian Introduction to British Studies Communications Skills Drama Techniques How to Teach Drama Essay Writing Academic Writing Drama Workshop Production Unit Presentation Techniques Conversation Classes Advanced English Usage Interpreting - Consecutive and Simultaneous Translating The History of Hungarian Theatre and Cinema (To foreign students) Related Experience Visiting guest at the College Festival in Knoxville, Tennessee, USA 1996 Visiting Fellow at Royal Holloway College, University of London, Department of Drama 1995

49. Peter Feldman, Papers groups such as Western Ontario drama League. He continues to teach classes there occasionallyas collection consists of Feldman's publications, separated into http://speccoll.library.kent.edu/theater/feldman.html

Peter Feldman, Papers 1966-2000 Inventory Prepared by Kevin R. Ferst, November 29, 2001 1 document case; .33 cubic feet; 11th floor Biographical Sketch/Historical Note Peter Feldman was born in New York City, 1936. He received his BA from Bard College, New York, 1958, in the Dance/Drama department. Additional theatre experience was received with various individual instructors. Feldman's career extends from the 1960s to the present. In 1963, he, along with Joseph Chaiken , founded New York's famous Open Theatre , one of the world's leading avante-garde theatre ensembles. He co-directed this group until 1970, also serving as a Professional Associate in Acting at Columbia University during this time. After 1970, Feldman was involved as an educator and director at several institutions, including Dartington College of Arts, Devon, U.K., from 1972-1975; Brock University, St. Catharines, Ontario, from 1975-1977; and Simon Fraser University, Vancouver, B.C., from 1977-1982. Feldman returned to Brock University in 1984, where he has stayed, serving in several different functions. He was an Associate Professer in Theatre from 1984 until his retirement in 2001. He served as Director of the "Theatre and Drama in Education" Program for two terms. He was also Chair of the "Department of Film Studies, Dramatic and Visual Arts" from 1996-1999. He has directed over 20 productions at Brock, including:

50. Every Member In Ministry At Hillside Church Either plan, coordinate, teach, assist, prepare, sing, play or supervise to shareyour area of expertise (music, drama, publications, hospitality, photography http://www.hillsideumc.org/EMIM.htm

4474 Towne Lake Parkway, Woodstock GA 770-924-4777 HOW TO USE THIS BOOKLET When used in association with the Every Member in Ministry Commitment Card , it should prove to be a valuable tool for helping you find a place of service. Take a few moments to review the areas in which you have an interest. The number in the left column corresponds with the number on the commitment card of a particular service opportunity or ministry area. The Total Number of Volunteers Needed column indicates how many volunteers are needed for that particular area. The Frequency of Service and Length of Time columns indicate how often and how long a volunteer would serve in that area. Please take these factors into consideration as you make your selection(s) as to where you will serve. If you have questions about a particular ministry, please call the church office and ask for the staff person associated with that particular ministry. After you have prayerfully considered where God wants you to serve during 2003 at Hillside United Methodist Church, please check your Every Member in Ministry Commitment Card in the appropriate places and submit your form.

51. Ithaca College Scrapbook Collection arrival of Cesar Thomson to teach violin. include items for recitals, CMBS, drama,orchestra, ISPE publications include 192728 Student's Handbook, Forecast for http://www.ithaca.edu/library/archives/Scrapbooks.html

Ithaca College Scrapbook Collection Ithaca Conservatory of Music. Scrapbook Collection. Publicity Office. Ithaca Conservatory and Affiliated Schools and Ithaca College General scrapbooks Sports scrapbooks Personal and organization scrapbooks 1. Clippings and programs. Scrapbook. 1922-23. Dr. Martin's. Chronological arrangement. Materials glued to pages. Contains newspaper clippings, advertisements, musical and drama programs. Papers clipped include: Cornell Daily Sun Ithaca Journal-News Musical Leader Citations are incomplete; many clippings are dated. Important events during the year include Paderewski Concert, opening of the Conway Military Band School, events at the Lyceum School and the Six Day Community Institute. Physical condition is very poor. Sooty and charred from fire. Built on brittle paper. Spine is wood, volume is thicker than spine; both boards are separating from spine. Very fragile. 2. Clippings. Scrapbook. 1923-24. Publicity Department. Arranged topically; no indication of internal order. Materials glued to pages. Topics appear to include: general, advertisements, Conway Band, Lyceum and Dramatic Arts, Scholarship contests, guest performers, student news, Cesar Thomson, posters, travelling programs and publicity elsewhere. Papers clipped include the

52. When To Teach Participation And your choice of each volunteer can become a moment of drama. This ensures thatyou will only teach participation that your audience has a publications . http://storydynamics.com/Articles/Performing/teach_partic.html

