Relevant bibliographies by topics / Arabic College and school drama

Academic literature on the topic 'Arabic College and school drama'

Author: Grafiati
Published: 27 July 2024
Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Arabic College and school drama.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Arabic College and school drama"

1

Huda, Nisa Fahmi. "Muhadatsah Learning Through Drama Performance Student Class IX Muhammadiyah Boarding School." `A Jamiy : Jurnal Bahasa dan Sastra Arab 9, no. 2 (July 22, 2020): 209. http://dx.doi.org/10.31314/ajamiy.9.2.209-224.2020.

Full text
Abstract:
Concept of drama performance used for learning Muhadatsah in class IX Muhammadiyah Boarding School Uses cooperative learning approach and Nadzariystul Wahdah unity approach that is collaborated with the method of drama individual role-playing model (presenting manuscript). The purpose of this research is to know the skills of Ahlaqulqarimah speak Arabic. Because many students that still difficulty in speaking because of the linguistic factors in question include difficulties in studying language science such as Sharaf and nahwu. To distract Ahlaqulqarimah to still think that talking with the Arabic language is not as difficult as imagined or perceived before, in the implementation of the concept of Muhadatsah students given some training exercises (strengthening), namely: movement exercises, vocals, character exercises, and last student learning results must be appreciated or rewarded in the form of drama staging in Arabic. Therefore, to overcome the problem of difficulty in learning the Muhadatsah in daily life by Ahlaqulqarimah Muhammadiyah Boarding School, then researchers offer a method to hone the skills of speech students with stage play using the Arabic language in the performance of drama there is communicative, creative, and fun nature. So that the problems that have been faced student can be overcome
APA, Harvard, Vancouver, ISO, and other styles
2

Ubadah, Ubadah, and Rizki Parahita Anandi. "Role of Boarding School in Improving Arabic Language Skills." LISANIA: Journal of Arabic Education and Literature 6, no. 2 (December 21, 2022): 139–61. http://dx.doi.org/10.18326/lisania.v6i2.139-161.

Full text
Abstract:
This research is focused on the role of boarding school to improve students' Arabic language skills at MAN 2 Palu. It is aimed at exploring the steps to improve their language skills and the methods and strategies used to improve Arabic language skills. The study uses field research with a qualitative descriptive design combined with observation data, interviews, and documentation. The results of the study indicate that the role of boarding schools is very big in improving the ability of students ability to speak Arabic with well-organized and steps such as tutoring activities in the afternoon and evening, habituation in Arabic, memorizing mufradât at dawn, giving sanctions in the form of memorizing vocabulary, and the existence of a language improvement team that works to monitor participants' discipline in using Arabic. The discussion method in learning Arabic, and the grammar and translation method in the guidance of the kitab kuning study at night. While the strategy used is to provide a lot of linguistic exercises, such as Arabic speech and drama exercises in Arabic.
APA, Harvard, Vancouver, ISO, and other styles
3

Saleh, Dr Rahim Ali. "The Effect of Educational Drama on the Collection of Arabic Grammar Middle school students." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 3 (December 5, 2018): 1–20. http://dx.doi.org/10.36473/ujhss.v227i3.771.

Full text
Abstract:
The aim of this research is to find out the effect of the educational drama method in the achievement of middle school students. A sample of 60 students from the second intermediate class was selected. They were divided into two experimental groups with 30 students and 30 female students. The Arabic grammar was taught to the experimental group using the educational drama method. The control group The researcher applied the experiment in the first semester of the academic year 2016-2017 and continued the study Full semester at the end of the experiment conducted researcher achievement test for both groups Uday and the results showed a statistically significant difference at the significance level (0.05) between the experimental group and the control group and the experimental group learned style educational drama students
APA, Harvard, Vancouver, ISO, and other styles
4

Zuhriyah, Arina Alfi Aminatuz, Muhamad Asvin Abdur Rohman, and Sri Ana. "Taṭbīq al-Manhaj al-Qā’im litarqiyyah Mahārah al-Kalām liṭalabah al-Ma’had." Aphorisme: Journal of Arabic Language, Literature, and Education 4, no. 2 (October 2, 2023): 71–80. http://dx.doi.org/10.37680/aphorisme.v4i2.3861.

