ASSOCIATION FOR THEATRE AND ACCESSIBILITY ATA collaborative activities ATA Coalition Conference, Promoting Creative The Associationfor theatre and Accessibility of disabilities in drama and theatre http://www.npi.ucla.edu/ata/
Extractions: (Press Release provided by Sara Qureshi, Assistant Program Coordinator, VSA) Art and Soul Festival MISSION: The Association for Theatre and Accessibility is a membership based organization whose mission is to foster full participation and involvement of individuals with all types of disabilities in drama and theatre activities. PRESENT PROGRAMS: ATA identifies itself as a coalition of people with and without disabilities in all aspects of theatre whether it be in training, production or performance or who work with individuals with disabilities in professional, educational or recreational settings. Our goals are to promote accessibility for audience members as well as artists, and advocate for appropriate casting and representation of individuals with disabilities. Membership in ATA is open to all individuals and organizations interested in the goals of the organization. Membership benefits include access to the ATA databank, newsletters, and discounted membership rates at the annual conference and on ATA sponsored publications.
Storytelling For Children And Young Adults Lists resources about storytelling, drama, creative dramatics, puppetry and reader's theater. following Internet sites offer resources for such activities. Julie Ann RowanWoolford. From collaborative Lesson Plans literature; from Creative drama and theatre Education http://falcon.jmu.edu/~ramseyil/drama.htm
Drama Games Drama And Group Activities For Leaders Working With of drama Games; Moving into drama and theatre. with Different Groups Introduction;Integration and drama Games; The Warmup Games; collaborative Games; Physical/High http://www.captus.com/Information/tochea08.htm
RESEARCH_E Ridge High School! theatre is a collaborative art form. the structural elements of the drama. 6.) recognize theatres age in its programs and activities. For any inquiries http://www-ms.cc.ntu.edu.tw/~theatre/researchE.htm
Speech And Drama - Acting II (11,12) Curriculum for Fort Osage R1 School District Speech and drama. ·. drama Grade 8 Performance of theatre activities. The learner will be able to use able to work effectively in both collaborative and independent situations. http://www.fortosage.k12.mo.us/Curriculum/CR117777.HTM
Theater, Theatre Arts And Drama Graduate Programs In Northeastern U.S.A. and crossdisciplinary activities, extensive community services, emphasis on the collaborative process. Degrees in drama therapy. The program attracts theatre professionals and http://www.gradschools.com/listings/northeast/theater_ne.html
Extractions: The Master of Music in Musical Theater has been developed to address the growing vocal demands of musical theater today. This degree is open to applicants from a variety of musical and theatrical backgrounds. However, an emphasis on good musicianship skills and musical theater performance is integral to the program. The degree combines comprehensive voice training and vocal coachingwith advanced acting aesthetics and techniques as applied to the diverse genres of musical theater. Courses in cultural perspectives explore musical theater as an art form in the context of historical development and contemporary events.
Language Arts CDT - Partners In Preparing Quality Teachers a variety of classroom activities and strategies, collaborative student projects benefitfrom experiential learning, infusing drama/theatre techniques into http://partnership.svsu.edu/curriculum/cdt/la/y3midp2.htm
Extractions: Language Arts Team Activities Products Reports Contact Developing students comprehension and capacity for use of written and oral language Status of Individual Projects Education Specialist Teacher Specialists Resources English 202 Literary Genre has at the basic level the following goal: understanding and appreciation of some major texts from several genresshort stories, poems, plays, and film. Through the work of Content Development, I have added the four categories: (a) diversity, (b) best practices, (c) technology, and (d) standards. In this abstract I will overview each category and the curricular development. Diversity
Extractions: Traverse City, Michigan Language Arts Content Development Team members, Janet E. Rubin and Dottie Millar, are presenting Integrating Drama/Theatre Techniques into the Curriculum at the Best Practices for Learning: 7th Annual Conference on Learning Communication and Collaboration Drama means doing. For those teachers who want their students to benefit from experiential learning, infusing drama/theatre techniques into the curriculum allows for hands-on learning that is meaningful and lasting. Such lessons offer the added benefit of providing instructional opportunities in two content areas - drama/theatre and the subject with which it is paired. This is demonstrated through a lesson which shows how drama/theatre techniques can be incorporated into a university Special Education class. Similar strategies can be used in other content areas. Collaboration is an essential component of best practice in teaching. This proposed session demonstrates how drama/theatre techniques can be used to foster interdisciplinary learning. Participants will engage in a lesson in which drama/theatre techniques are used to facilitate learning among students training to be special education professionals. These strategies illustrate the correlation between content areas. Once they are aware of this unifying process, educators can apply it to diverse fields of study.Session attendees will:
Drama communicating, presenting and reflecting are collaborative activities in the examinethe development of theatre in various time ADA 101/ ADC 101 drama (grade 11 http://www.tcdsb.org/cardinalcarter/editedSite_V2/drama/drama.html
Extractions: The drama department has two studio spaces, both equipped with sound and lighting. One studio has a floor that is specially sprung for stage combat and movement. All major performances occur in the auditorium, a modern 550 seat theater. The main stage is fully equipped with an up-to-date sound system and computerized lighting board. The actual stage area is approximately 50' by 40'. Equipment (list of equipment that students will have access to in the course of their studies) : wide array of costuming stage make-up kit studios equipped with lighting and sound equipment stereos basic props and furniture that is available a variety of scripts Courses (describing the entire art area): The study of dramatic arts enables students to acquire skills in communication, critical thinking and problem solving. They gain an understanding of themselves in relation to others, as well as acquire skills in organization, performance and evaluation. Students explore creative movement, theater games, voice and speech, improvisation, clown, children's theater, stage combat, sword work and directing. Scene work is drawn from modern, experimental and historical drama. Each grade has a musical theater component. Students have the opportunity to work with a guest choreographer each year.
