Drama, Education, and the Politics of Change: Part One

1985 ◽  
Vol 1 (4) ◽  
pp. 346-358 ◽  
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
The Subject ◽  
The 1960S ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
The Way

Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

Drama, Education, and the Politics of Change: Part Two

1986 ◽  
Vol 2 (5) ◽  
pp. 16-25
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Current Practice ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
Educational Climate ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City

Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

scholarly journals Arthur Mannering Tyndall, 1881-1961

1962 ◽  
Vol 8 ◽  
pp. 159-165 ◽  
Keyword(s):  
Private School ◽  
Royal Society ◽  
Research And Teaching ◽  
Physical Laboratory ◽  
University College ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
Outstanding Teacher

Arthur Mannering Tyndall was a man who played a leading part in the establishment of research and teaching in physics in one of the newer universities of this country. His whole career was spent in the University of Bristol, where he was Lecturer, Professor and for a while Acting ViceChancellor, and his part in guiding the development of Bristol from a small university college to a great university was clear to all who knew him. He presided over the building and development of the H. H. Wills Physical Laboratory, and his leadership brought it from its small beginnings to its subsequent achievements. His own work, for which he was elected to the Fellowship of the Royal Society, was on the mobility of gaseous ions. Arthur Tyndall was born in Bristol on 18 September 1881. He was educated at a private school in Bristol where no science was taught, except a smattering of chemistry in the last two terms. Nonetheless he entered University College, obtaining the only scholarship offered annually by the City of Bristol for study in that college and intending to make his career in chemistry. However, when brought into contact with Professor Arthur Chattock, an outstanding teacher on the subject, he decided to switch to physics; he always expressed the warmest gratitude for the inspiration that he had received from him. He graduated with second class honours in the external London examination in 1903. In that year he was appointed Assistant Lecturer, was promoted to Lecturer in 1907, and became Lecturer in the University when the University College became a university in 1909. During this time he served under Professor A. P. Chattock, but Chattock retired in 1910 at the age of 50 and Tyndall became acting head of the department. Then, with the outbreak of war, he left the University to run an army radiological department in Hampshire.

scholarly journals Possibilities of theatrical pedagogy in solving problems of social sphere

2021 ◽  
Vol 98 ◽  
pp. 02008
Author(s):  
Hana Strejčková
Keyword(s):  
Art Education ◽  
Performing Arts ◽  
Leisure Activities ◽  
School Age ◽  
Drama Education ◽  
Drama In Education ◽  
The Czech Republic ◽  
Social Sphere ◽  
The Subject ◽  
Theatre Pedagogy

In my article I focus on the connection between the artistic and social spheres, the transcendence of art education into therapy and I will briefly mention the structure of art education with a focus on theatrical pedagogy in the Czech Republic. I divided the article into theatrical pedagogy in practice for younger school age, teenage and youth, adults and seniors, and the following areas: a) Theatrical pedagogy in the structure of the Czech educational system and as a part of leisure activities and Drama education as a subject for future teachers. In this part I shortly present what drama education / theatrical pedagogy in the Czech school system means and I draw the introduction on the studies and ideas of prof. Mgr. Jaroslav Provazník, who leads the Department of Drama in Education at the Academy of Performing Arts in Prague; b) The potential of nonverbal theatre techniques in communication with specific groups and theatre pedagogy in the context of integration and inclusion; c) Pedagogy of substitute subjects – performativity of objects. In this section I present a personal description of one five-year cycle with “object workshops” – drama education: empirical research, comparison, development of methodology of working with the subject in the context of drama education.

Drama, Education, and Social Change: the Debate Continues, 1

1986 ◽  
Vol 2 (7) ◽  
pp. 283-283
Keyword(s):  
Social Change ◽  
Department Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Widespread Interest ◽  
Selection Of

David Hornbrook's articles in NTQ4 and 5 offered a challenging perspective to the history of drama in education, a critique of present practice and practitioners, and some positive proposals for the future place of the subject in the curriculum. These have provoked widespread interest, and we are now publishing a first selection of comments from fellow drama in education workers, and offering a welcome to further contributions in subsequent issues. These initial responses are from David Morton, adviser to the Leeds City Council's Department of Education; Jon Nixon, a research fellow in the Department of Education at the University of Sheffield; and Tony Graham. Head of Drama at Haverstock School, in the Inner London Education Authority's area.

Drama, Education, and Social Change: the Debate Continues, 2

1986 ◽  
Vol 2 (8) ◽  
pp. 369-369
Author(s):  
Keyword(s):  
School Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
Senior Lecturer ◽  
Educational Drama ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Selection Of

David Hornbrook's articles in NTQ 4 and 5 offered a challengig perspective to the history of drama-in-education. a critique of present practices and practitioners. and some positive proposals for the future place of the subject in the clrriculum. These provoked Widespread interest and we published in NTO 7 a first selection of comments. We now continue the debate with comments from Gavin Bolton, Who has published Widely on educational drama and is Head of Drama and in the School of Education of the University of Durham. and Warwick Dobson. Senior Lecturer in Drama at Bradord and llkley College.

scholarly journals Why to build university spaces? How to discuss them? Appearance of a new lens