Full text
Abstract:
The purpose of this research is (1) to describe the application of the Islamic Teachers College curriculum in improving the speaking skills of first-year experimental students at the Darul Fikri Islamic Boarding School. (2) describe the supporting and inhibiting factors in implementing the Islamic Teachers' College curriculum to improve first-year experimental students' speaking skills at the Darul Fikri Islamic Boarding School, Ponorogo. (3) describe the effect of implementing the Islamic Teachers College curriculum in improving the speaking skills of first-year experimental students at the Darul Fikri Islamic Boarding School, Ponorogo. The research method used is qualitative with a case study approach. Data collection techniques use observation, interviews, and documentation. Data analysis with stages of data reduction, data presentation, and drawing conclusions or verification. The results of the research show (1) The application of the Islamic Teachers College curriculum in improving students' speaking skills at the Darul Fikri Islamic Boarding School Ponorogo is very useful, especially for learning processes that use Arabic in directing and teaching Arabic language lessons according to Arabic language rules to improve class students' speaking skills. one Experimental. (2) Supporting and inhibiting factors: Supporting factors: The teacher's ability to teach is very important, and the learning methods used at the Darul Fikri Islamic Boarding School, Ponorogo, can support the process of implementing the Islamic Teachers College curriculum in improving speaking skills. Skills of first-year experimental students. According to the background, the inhibiting factors are. The ability of students who do not graduate from the Islamic Institute to receive Arabic language lessons and the ability of students who have difficulty accepting the subjects taught. (3) The effect of implementing the Islamic Teachers College curriculum is that students can use Arabic in communicating within the Islamic Institute, both actively and passively, per the correct Arabic language rules.
APA, Harvard, Vancouver, ISO, and other styles
5

Ta Park, Van My, Joyce Suen Diwata, Nolee Win, Vy Ton, Bora Nam, Waleed Rajabally, and Vanya C. Jones. "Promising Results from the Use of a Korean Drama to Address Knowledge, Attitudes, and Behaviors on School Bullying and Mental Health among Asian American College-Aged Students." International Journal of Environmental Research and Public Health 17, no. 5 (March 3, 2020): 1637. http://dx.doi.org/10.3390/ijerph17051637.

Full text
Abstract:
The limited research on bullying, mental health (MH), and help-seeking for Asian American (ASA) college students is concerning due to the public health importance. Korean drama (K-Drama) television shows may be an innovative approach to improve knowledge, attitudes, and behaviors (KAB) on bullying. This study examined whether the KAB about school bullying improved after watching a K-Drama and asked participants about their perspectives of using a K-Drama as an intervention. A convenience sample of college students (n = 118) watched a K-Drama portraying school bullying and MH issues. Pre-/post-tests on KAB on bullying were conducted. Interviews (n = 16) were used to understand their experiences with K-Dramas. The mean age was 22.1 years (1.6 SD), 83.9% were female, and 77.1% were ASAs. Many reported experiences with anxiety (67.8%), depression (38.1%), and school bullying victim experience (40.8%). Post-test scores revealed significant differences in knowledge by most school bullying variables (e.g., victim; witness) and MH issues. There were varying significant findings in post-test scores in attitudes and behaviors by these variables. Participants reported that they “love” the drama, felt an emotional connection, and thought that K-Dramas can be an educational tool for ASAs. K-Dramas may be an effective population-level tool to improve health outcomes among ASAs.
APA, Harvard, Vancouver, ISO, and other styles
6

Ahmed, Mustapha Abubakar, Ahmad Abba Datti, and Zainab Ya’u Abdulkadir. "Assessment on the Use of Information and Communication Technology (ICT) For Teaching And Learning In Arabic Secondary Schools (Case Study: Kano State, Nigeria)." Dutse Journal of Pure and Applied Sciences 7, no. 3a (January 11, 2022): 137–45. http://dx.doi.org/10.4314/dujopas.v7i3a.14.