EFFECTIVE LEARNING AND TEACHING IN SCOTTISH SECONDARY SCHOOLS the necessary skills to engage productively in collaborative activities. of the technicalaspects of drama; and; the degree to which theatre practitioners can http://www.scotland.gov.uk/library3/education/eltd/eltd-08.asp
Extractions: Home About News Publications ... Contents EFFECTIVE LEARNING AND TEACHING IN SCOTTISH SECONDARY SCHOOLS:DRAMA This report has identified good practice in the teaching of drama and has indicated aspects for further development. The following brief conclusions and related recommendations identify priorities to be addressed by teachers and others responsible for the future development of the subject. The educational importance of drama is widely recognised. Drama can have a central role in the personal and social development of young people. It involves pupils in investigating and exploring issues through working with others in developing and presenting ideas. Education in drama should provide pupils with opportunities to develop their understanding an skills in:
EFFECTIVE LEARNING AND TEACHING IN SCOTTISH SECONDARY SCHOOLS were given the necessary skills to engage productively in collaborative activities. Pupilsread and wrote about aspects of drama and the theatre and were http://www.scotland.gov.uk/library3/education/eltd/eltd-06.asp
Extractions: Home About News Publications ... Contents EFFECTIVE LEARNING AND TEACHING IN SCOTTISH SECONDARY SCHOOLS:DRAMA The quality of learning and teaching The size of teaching groups in drama varied significantly from school to school and across the various stages within each school. Such variation made considerable demands on teachers. They required to make effective use of space and resources and adjust their teaching approaches to the size of the group without compromising the practical nature of the subject. Particularly at S1 /S2 and in Standard Grade classes, there was likely to be a wide range of attainment within each class. Most drama teachers adopted teaching approaches which took appropriate account of these circumstances. The HM Inspectorate reports Achievement for All and Achieving Success in S1/S2 identify key principles of effective direct teaching which should be adopted in all departments.
DRAMA/THEATRE in stories from different cultures and history through dramatic activities. demonstrateways of improving the collaborative process of drama/THEATER STANDARDS. http://www.nhps.net/main/curriculum/framework/html/FineArts-Drama-PK-4.html
Research In The Scarborough School Of Arts School is characterised by collaborative activities, employing new hosts the NationalStudent drama Festival and the Stephen Joseph theatre, the professional http://www.hull.ac.uk/arts/activities/research/research_scarborough.html
Extractions: Home Office Part-time Scholarships ... Search Research Reach Out Staff Development The School of Arts on the Scarborough Campus has 25 members of staff active in research. There are four main areas of research activity: Contact : Dr Martin Arnold, Director of Research, m.p.arnold@hull.ac.uk Christy Adair , MA: Lecturer. Author of Women and Dance: Sylphs and Sirens . Research includes: doctoral thesis on Phoenix Dance Company. Fiona Bannon , PhD: Lecturer. Research includes: dance aesthetics; transformative approaches to education; and somatic education. Kerstin Bueschges Tony Gardner , PhD: Lecturer. Recently co-produced the May Days festival of new performance and organised the 10 Backwards / 10 Forwards symposium at the Stephen Joseph Theatre. Research includes: twentieth century French theatre; Dada and Surrealist performance; and contemporary British theatre. Andrew Head , MA: Lecturer. Recently directed and performed at Palestine National Theatre and Sibiu Theatre Festival, Romania. Research includes: British political theatre; and performances of the works of Samuel Beckett
A4s Member: Half Moon Theatre involvement that theatre making is a collaborative process in an opportunity to meetother drama Teachers in Past INSET has included Physical theatre, led by http://www.arts4schools.com/activities/T0094.shtml
Extractions: Address 43 White Horse Road, London, E1 0ND Location London Web www.halfmoon.org.uk Fax Performance type Drama Target groups 5 - 11, 11 - 16, 16 - 19, youth groups, community groups, SEN, Teachers, Our target group in terms of young people is 5 - 17 year olds Education activities general workshops, workshops supporting current production, onstage activities, pre/post show events, workshops for teachers, education resources Main Contact Vishni Velada-Billson, Associate Director Telephone Email vishni@halfmoon.org.uk Hours of work Contact 2 Telephone Email Hours of work
A4s Member: Newcastle Theatre Royal North's The Late Sleepers was a collaborative project between will be held at theTheatre Royal on The Borrowers TREO engaged young drama enthusiasts in some http://www.arts4schools.com/activities/X0027.shtml