2021 ◽  
Vol 6 (12) ◽  
Author(s):  
Aslı Alanlı
Keyword(s):  
Learning Process ◽  
Extreme Points ◽  
Communication Technologies ◽  
The Past ◽  
Subject And Object ◽  
The Subject ◽  
The 1960S ◽  
University Spaces ◽  
The University

Since the 1990s, the university space has been the subject of many discussions due to the introduction of communication technologies to the learning process,which has become significantly visible after the effects of the COVID-19 pandemic nowadays. These debates focus on the two extreme points ofwhether university space is necessary or not. In this regard, this research claims that the arguments on this topic are based on subject-object duality. It aims to develop a ground covering the discussions that oscillate between the two extremes by referring to sociomateriality, which advocates the interwovenness of subject and object. Adopting a retrospective perspective, itrediscovers the debates from the 1960s at the onto-epistemological levelthrough a sociomaterial lens. Finally, it situates the discussion on university space within the past-present-future dialogue.

A Late Upper Aurignacian Station in North Lincolnshire

1932 ◽  
Vol 6 (4) ◽  
pp. 335-339
Author(s):  
A. Leslie Armstrong
Keyword(s):  
Upper Palaeolithic ◽  
Research Committee ◽  
Distinctive Character ◽  
Rock Shelter ◽  
English Expression ◽  
Gradual Development ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
First Time

The site forming the subject of this communication is an open-air station of Upper Palæolithic date, situated near the northern extremity of the Lincolnshire Cliff range, and previously unrecorded. The cultural horizon of the site closely corresponds with that of the upper levels of the rock-shelter known as ‘Mother Grundy's Parlour,’ Creswell Crags, Derbyshire, excavated by the writer in 1924, under the auspices of the British Association Research Committee for the Exploration of Caves in Derbyshire. Those excavations revealed, for the first time, the gradual development of our English phase of the Upper Aurignacian, and established the fact that this was of a distinctive character, and had been evolved practically free from Magdalenian influences. Excavations in the Mendip caves by the University of Bristol Spelæological Society, and elsewhere, have since confirmed these conclusions; and it is now recognised tlhat the culture is essentially an English expression of Upper Aurignacian, which is typical of the Upper Palæolithic in this country.

Getting Acquainted with the University and the City, 1960s–Early 1970s

2020 ◽  
pp. 85-112
Author(s):  
Uzma Quraishi
Keyword(s):  
Identity Formation ◽  
South Asians ◽  
The United States ◽  
Asian Students ◽  
Racial Identities ◽  
University Of Houston ◽  
College Towns ◽  
The 1960S ◽  
The University ◽  
The City

Chapter 2 details the arrival of South Asian students and immigrants in Houston during the 1960s. Along with college towns and major cities across the United States, Houston was an ideal host city for would-be immigrants. South Asians constructed ethnic, national, class, and racial identities through the university and the city. The University of Houston became the cultural hub and a key site for identity formation.

Film Theory in the United States and Europe

2017 ◽  
Author(s):  
Warren Buckland
Keyword(s):  
United States ◽  
Academic Discipline ◽  
Rapid Development ◽  
Film Theory ◽  
The United States ◽  
Avant Garde ◽  
Reality Effect ◽  
The Subject ◽  
The 1960S ◽  
The University

Since the 1960s, film theory has undergone rapid development as an academic discipline—to such an extent that students new to the subject are quickly overwhelmed by the extensive and complex research published under its rubric. “Film Theory in the United States and Europe” presents a broad overview of guides to and anthologies of film theory, followed by a longer section that presents an historical account of film theory’s development—from classical film theory of the 1930s–1950s (focused around film as an art), the modern (or contemporary) film theory of the 1960s–1970s (premised on semiotics, Marxism, feminism, and psychoanalysis), to current developments, including the New Lacanians and cognitive film theory. The second section ends with a very brief overview of film and/as philosophy. The article covers the key figures and fundamental concepts that have contributed to film theory as an autonomous discipline within the university. These concepts include ontology of film, realism/the reality effect, formalism, adaptation, signification, voyeurism, patriarchy, ideology, mainstream cinema, the avant-garde, suture, the cinematic apparatus, auteur-structuralism, the imaginary, the symbolic, the real, film and emotion, and embodied cognition.

scholarly journals Interpreting social issues: Museum theatre’s potential for critical engagement

2017 ◽  
Vol 15 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Niki Nikonanou ◽  
Foteini Venieri
Keyword(s):  
Qualitative Methodology ◽  
Museum Education ◽  
Social Issues ◽  
Social Communities ◽  
Critical Engagement ◽  
Museum Theatre ◽  
The Subject ◽  
The University ◽  
Sensitive Issues ◽  
The City

Museum theatre and its potential within museum education is explored at the Museum Education and Research Laboratory at the University of Thessaly, Greece. There, the leading research project Museums and Education: methods of approaching and interpreting museum objects’aims to address how, over the last few decades, museum theatre has been in ever-increasing use to vocalize the sensitive issues of a multicultural society and marginalized social communities. Recent studies highlight museum theatre evoking empathy and critical engagement in the audience with the subject-matter of the performance. One such performance was organized by the School of Drama at the Aristotle University of Thessaloniki and studied in depth. Titled Voices of the City: Historical Routes through Theatre, the performance embodied controversial social issues, and its implementation was evaluated using qualitative methodology to examine the responses of visitors.

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