Full text
Abstract:
Information and Communication Technology (ICT) has changed the world entirely. These change span across all sectors, ranging from transportation, economic, health, military, banking, education, to mention a few. The rise of communication technologies has provoked great interest in the way in which they can be applied in education to improve its efficiency and effectiveness. This study aimed at determining the use of Information and Communication Technology (ICT) for teaching and learning in Arabic Secondary Schools in Kano State, Nigeria. The study focused on six (6) Arabic Secondary Schools in Kano Municipal, among the schools are: School for Arabic Studies Kano (SAS), Government Arabic College Gwale (GAC Gwale), Abdullahi Bayero College of Qur’an, UmmuWarqa Government Girls Arabic School, Hasiya Bayero Government Girls Arabic School and Balarabe Haladu Government Arabic School Kano. A survey research design method was adopted to conduct the study. The population used for the study consisted of the teachers and students from the six Arabic schools. Two different questionnaires were designed and distributed among the teachers and their students. The first questionnaire is for the students which consist of four sections and the second questionnaire is for the teachers which are under six sections, two hundred samples are used in each case. The findings showed that 26% of the teachers are using ICT applications for teaching and learning, while 74% of the teachers are not using ICT tools for teaching and learning. On the other hand, 34% of the students are using ICT applications for teaching and learning, while 66% of the students are not using ICT tools for teaching and learning Keywords: Arabic, Qur’an, Secondary, School, Information Communication Technology,
APA, Harvard, Vancouver, ISO, and other styles
7

Zikrullah Nuzuli and Azman Ismail. "تعليم الحوار بالتمثيل لترقية قدرة الطلبة على التكلم باللغة العربية دراسة تجريبية بمعهد باب النجاح العصري بندا أتشيه." EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics 1, no. 2 (December 28, 2020): 85–111. http://dx.doi.org/10.22373/maqalah.v1i2.691.

Full text
Abstract:
The method of dialog (conversational Method) is one method of teaching foreign languages ​​such as Arabic, English, or other languages ​​by directly inviting students to dialogue / speak with the foreign language being taught. Playing drama is one way to make it easier for students to remember Arabic vocab. The conversational method intended here is a way of teaching by dramatizing behavior in the form of social relations. As for the problems that researchers get at the modern Babun Najah boarding school, some students at the Modern Pesantren Babun Najah are less able to understand the language when dialoguing with Arabic with their friends well and it is also difficult to pronounce the Arabic language. From these problems the researcher wants to discuss research entitled "Muhadatsah learning through the dramatization method to improve students' ability to engage in dialogue using Arabic." The research method used by researchers in writing this thesis is an quasi experiment, this method which launches the design of a study, which aims to examine the relationship of cause and effect to the cause of the phenomenon. The mujtama 'in this study were students of class 1 Aliyah Modern Islamic Boarding School Babun Najah Ulee Kareng where students numbered 151 people, and the sample was class 1 MIA 4 students, amounting to 32 people, viewed from the learning aspects and the results of research has been done on that class is increasing. The Muhadatsah learning through the method of dramatization can improve students' ability in dialogue by using Arabic language because it can be seen through the value of to and it is clear that the value of 22.03% is higher than the percentage value of 5% = 2.04 and 1% 2.75. While the motivation of students in dialogue by using drama achieves excellent value categories.
APA, Harvard, Vancouver, ISO, and other styles
8

Taylor, Robert S. "Trauma drama: The trouble with competitive victimhood." Theory and Research in Education 20, no. 3 (November 2022): 259–71. http://dx.doi.org/10.1177/14778785221143741.

Full text
Abstract:
Writing a college-application essay has become a rite of passage for high-school seniors in the United States, one whose importance has expanded over time due to an increasingly competitive admissions process. Various commentators have noted the disturbing evolution of these essays over the years, with an ever-greater emphasis placed on obstacles overcome and traumas survived. How have we gotten to the point where college-application essays are all too frequently competitive-victimhood displays? Colleges have an understandable interest in the disadvantages their applicants may have suffered, but this interest – and the awareness of it among both applicants and their advisors – has led to a ‘race to the bottom’: in order to thrive (or even survive) in a particular competitive context, participants are forced to continuously lower relevant standards in a game of one-upmanship. With college essays, the competition is among high-school seniors for admission, the one-upmanship is an ever-escalating effort to persuade admission committees of one’s greater disadvantage, and the relevant standards being lowered are honesty, privacy, and dignity – or so I shall argue. As we will see, this particular race to the bottom imposes unequal costs on certain groups and has implications stretching well beyond collegiate admissions.
APA, Harvard, Vancouver, ISO, and other styles
9

