東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Integrating drama and historical mem...

Arcila, Jorge Tadeo.

FindBook

Google Book

Amazon

博客來

Integrating drama and historical memory in Colombian schooling: A classroom community of memory and drama.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Integrating drama and historical memory in Colombian schooling: A classroom community of memory and drama./
作者:	Arcila, Jorge Tadeo.
面頁冊數:	154 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR73058
ISBN:	9780494730584

Integrating drama and historical memory in Colombian schooling: A classroom community of memory and drama.
Arcila, Jorge Tadeo.

Integrating drama and historical memory in Colombian schooling: A classroom community of memory and drama. - 154 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ph.D.)--University of Toronto (Canada), 2010.

This is a research study that explores the kind of pedagogical possibilities that collective remembrance mediated by practices of drama in education, might offer to the work of memory. Under study is a drama-remembrance (an artistic and pedagogical project) that attempts to link significant historical learning with critical remembrance through the classroom drama praxis. Assuming the school as a terrain within which a community of memory is possible, this research is concerned with educational processes that facilitate the understanding of the 'work of collective memory'. The hypothesis is that through the work of drama framed as a performative practice of remembrance, students can productively explore the work of memory; its functioning, implications and structures. In addition, by manipulating the elements of the art form, it is proposed that students also learn how drama works, its mechanisms and devices. I call this approach "Drama- Remembrance Praxis", as it constitutes a particular application of theatre to the memory and remembrance framework. This dissertation provides an account of and analyzes key episodes of the research journey of a group of 16 students in a Grade 10 drama class, their drama teacher and myself -a drama artist, researcher and educator- as we collectively explored issues of historical memory through practices of process drama. The setting for this exploration was a project to initiate a drama classroom-based "community of memory" with one class in the Normal-Distrital Maria Montessori School, in Bogota, Colombia, South America. Participant-researchers worked through questions regarding the public remembrance of the story of the Colombian Afro-descendant Manuel Saturio Valencia, one of last prisoners to be executed by the State before capital punishment was eliminated from Colombia in 1910. As an Afro-descendant, the story of Saturio's life and subsequent execution remains little known in Colombia. Thus at stake in this project was the recovery of forgotten stories, the construction of a more inclusive public memory, and the formation of a critical historical consciousness.

ISBN: 9780494730584Subjects--Topical Terms:

1669073
Education, Instructional Design.

Integrating drama and historical memory in Colombian schooling: A classroom community of memory and drama.
LDR:02994nam 2200265 4500 001 1404029
005 20111116122910.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9780494730584
035 $a (UMI)AAINR73058
035 $a AAINR73058
040 $a UMI $c UMI
100 1 $a Arcila, Jorge Tadeo. $3 1683326
245 1 0 $a Integrating drama and historical memory in Colombian schooling: A classroom community of memory and drama.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2010.
520 $a This is a research study that explores the kind of pedagogical possibilities that collective remembrance mediated by practices of drama in education, might offer to the work of memory. Under study is a drama-remembrance (an artistic and pedagogical project) that attempts to link significant historical learning with critical remembrance through the classroom drama praxis. Assuming the school as a terrain within which a community of memory is possible, this research is concerned with educational processes that facilitate the understanding of the 'work of collective memory'. The hypothesis is that through the work of drama framed as a performative practice of remembrance, students can productively explore the work of memory; its functioning, implications and structures. In addition, by manipulating the elements of the art form, it is proposed that students also learn how drama works, its mechanisms and devices. I call this approach "Drama- Remembrance Praxis", as it constitutes a particular application of theatre to the memory and remembrance framework. This dissertation provides an account of and analyzes key episodes of the research journey of a group of 16 students in a Grade 10 drama class, their drama teacher and myself -a drama artist, researcher and educator- as we collectively explored issues of historical memory through practices of process drama. The setting for this exploration was a project to initiate a drama classroom-based "community of memory" with one class in the Normal-Distrital Maria Montessori School, in Bogota, Colombia, South America. Participant-researchers worked through questions regarding the public remembrance of the story of the Colombian Afro-descendant Manuel Saturio Valencia, one of last prisoners to be executed by the State before capital punishment was eliminated from Colombia in 1910. As an Afro-descendant, the story of Saturio's life and subsequent execution remains little known in Colombia. Thus at stake in this project was the recovery of forgotten stories, the construction of a more inclusive public memory, and the formation of a critical historical consciousness.
590 $a School code: 0779.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Performing Arts. $3 1674506
650 4 $a Theater. $3 522973
690 $a 0447
690 $a 0457
690 $a 0465
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 72-07A.
790 $a 0779
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR73058