scholarly journals ‘M[aster] Monkesters schollars’: Richard Mulcaster, Physical Education, and the Early Modern Boy Companies

Early Theatre ◽  
2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Harry R. McCarthy
Keyword(s):  
Physical Education ◽  
Early Modern ◽  
Moving Body ◽  
Richard Mulcaster ◽  
A Site ◽  
Physical Skills

This article reconsiders the pedagogical theories of leading Elizabethan teacher Richard Mulcaster in the light of early modern boy company repertories. Focusing on Mulcaster’s teachings relating to the skilled, moving body, the article traces his connections to the Children of Paul’s and the Children of the Blackfriars to suggest that the boy company stage became a site that explored boys’ physical skills. The early modern boy company repertories, the article ultimately suggests, positioned their young actors as ‘Mr Mulcaster’s scholars’. 

scholarly journals Improving Teaching and Learning in Physical Education: Using a Developmental Continuum and Eliminating Traditional Grading / Unapređenje procesa nastave i učenja u fizičkom vaspitanju: Upotreba razvojnog kontinuuma i eliminisanje tradicionalnog ocjenjivanja

2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Adrian J Haug ◽  
Mila Fischer
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Traditional Grading ◽  
Health Related ◽  
Risk Takers ◽  
Differentiated Learning ◽  
Physical Skills ◽  
The Relationship

Assessment methods and the ownership of learning in Physical Education remain, in most cases, as highly traditional practices which do not fully allow students to be active and enthusiastic participants in the process of learning physical skills and health related knowledge. This study focuses on the improvements of student accountability and ownership for learning in Physical Education classes when traditional grading is removed and a year-level-only curriculum is replaced with a developmental learning continuum. The context of this study is to identify the relationship between student motivation, interest in learning, and the accountability to reach set goals when grade rewards are replaced with clear descriptions of student performance and development along a schema of skills and knowledge in PE. The research of our project will determine that the modifications made to the process of teaching and learning has improved the learning experience of our test subjects. The study has proven that when traditional grading is removed and students have the opportunity for true differentiated learning, they demonstrate far more intrinsic motivation in their learning. The students have taken grater ownership over their development and have become more accountable for their own process of learning. To truly unlock the potential of each child, we educators need to support our students to be risk takers who are inquiring and reflective.

Capoeira as an Emerging Possibility to Decentering Contemporary Dance Experiences (Workshop)

2014 ◽  
Vol 2014 ◽  
pp. 136-139 ◽  
Author(s):  
Odilon José Roble ◽  
Jéssica Bonvino e Silva ◽  
Maisa Amstalden
Keyword(s):  
Physical Education ◽  
Contemporary Dance ◽  
Education Faculty ◽  
Local Practice ◽  
Brazilian Art ◽  
Wide Range ◽  
Practical Research ◽  
Physical Skills ◽  
Aesthetic Expression

Capoeira is a Brazilian art, expressed by game, fight, and dance. Its movements comprise a wide range of possibilities, alternating planes, turns, balances, supports, and floor-work, pointing to its relevance for technical processes in dance. However, capoeira is also deeply marked by an aesthetic that goes beyond the movement itself. Values, beliefs, habits, and Brazilian customs are rooted in its practice. Authors such as Frigerio show characteristics such as theatricality and malice, noting that a certain ritual role of capoeira seems to be more important in practice than a combative efficiency. In the Unicamp Physical Education Faculty, a survey is being developed in which capoeira serves as contribution to the dancer's work. Besides the physical skills, we are identifying the formation of an aesthetic expression corresponding to this identity in the process of capoeira, which sent us to the concepts of “kinesthetic transit” and “resonance.” Our proposal for this conference is to present our practical research that understands capoeira, including its rituals, theatricality, and values, as an emerging possibility to decentering dance experiences, due to this traditional phenomenon as not being exclusively a local practice anymore, but also a possible source to contemporary dance in the current cultural interchange.