Allen, Roger. "PROTA: The Project for the Translation of Arabic." Middle East Studies Association Bulletin 28, no. 2 (December 1994): 165–68. http://dx.doi.org/10.1017/s0026318400029485.

Full text
Abstract:
In 1993 I taught an NEH summer seminar for high-school teachers on the Arabic novel in translation. As I went through the listing of translated novels that are available in the 1990s and also made a choice from translations of other genres as back-up materials, I became newly aware of the wealth of material that we now have available. To be sure, it is not of the size and variety that is available for many other literary traditions, but there are now sufficient published novels and anthologies of poetry, drama and short-stories to devote entire courses or at least significant segments of them to individual genres and themes. I could not help thinking back to the start of my teaching career in 1968.
APA, Harvard, Vancouver, ISO, and other styles
10

Wahyuni Simarmata. "TAHLIL THARIQAH AT-TADRIS ALMUSTAKHDAMAH FII MADDATIL MUTHALAAH." Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 4, no. 1 (February 23, 2023): 11–19. http://dx.doi.org/10.35316/lahjah.v4i1.11-19.

Full text
Abstract:
Analysis of Mutholaah Learning Methods at two E of MTS Islamic Boarding School of Al-Kautsar Simalungun this research is qualitative by Descriptive methode according to Miles and Huberman’s teory. The objectives of this research are 1) to find out how the mutolaah learning method at two E of MTS Islamic Boarding School of Al-Kautsar Simalungun, 2) to find out the supporting factors, 3) to find out the inhibiting factors in mutolaah learning at two E of MTS Islamic Boarding School of Al-Kautsar Simalungun. The results of this study are 1) that the method used in teaching mutholaah i at two E of MTS Islamic Boarding School of Al-Kautsar Simalungun is a combined method, where the teacher uses several methods in teaching mutholaah, such as reading, discussion, drama, memorizing and direct methods. 2) Supporting factors in mutholaah learning at two E of MTS Islamic Boarding School of Al-Kautsar Simalungun are the existence of an Arabic-language environment, holding of language activities such as conversations, language improvement, equipped with media for reading such as wall magazines and hanging boards. 3) The inhibiting factors in learning mutholaah at two E of MTS Islamic Boarding School of Al-Kautsar Simalungun are that the methods used in learning do not yet support the improvement of students' writing abilities, and the students' use of Arabic does not comply with the correct Arabic rules in their daily conversations day.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Arabic College and school drama"

1

Graham, Shelley T. "Dramaturging education and educating dramaturgs : developing and establishing an undergraduate dramaturgy emphasis at Brigham Young University /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd511.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Moyo, Awelani Lena. "Between self and author : an autoethnographic approach towards the crafting of reflexive compositions in post graduate drama studies." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002375.

Full text
Abstract:
This thesis explores the merits of reflexivity in the processes of creating a performance and of performing research in Drama Studies. In it, I make a case for the validity of autobiographical material as an aid to generating such reflexivity. Through an autoethnographic case study of my work entitled Compositions (a series of performance projects) in which I focus on the theme of migration, I provide an indepth account of my experiences, focusing specifically on the interrelated concerns of body, space and journey in my ritualistic performance. My examination explores the dynamic effects of liminality within identity politics, through which I foreground several issues of concern which I have encountered as an emerging scholar and theatremaker working within an academic institution. I propose that the process of studying drama in a University ultimately requires one to continually negotiate a range of subject positions, whilst finding connections between these various identities that one may take up during the course of one’s studies. By developing an awareness of the overlapping of such identities and inhabiting the spaces in-between subject positions, I demonstrate how taking into account one’s personal lived experience can help illuminate one’s understanding of both the work of art and the research report, as well as the broader contexts in which such practice-based work exists. I illustrate how such an understanding has ultimately maximised the knowledge and learning that I have gathered, and has contributed to the crucial project of developing my authorial voice in writing and performance, which is central to the aims of the Master of Arts degree in Drama.
APA, Harvard, Vancouver, ISO, and other styles
3

Bingham, Katy. "Theatre arts [electronic resource] : a core content area in secondary education /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bingham_KMIT2010.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Handall, Monique Elizabeth. "Translating Spanish language plays into English: A focus on the translation and production of Xavier Robles' Rojo amanecer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2958.