Extractions: Address Grey Street, Newcastle upon Tyne, NE1 6BR Location Tyne and Wear Web www.theatre-royal-newcastle.co.uk Fax Performance type Drama, Dance, Music, Opera Target groups 5 - 11, 11 - 16, 16 - 19, HE groups, youth groups, community groups, older people, SEN, Lifelong learning Education activities general workshops, workshops supporting current production, pre/post show events, workshops for teachers, education resources, Backstage tours Main Contact Jo Potts, Education Manager Telephone Email jo.potts@newcastle.gov.uk Hours of work Contact 2 Ed Johnson, Education Officer Telephone Email ed.johnson@newcastle.gov.uk Hours of work
SJCSD High School Course Catalog fundamental skills in the multiple elements of theatre as a collaborative art andexpression will be combined with creative drama activities in experiential http://www.stjohns.k12.fl.us/cl/cc/drama.html
Extractions: The purpose of this course is to enable students to develop fundamental skills in the multiple elements of theatre as a collaborative art. Movement, voice projection, body language, concentration, improvisation, and expression will be combined with creative drama activities in experiential exercises. Daily class participation is required. The content includes an overview of the history of theatre. Students will perform in group projects. B, M, N, S The purpose of this course is to enable students to develop basic skills in the multiple elements of theatre as a collaborative art. Students will enhance basic acting skills and develop production expertise. Memorized monologue and scene work will be required. More challenging improvisation work will be developed. M, N, S
InfoDome - Theatre And Drama Exhibit who has participated in many of the theatre's activities; and the John a program thatwas originally a collaborative effort between the theatre and San http://infodome.sdsu.edu/about/depts/spcollections/exhibits/0103/oldglobe.shtml
Extractions: The Old Globe Theatre , California's oldest professional theatre, was established in 1935 as part of the 1935-1936 California Pacific International Exposition that took place in San Diego's Balboa Park. Although the theatre and its two neighboring buildings, the Ye Olde Gift Shoppe and the Falstaff Tavern, were due to be demolished following the exposition, local residents raised funds to save them by bringing the buildings up to code.
UGA-IRP: FB97 - Int Agreements Part 2 and research activities for faculty and students, drama and theatre. UniversitaDi Siena, Di Siena (1990), Faculty exchange, collaborative research, Ecology. http://www.uga.edu/~irp/fb97/01gen/01gen80b.htm
Extractions: THE UNIVERSITY OF GEORGIA INTERNATIONAL AGREEMENTS Albania - England Estonia - Netherlands Nigeria - Venezuela Country and Participating University or Group Type of Agreement Estonia Tartu University (1990) Faculty exchange and cooperative research, Forest Resources Finland Helsinki School of Economics and Business Administration (1992) Faculty and student exchange, research; academic and cultural exchange, Business France CERAM ESC, Nice (1994) Development of educational programs, Business Group Commun d'Enzymologie, CNRS-CEA, Cadarache (1982) Collaborative biomass conversion research, Center for Biological Resources Student exchange Institut Superieur du Commerce, Paris Student exchange in Business Merieux Laboratories Inc., Rhone Collaboration in the production of animal rabies and poultry vaccine Universite d'Orleans, Orleans (1987)
UGA-IRP: FB98 - Int Agreements Part 1 educational and research activities for faculty and students, drama and theatre.Universita Di Siena (1990), Faculty exchange, collaborative research, Ecology. http://www.uga.edu/~irp/fb98/01gen/01gen80a.htm
Extractions: Country Participating University or Group Type of Agreement Albania Agricultural University of Tirana (1993) Cooperative educational, extension, and research programs for growth and development of the academic staff and scientific endeavors in Agricultural and Environmental Sciences Argentina Chaco Province Government Argentina (1998) Cooperative educational and research programs for faculty, professionals, and students, Music Instituto Nacional de Technologia Agropecuaria (1991) Faculty training, program development, and collaborative research, Agricultural and Environmental Sciences School of Sciences, University of Buenos Aires Cooperation in research and faculty seminars, Arts and Sciences Universidad de Belgrano, Buenos Aires Office of International Development Universidad del Salvador, Buenos Aires
Middle School Drama Curriculum Outline with and differences from others in dramatic activities. B.) Attend live theatre presentations oftheir own and others' contributions to collaborative drama work http://www.geocities.com/Broadway/Alley/3765/mscurrout.html
Extractions: V.) Create Theatre through Artistic Collaboration Middle School Students will: I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES A.) Use the body and voice expressively. 1.) Identify and understand specific movement and vocal techniques. 2.) Master pantomime skills. B.) Express character through movement and voice. 1.) Develop body awareness and spatial perception. 2.) Experiment with imitative and interpretive movement. C.) Develop sensory awareness. 1.) Recognize individual differences in emotional states and attitudes. 2.) Recall and express personal sensory experiences. 3.) Create fully realized sensory environments through pantomime and dialogue. D.) Develop personal creativity. Back to top.