A physical education/environmental education nexus: Transdisciplinary approaches to curriculum for a sense of belonging

2021 ◽  
pp. 1-12
Author(s):  
Kathryn Riley ◽  
Lynden Proctor
Keyword(s):  
Physical Education ◽  
Environmental Education ◽  
Sense Of Belonging ◽  
Gilles Deleuze ◽  
Wicked Problem ◽  
Transdisciplinary Approach ◽  
Health And Wellbeing ◽  
Agential Realism ◽  
Patterns Of Relating ◽  
A Site

Abstract Physical education (PE) is a site that brings categories of difference under erasure, presenting a wicked problem for how a sense of belonging is cultivated for all learners to foster physical activity, health and wellbeing across the lifespan. This article explores how, we, as two teachers of PE, turned to postqualitative and ‘new’ materialist inquiry to generate a sense of belonging within a PE/environmental education nexus. Taking up Karen Barad’s agential realism and Gilles Deleuze and Félix Guattari’s rhizome, we conceptualise this PE/environmental education nexus as a transdisciplinary approach to curriculum that enacts a knowing/being/thinking/doing between, and across, borders, boundaries, categories, fields and practices. We then show how this nexus was actualised in our teaching practices through two vignettes. As transdisciplinary approaches to curriculum are grounded in the lived, embodied and embedded (micro) politics of location, individuals are imbued with affective obligation to enact affirmative patterns of relating moment-to-moment. This means that a sense of belonging is always imminent, invented and co-created, bringing attention to situated obligations to enact good relations with ourselves, each other and wider planetary systems.

City Powd’ring

2021 ◽  
pp. 78-111
Author(s):  
James M. Bromley
Keyword(s):  
Early Modern ◽  
Early Modern Period ◽  
Sexual Knowledge ◽  
Biological Determinism ◽  
City Comedy ◽  
The Past ◽  
Queer Culture ◽  
Alternate Forms ◽  
A Site ◽  
The City

This chapter examines how Thomas Middleton’s Michaelmas Term positions the cloth trade as pivotal to the construction of sexuality and sexual relations in the city. Circulating with cloth in the play is queer urban sexual knowledge. Antitheatricalists feared that the theater was a site of sexual pedagogy and initiation in the early modern period. Michaelmas Term subtly embraces that role for the city comedy, and the chapter draws on queer theories of materiality to demonstrate that the play’s relentless focus on the materiality of selfhood is pertinent in querying the limits of biological determinism and essentialism that characterize mainstream politics around sexuality today. The play can prompt us to consider how alternate forms of queer ontogenesis derived from the past have affordances for the production of queer culture in the present.

The Loving Community

Caritas ◽  
2021 ◽  
pp. 31-59
Author(s):  
Katie Barclay
Keyword(s):  
Eighteenth Century ◽  
Early Modern ◽  
Social Order ◽  
Early Modern Europe ◽  
Cultural Norm ◽  
Family Household ◽  
The Family ◽  
Modern Europe ◽  
A Site

Caritas was an idea with resonance across early modern Europe, but given shape and form within particular national or religious contexts. This chapter introduces how the Scottish Kirk envisioned caritas as an embodied ethic—an experience of love that was manifested in deportment, thought, feeling, and behaviour—as well as its widespread take-up as a cultural norm. It particularly highlights that the family—the holy household—was imagined as the basis of a social order founded on caritas and introduces how the idea of caritas shaped the practice of the family-household relationships in eighteenth-century Scotland. It explores how the family was located not just as a site of patriarchal discipline, but also of peace and comfort, where fighting and quarrelling (excesses of passion) should be minimized. The family-household was not formed in private, however: its loving behaviours were interpreted and given meaning by a watching community.

scholarly journals Physical Education, Quality of Breathable Air and Their Effects on the Formation of High School Students as Sustainability in Maintaining the Lifestyle. Is the Physical Education Lesson Enough to Create Such Valences?

2020 ◽  
Vol 12 (3) ◽  
pp. 1106
Author(s):  
Camelia Plastoi ◽  
Ioana Butu ◽  
Diana-Mihaela Țîrcă ◽  
Bianca Ferrario ◽  
Ilie Mihai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Cross Sectional Study ◽  
Physical Activities ◽  
Education Quality ◽  
School Students ◽  
Cross Sectional ◽  
Physical Skills

This study was conducted to emphasize the correlation between the number of physical education lessons with effects on the formation of high school students and the importance of practicing physical activities during the extra-class time in sustainable spaces with quality breathable air. The values were recorded in this cross-sectional study; on a number of 208 high school students; grades 9–12; tested for the level of manifesting their effort capacity acquired during the physical education lessons. The statistical analysis of the processed data highlights the obtained values: Weak 59% and 31% satisfactory for boys; and 53.92% weak; 34% satisfactory for girls. In conclusion; the necessity to carry out extra-curricular physical activities in an unpolluted environment and to acquire useful physical skills in carrying out different activities in society, promotes and generates sustainability in maintaining the lifestyle.