Full text
Abstract:
The purpose of this culminating project is to start translating quality Mexican and Latin American dramatic literature in order to provide to educators and theatrical directors a fundamental collection of plays. The author worked with her San Gorgonio High School students to conduct a dramaturgical study of the setting and political background of Rojo Amanecer by Xavier Robles, a play which outlines the events leading to the 1968 student massacre at Mexico City's Plaza de Tlatelolco. The author then directed the play in her role as San Gorgonio High School's new theater teacher.
APA, Harvard, Vancouver, ISO, and other styles
5

Mallett-Koch, Rosemary Ann. "How to direct a comedy with high school thespians." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/866.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Stevens, David Todd. "An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28480/.

Full text
Abstract:
The University Interscholastic League (UIL) One-Act Play Contest is a competition where similarly sized Texas schools present an 18-40 minute play usually adjudicated by a single judge. At each level of competition the judge awards individual acting awards as well as selecting two productions to advance to the next level of competition. After the awards are announced the judge gives an oral critique to each of the schools. Because of the wide participation and diversity of plays produced, certain rules and guidelines have been adopted to ensure safety, allow for equity, satisfy legal standards, and make the running of the contest practical. These rules can be modified to achieve positive outcomes and improved educational results. Changes in the rules of a UIL contest are in accordance with stated educational objectives of the UIL. Occasionally, however, modifications in procedures raise questions. The problem of this study was to determine, from the perceptions of administrators and teachers, whether significant modifications in the rules and policies for the UIL One-Act Play Contest over a time span of 20 years have had impacts on the goals and procedures of the contest. The study utilized a qualitative approach through historical analysis and a survey to answer two research questions. Historical analysis identified the six modifications in the UIL OAP over the years 1986-2006. The survey instrument determined the impact of these changes on the goals and procedures of the contest. Based on the responses of the survey the competition experience has been enhanced by recent changes.
APA, Harvard, Vancouver, ISO, and other styles
7

Naidu, Ramola L. "Speech and drama curriculum development : the perspectives of a selection of drama teachers in KwaZulu Natal." Thesis, 1998. http://hdl.handle.net/10413/4494.

Full text
Abstract:
The researcher has attempted to gain an understanding of how Drama teachers perceive the teaching of the curriculum and curriculum change. The data were obtained through the use of the qualitative mode of engaging in research. The researcher, who is also a Drama teacher had come to experience the need for teachers to be given an opportunity to express their views on curriculum as the area of curriculum is complex and always in need of reappraisal. Also, teachers needed a medium through which they could share their perspectives on curriculum. The researcher collected the relevant information by using the interview context as a means of data collection. Ten Drama teachers responded to questions focusing on curriculum teaching and curriculum change. The Drama teachers' perspectives were recorded and analysed. Marxist theorists like Bowles and Gintis( 1986) view teachers as mere state functionaries and agents of the system. Drama teachers in this study contradicted the view of teachers as technicians within the system. They were not reflective of typical teachers. Rather Drama teachers challenged and mediated the curriculum, they did not accept and abide by the syllabus document and their classroom practice was determined by the immediacy of their particular teaching context. Finally through engaging in this research study the researcher has achieved the following objectives: 1. An understanding of the view that knowledge is a socially constructed concept. 2. Has provided a medium through which the perspectives of Drama teachers are heard. 3. Has provided an invaluable experience of documenting the processes of qualitative research.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
APA, Harvard, Vancouver, ISO, and other styles
8

Schroeter, Gillian Lee. "The school production – to be or not to be?" Thesis, 2015. https://vuir.vu.edu.au/29732/.