Doug Lipman Story Dynamics (R) HOME Free Newsletter About Doug Advanced Search ... Email this page to a friend When to Teach Participation by Doug Lipman (This article appeared in Storytelling World This time, Doug addresses the question: "I use audience participation in one of my stories. Should I teach the audience's part before the story begins, or when it comes up in the story?" Teaching participation beforehand has both advantages and disadvantages. So does teaching participation during the story. To make the best decision: First you need to be aware of the trade-offs. Then you can use strategies to maximize your effectiveness. During vs. Before The advantage of waiting to teach participation until it occurs in the story is that, by now, the audience has entered into the imaginative world of the story. They care about the little boy who was too afraid to go to sleep. As a result, their participation will be carry more meaning for them than just "helping out" the storyteller. The disadvantage of waiting until the moment of participation, however, is the potential disruption. Teaching participation during the storyespecially if it's complicatedmay interrupt the audience's emotional involvement with the story. Conversely, teaching

53. JUMPSTART 2003, Saturday March 1 4. It is ideally suited to those just starting to teach the subject providing themwith innovative professional development inservices and drama publications. http://www.dramavictoria.vic.edu.au/pd/victoria/jumpstart_march.htm

JUMPSTART 2003, Saturday March 1 Booking form Plan for the Day (A downloadable PDF of this form is available if you prefer to fax your order to us.) Registration Level 5, Doug Mc Donell Building 9.00am to 10.00am Drama Victoria Annual Meeting of Council and election of 2003/2004 office bearers. All members are invited. Frank Tate Building 10.00am to 10.45am Keynote speech by Joe Winston from the UK. Engaging young people (Primary and Secondary) using drama 10.45am to 11.15 am Morning tea (provided) Level 5, Doug Mc Donell Building Session 1 Workshops Lunch break (Lunch is not provided) Drama Victoria provides tea and coffee as you attend the: Drama Victoria: Starter Kit A chance to catch up and share ideas and resources with others. This is also great for teachers new to drama. Session 2 Workshops Workshop Choices SESSION 1 (11.15 am-1.15pm) VCE Drama - an introduction This workshop will examine the VCE Drama Units 1-4. It is ideally suited to those just starting to teach the subject, or those who would like to have a refresher. Participants will engage in practical activities and discussions that will assist with an understanding of the course and assessment requirements. There will also be hints and tips for teaching the course and preparing students for the key assessment tasks.

54. CCB/BCEA 7.2 (2000 10 15) (HTML Version) undergraduate programs in both Theatre drama Studies (a An ability to teach an undergraduatecourse in une discipline connexe, dossier de publications et, de http://www.unbf.ca/arts/CLAS/ccb8.1.html

8.1 2001 09 17 ISSN 1198-9149 (University of New Brunswick) bulletin@unb.ca Published by e-mail by the Classical Association of Canada/ President: James Russell (University of British Columbia) russellj@interchange.ubc.ca Patrick.Baker@hst.ulaval.ca c.cooper@uwinnipeg.ca Contents of CCB/BCEA Return to Archive Directory [1] Positions Available Toronto UBC McMaster [2] Conference Announcements McMaster, CAIA, Toronto [1] Positions Available From: Brad Inwood, University of Toronto Back chair.classics@utoronto.ca Assistant Professor: Ancient Greek and/or Roman theatre history and drama University of Toronto at Mississauga - Erindale College Appointment to commence July 1, 2002, subject to budgetary approval. Salary commensurate with experience. Ph.D. in Classics required. Candidates should submit by November 30, 2001 a current curriculum vitae , writing sample, and evidence of competence in teaching, and should arrange to have at least three letters of recommendation sent directly to Professor Brad Inwood, Chair, Department of Classics, 97 St. George Street, Toronto M5S 2E8 Canada. The University of Toronto is strongly committed to diversity within its community, and offers the opportunity to teach, conduct research and live in one of the most diverse cities in the world. The University especially welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities, and others who may contribute to further diversification of ideas.

55. Development Education Centre (South Yorkshire)Publications DECSY publications. Geography, drama, English. isn't this the only way to teach rightsissues, citizenship issues or moral issues? . Multicultural teaching. http://www.decsy.org.uk/pubs.html

DECSY Publications To order your titles use DECSY Order Form PSHE/CITIZENSHIP Auditing citizenship a citizenship and pshe curriculum audit for key stages 1 and 2. Ensures coverage of National Curriculum requirements and much more... - including key aspects of education for sustainable development, promoting racial equality and a global dimension in the curriculum. This audit has been developed in response to the debate about the definition and nature of citizenship and PSHE. Whilst it acknowledges and includes the official requirements for citizenship and PSHE in England - it goes far beyond these in an attempt to outline the elements of a broader, more holistic vision of citizenship and PSHE. "The audit grids are an extremely useful and effective tool in planning for the delivery of Citizenship. They provide a clear link with learning objectives and the essential skills, knowledge and understanding which form an integral part of any scheme of work. The learning outcomes are clear and make the planning process much more manageable. The Doncaster LEA guidance team found them an invaluable help when putting together support materials for schools." Keith Worrall, General Inspector