scholarly journals Methods that Move: A Physical Performative Pedagogy of Subjectivity

2013 ◽  
Vol 30 (3) ◽  
pp. 256-273 ◽  
Author(s):  
Jessica Francombe
Keyword(s):  
Body Politic ◽  
The Body ◽  
Research Projects ◽  
Body Work ◽  
Moving Body ◽  
Performative Pedagogy ◽  
A Site

Driven by a desire to interrogate and articulate the role and place of the body in the study of sport, this paper encourages those who are incited by a richer understanding of the physical to expand and elaborate upon the fleshy figuration that guides the research projects and practices/strategies of the present. This call for papers is an opportunity to unpack the methodological impetus of “body work” (Giardina & Newman, 2011a) and to locate it within the nexus of dialogues that expressly seek to reengage an eclectic body politic at precisely the time when the body is a site of continuous scrutinizing and scientific confession. As researchers we grapple with and problematize method(ologies) in light of the conjunctural demands placed upon our scholarship and so I reflect on a recently conducted project and the methodological moments that it brought to light. Conceptualized in terms of a physical performative pedagogy of subjectivity, I tentatively forward a discussion of what moving methods might look and feel like and thus I question why, when we research into physical, sporting, (in)active experiences, do we refrain from putting the body to work? Why do we not theorize the body through the moving body?

scholarly journals Narrating Pregnancy and Childbirth: Infanticide and the Dramatization of Reproductive Knowledge

Humanities ◽  
2018 ◽  
Vol 7 (4) ◽  
pp. 120
Author(s):  
Elizabeth Steinway
Keyword(s):  
Early Modern ◽  
Early Modern England ◽  
Early Modern Drama ◽  
Female Characters ◽  
Modern Drama ◽  
Pregnancy And Childbirth ◽  
Rhetorical Devices ◽  
Mother And Child ◽  
A Site ◽  
Popular Texts

In early modern England, infanticide was a crime overwhelmingly associated with women. Both popular texts and legal records depict women accused of infanticide as mothers acting against nature. These figures, however, do not often appear in the period’s drama. Instead, early modern drama includes fictionalized mothers who kill their children beyond infancy and into adulthood. By eschewing portrayals of neonaticide and the trials associated with it, the drama highlights a dependency upon female characters’ verbal narratives of the reproductive body that reinforces pregnancy’s unstable epistemology. I argue that the flexibility of this epistemology allows women, whether female characters in drama or historical women on trial, to distance themselves from the crime of infanticide by reconstructing narratives of both pregnancy and childbirth. Sharing rhetorical devices with the testimonies of women accused of infanticide, dramatic mothers such as Videna in The Tragedie of Gorboduc and Brunhalt in Thierry and Theodoret linguistically sever the biological ties between mother and child, thus disrupting conventional portrayals of reproduction. These parallel strategies position the reproductive female body as a site of resistance to the legal mechanisms designed to interpret it.

scholarly journals “Now, I’m Magazine Detective the Whole Time”: Listening and Responding to Young People’s Complex Experiences of Popular Physical Culture

2013 ◽  
Vol 32 (4) ◽  
pp. 394-418 ◽  
Author(s):  
Eimear Enright ◽  
Mary O’Sullivan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Culture ◽  
Participatory Action ◽  
Action Research Project ◽  
Making Meaning ◽  
Audio Recordings ◽  
Methodological Tool ◽  
Field Notes ◽  
A Site

Popular physical culture serves as a site, subject and medium for young people’s learning (Sandford & Rich, 2006) and impacts their relationship with physical education, physical activity and the construction of their embodied identities. This paper addresses the potential of scrapbooking as a pedagogical and methodological tool to facilitate physical education researchers and teachers to listen to, and better understand and respond to extend students’ existing knowledge of, and critical engagement with popular physical culture. The data draws from a three year Participatory Action Research project that was undertaken in an urban, secondary school and was designed to engage 41 girls (aged 15–19) in understanding, critiquing and transforming aspects of their lives that influenced their perspectives of their bodies and their physical activity and physical education engagement. In this paper the focus is on the engagement of eleven of these girls in a five week popular physical culture unit. The students’ scrapbooks, audio-recordings of classes, a guided conversation, and field notes constitute the data sources. Findings suggest scrapbooking has the potential to allow researchers access, understand and respond to students’ perspectives on popular physical culture and their lives in a way that other methods may not. Pedagogically, scrapbooking supported students in critically appraising and making meaning of “scraps” of popular physical culture.

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