Full text
Abstract:
School theatre productions are performed throughout Australian secondary schools each year. Currently Broadway model musicals are often performed as the content of these school productions. The examination of the secondary school production involved in this research focuses upon a Victorian coeducational government secondary school’s collaborative rewrite, rehearsal and performance of A Midsummer Night’s Dream. Drawing from literature in Drama in Education, Theatre in Education, Applied Theatre, Australian Curriculum documents, Pedagogy, Authentic Learning, Extra-curricular education and Creativity, the question, ‘The school production – To be or not to be?’ Deals with the very nomenclature of the school production by examining the following two questions: 1. What are the experiences and benefits for the students involved in the authentic model of school production? 2. What is the teacher’s experience while working on an authentic school production?
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Arabic College and school drama"

1

al-Dīn, Hishām Zayn. التربية المسرحية: Al-drāmā wasīlah li-bināʼ al-insān. Bayrūt: Dār al-Fārābī, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Starting drama. London: CollinsEducational, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Boagey, Eric. Starting drama. London: Bell & Hyman, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Boagey, Eric. Starting drama. London: Collins, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jeff, Bennett. Secondary stages: Revitalizing high school theatre. Portsmouth, NH: Heinemann, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dangerfield, Rodney, and Alan Metter. Back to school. Santa Monica, CA: MGM Home Entertainment, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schanker, Harry H. The stage and the school. 8th ed. New York: Glencoe/McGraw-Hill, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schanker, Harry H. The stage and the school. 6th ed. New York: McGraw-Hill School Division, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Aviva, Ravel, ed. Canadian mosaic: 6 plays. Toronto: Simon & Pierre, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Toscano, Salvador Fabara. El drama de Rio de Janeiro y el nuevo Ecuador. 3rd ed. [Ecuador: s.n., 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Arabic College and school drama"

1

Phillips, Michelle, and Ava Podgorski. "Best Practice Considerations for Arts Educators When Developing Intensive Online Courses for Creative Industries Higher Education Students." In FGF Studies in Small Business and Entrepreneurship, 183–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_13.

Full text
Abstract:
AbstractThe 2-year StART Entrepreneurship Project (StART) aims to support creative industries students to develop skills and utilise real-world experience to build successful and sustainable careers. UK-based and funded by the Office for Students and Research England, StART is a collaboration between the Royal Northern College of Music (RNCM), the Royal Central School of Speech and Drama (RCSSD) and University of the Arts London (UAL). The project involves the development of new in-curricular and extracurricular content and events, tailored specifically for students studying for higher education degrees in these and other specialist creative arts institutions.This chapter explores one specific way of delivering entrepreneurship education to students, an intense period of contact time often referred to as a ‘boot camp’. The chapter outlines the planning stage of this event, including how existing research on entrepreneurial learning might be mapped onto the boot camp format and how aspects of the QAA (Enterprise and Entrepreneurship Education: Guidance for UK education providers, Quality Assurance Agency for Higher Education, Gloucester, 2018) guidance was to be integrated. The chapter will also detail how existing frameworks such as EntreComp (McCallum et al., Joint Research Centre Entrepreneurship and the creative economy (3):400–414, 2018) and the CLEAR IDEAS model (Birdi, European Journal of Work and Organizational Psychology 30(3):400–414, 2021) informed design and delivery and how input from external industry partners and students themselves (both event participants and members of the StART Student Advisory Board) was a key part of the planning.
APA, Harvard, Vancouver, ISO, and other styles
2

Razzack, Azra, and M. Atyab Siddiqui. "Partition Times." In The School at Ajmeri Gate, 98—C2.N209. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9788194831624.003.0003.

Full text
Abstract:
Abstract This chapter discusses the times leading up to the partition, the conflicting identities, the relationship of the institutions—the Anglo Arabic College & Schools with the Muslim League and the infatuation the students had with Jinnah who was soon to become the Quaid e Azam of Pakistan. The closing down of the Anglo Arabic Schools and college in 1947, their opening again as the Anglo Arabic School (only at Ajmeri Gate) and Delhi College in 1948 has been discussed here. The trials and tribulations of that period, the compromise and adjustments made, and the transition of the Anglo Arabic School and its identification into a new and independent country follow.
APA, Harvard, Vancouver, ISO, and other styles
3

Razzack, Azra, and M. Atyab Siddiqui. "Challenges: Conflict and Drama." In The School at Ajmeri Gate, 311—C6.N69. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9788194831624.003.0007.