56. John McGavin I now teach mainly in LateMedieval English publications books 2000 Chaucer and DissimilarityLiterary Comparison in with the title Using Early drama Records. http://www.soton.ac.uk/~english/mcgavin.htm

Dr John J. McGavin address English Department, University of Southampton, Southampton S017 1BJ, UK. office room (level , new building, Avenue Campus) phone 023 80593106 (voicemail) fax email jjm1@soton.ac.uk biography publications work in progress back to Brief Lives main Staff page biography M.A. (Hons) (Edin) in English Language and Literature: Medieval Studies, 1972; Ph.D (Edin) on Medieval Drama, 1982. I was appointed as Lecturer in English at Southampton in 1975 and Senior Lecturer in 1998; I am currently Head of Department. I now teach mainly in Late-Medieval English Literature and Culture at undergraduate and postgraduate levels, and have a particular interest in Chaucer, and Medieval Drama. My principal research project is Records of Early Drama: Scotland . This involves the locating and editing of all records relating to drama, ceremonial and secular music in Scotland before 1642. The project is carried out under the auspices of the Records of Early English Drama organisation: http://www.epas.utoronto.ca/~reed/reed.html

57. Courses For Autumn 2000 will leave with clear ideas about how to plan, teach and assess talk A copy of eachof these EMC publications and the teachers Basic Skills for the drama Novice. http://www.englishandmedia.co.uk/Courses/autumn2001.html

A '*' symbol means this is part of a linked course. Click on the title for further details. Telly Talk* Diploma in Media Education * On with AS: Teaching Enduring Love Into A2: Teaching towards the Synoptic Assessment for AQA B ... Basic Video Editing On with AS: Teaching Enduring Love Thursday 20th September Course Tutors : Barbara Bleiman and Lucy Webster Course number Price Enduring Love is a popular and challenging set text for AS (AQA A Unit 1, AQA B Unit1). This one day course will explore routes through the novel; student writing; ways of thinking about contexts and interpretation; developing skills and understandings for the rest of AS and into A2. It will use material from the EMC A Level Series publication, The Modern Novel: Critical Approaches Into A2: Teaching towards the Synoptic Assessment for AQA B Wednesday 26th September Course Tutor: Peter Buckroyd Course number: Price: This course will focus on preparing for the A2 Synoptic Unit. It will consider: how to prepare candidates effectively; how to address the Assessment Objectives; materials to use for practice; how to draw on what students already know; the relationship of this unit to the rest of the course; ways of encouraging independent judgement and evaluation. Peter Buckroyd is a freelance consultant, writer of A Level books and former Chief Examiner for NEAB A Level Literature. He was involved in writing the AQA B specification

58. Internet Public Library Education of college and university professors who teach and research promote the importanceof drama education and on news, issues, conferences, publications, and events http://www.ipl.org/div/aon/browse/edu00.00.00/

59. Boston University | ALSC | Membership | Publications By Members Member publications. Tales (Oxford UP) Myers, DG The Elephants teach Creative Writing Larissa(ed.) An Anthology of Modern Ukrainian drama (Canadian Institute http://www.bu.edu/literary/membership/publications.html

Click below for most recent list of Member Publications Updated March 20, 2003 Association of Literary Scholars and Critics 650 Beacon Street, Ste. 510 Boston, MA 02215 Boston University March 20, 2003

60. Tameri Publications: Writers' Lexicon fable A story meant to teach a moral lesson satyr play - A form of Greek drama knownto be a updated on 09 May, 2002 Copyright © 1999 Tameri publications. http://www.tameri.com/write/lexicon.html

A Writers' Lexicon A B C D ... Z A lexicon is a dictionary of specialized terms. The terms in the following lexicon should be known by writers. A act - One of the primary divisions in a script. Acts may be divided into scenes. action - The internal or external activity by which a character attempts to achieve his or her goals. adaptation - A work based on another. Frequently scripts are adapted from short stories or novels. allegory - A story with hidden or symbolic meaning. These stories are often used to teach philosophical ideals. Many allegories feature plants or animals in place of humans. alliteration - Repetition of a sound, usually a consonant in two or more words. allusion - An indirect reference or casual mention to well-known historical or fictional events or characters. Allusions should be written with an audience in mind. For example, children might not understand "beware the Ides of March." ambiguity - The intentional use of words or events communicating multiple and paradoxical meanings. Some passages are unintentionally ambiguous. amplification - To increase a statement's power through repetition or via a theatrical device.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

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