Full text
Abstract:
Abstract Chapter VI titled Challenges: Conflict and Drama discusses the conflicts and challenges faced by the school in its journey since independence. Their range is varied—from the unauthorized occupation of the campus by teachers and staff to the forced entry into the school grounds by devotees of the dargah; from the presence of a red light area in the vicinity of the school to the sale of liquor just outside its gate; from spats with the Delhi Development Authority officials to spats with the community; from bureaucratic diktats of the Directorate of Education to the politics played out by the Waqf Board; and elections fought for positions in the Governing Body—all this and much more have kept the management of the school embroiled in controversy on a near regular basis. Truancy, mischief, and other disruptions and distractions faced by the school are discussed. The setting up of the Anglo Arabic Model School on the same campus and issues related to its recognition too are discussed.
APA, Harvard, Vancouver, ISO, and other styles
4

Razzack, Azra, and M. Atyab Siddiqui. "Founding of an Institution and Its Journey." In The School at Ajmeri Gate, 29—C1.N250. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9788194831624.003.0002.

Full text
Abstract:
Abstract Chapter I, Founding of an Institution and Its Journey, is about the founding of the institutions on the campus of Madrasa Ghaziuddin. The establishment of the Anglo Arabic School in 1872 and its growth till 1947 has been explored. The chapter discusses in brief about the founder of the madrasa, Ghaziuddin Khan, the establishment of the Delhi College and its shutting down to give way to the establishment of a college at Lahore. The setting up of the school in 1872 and its shifting to the campus at Ajmeri gate is discussed. The chapter goes on to discuss the controversy around the shias and sunnis at the college and the Itimaduddaulah fund. Progress of the school and the performance of the students provide interesting information. Appointment of C. Eyre Walker as the principal, the growth of the institution to a degree college and the setting up of a girls’ school with an endowment made by a resident of Meerut, Mohammed Ahmad. There is a brief discussion on the relationship of the school with institutions like the Jama Masjid and the Fatehpuri Mosque committees and the financial support extended by them to the school in times of need. The inauguration in 1938 of a new ‘Anglo Arabic College and Schools Society’ and the passing of the control of the schools and college in the hands of the Muslim community of Delhi.
APA, Harvard, Vancouver, ISO, and other styles
5

Barker, Howard. "Theatre without a Conscience (1990)." In Modern Theories of Drama, 55–61. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198711407.003.0008.

Full text
Abstract:
Abstract In his dramatic output of over fifty works for stage, radio, television, and film, the English author Howard Barker (b. 1946) occupies a singular niche. Though originally taking a left-wing satirical stance he has come to advocate a morally and politically ambiguous ‘Theatre of Catastrophe’; this aggressively black viewpoint he has defended in a collection of essays, Arguments for a Theatre. The following piece from that book was first delivered as a paper at the University College of Wales, Aberystwyth, in 1990. Barker’s plays present striking but ambiguous images rather than conventionally readable plots and refuse to give any easy guidelines for deciphering the action. In order to force audiences to do their own thinking, Barker uses disjunctions of every kind-abrupt changes of character, multivalent time and place, sudden switches of tone. Since the British theatre and broadcast media have not proved wholly sympathetic to this difficult genre, a company-the Wrestling School-began work in 1988 with the sole aim of staging his plays.
APA, Harvard, Vancouver, ISO, and other styles
6

Fargnoli, Nicholas, and Michael Patrick Gillespie. "I." In James Joyce A To Z, 107–14. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195110296.003.0009.

Full text
Abstract:
Abstract Ibsen, Henrik (1828-1906) Norwegian dramatist, widely acknowledged as the first great modern playwright. Ibsen’s emphasis on psychological drama in his plays from Brand (1866) through When We Dead Awaken (1899) radically reconstituted contemporary expectations about dramatic form. As early as his student days at BELVEDERE COLLEGE, Joyce demonstrated an outspoken enthusiasm for Ibsen’s plays and for the reconsideration of artistic premises that they demanded. Despite the intellectual conservatism of the school, Joyce sustained this ardor throughout his years at UNIVERSITY COLLEGE, DUBLIN. On 20 January 1900, Joyce read before the LITERARY AND HISTORICAL SOCIETY of University College an essay entitled “DRAMA AND LIFE,” which showed the impact upon him of Ibsen and of advanced continental artistic thinking generally.
APA, Harvard, Vancouver, ISO, and other styles
7

Hawting, Gerald. "Peter Malcolm Holt 1918–2006." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0011.

Full text
Abstract:
Peter Malcolm Holt (1918–2006), a Fellow of the British Academy, was an historian of the Sudan, of the Middle East more widely, and of the development of Arabic studies in early modern England. Born at Leigh in Lancashire, he went to Lord Williams's Grammar School at nearby Thame, and then read History at University College, Oxford from 1937 to 1940. Having obtained a Diploma of Education (1941), he joined the Education Department of the Government of the Sudan, where he worked as a secondary school teacher and inspector. In the year before the Sudan became independent in 1956, Holt was appointed as a Lecturer in the History Department of the School of Oriental and African Studies. Articles investigating aspects of the earlier period of Sudanese history represent part of his scholarly output during the 1960s. While the main body of Holt's academic research occupied three, approximately successive, phases (the Sudan, Egypt under Ottoman rule, and the early Mamluk sultanate in Egypt and Syria), the development of Arabic studies in seventeenth-century England remained an abiding interest.
APA, Harvard, Vancouver, ISO, and other styles
8

Balmer, Randall. "Urban Lighthouse." In Grant Us Courage, 57–66. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195100860.003.0006.

Full text
Abstract:
Abstract When Ogilvie talks about his life and his background, he reels off a series of mentors, beginning with his high school drama teacher back in Kenosha, Wisconsin. While an undergraduate at Lake Forest College, he fell under the influence of Bruce Larson and Ralph Osborne and, in Ogilvie’s words, “became a Christian.” Although he initially professed no denominational loyalties, Ogilvie, after studying at Garrett Evangelical Seminary at Northwestern University, felt a tug from his Presbyterian past and went off to study at New College, Edinburgh, under James Stewart, Thomas Torrance, and John Bailey, all of whom took a personal interest in the young divinity student.
APA, Harvard, Vancouver, ISO, and other styles
9

Black, Ira B. "Brain Glue." In The Changing Brain, 149–62. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195156973.003.0007.

Full text
Abstract:
Abstract Enoch and Charlie Bachrach had been buddies since college, living in adjacent dormitory rooms, joining the same drama club, dating the same group of women, and, incidentally, majoring in economics and political science before the requisite tour of duty in law school. Since they both topped off at an even 6 feet with slim, if not willowy, frames, they could share shirts, trousers, belts, and ties, a convenient way to expand their wardrobe to enviable proportions.
APA, Harvard, Vancouver, ISO, and other styles
10

Knight, Sarah. "‘Not with the Ancient, nor yet with the Modern’." In Fulke Greville and the Culture of the English Renaissance, 195–209. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823445.003.0011.

Full text
Abstract:
Greville’s education at Shrewsbury School and Jesus College Cambridge exposed him to philosophical voices (e.g., the humanism of Cicero, Erasmus, and Vives) that would be influential throughout his writing life, and to a lively culture of Latin drama that would inform his own vernacular tragedies. This chapter explores how Greville’s plays intersect with other distinctive strains of sixteenth-century Senecanism, such as the Cambridge Latin tragedies Richardus Tertius (Thomas Legge, 1579) and Solymannidae (anonymous, 1581), and the French lawyer Gabriel Bounin’s La Soldane (1561). It sets Greville’s representation of education and drama in the Dedication against his accounts of pedagogical processes and adolescent intellectual formation in ‘A Treatie of Human Learning’ and in Alaham and Mustapha.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Arabic College and school drama' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography