Bibliografías temáticas / English drama

Literatura académica sobre el tema "English drama"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "English drama"

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Donegan, Robert. "Process Drama and Teacher in Role in ELT". JALT PIE SIG: Mask and Gavel 8, n.º 1 (enero de 2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.
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Shell, Alison. "Priestly playwright, secular priest: William Drury’s Latin and English drama". Sederi, n.º 31 (2021): 117–45. http://dx.doi.org/10.34136/sederi.2021.6.

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This article examines the literary career of the secular priest William Drury, with an emphasis on his drama. The Latin plays which he wrote for performance at the English College in Douai are among the best-known English Catholic college dramas of the Stuart era; markedly different from the Jesuit drama which dominates the corpus of British Catholic college plays, they suggest conscious dissociation from that imaginative tradition. Hierarchomachia: or the Anti-Bishop, a satirical closet drama which intervenes in the controversy surrounding the legitimacy and extent of England’s Catholic episcopacy, can also be attributed to Drury. In both his Latin and English drama, Drury draws imaginative stimulus from his ideological opposition to Jesuits and other regulars. Yet his characteristic blend of didacticism and comedy, and his sympathy for the plight of all English Catholics—surely fomented by the death of his Jesuit brother in the notorious “Fatal Vesper”—point to broader priestly concerns.
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Prihatini, Syafrina. "INCORPORATING DRAMA IN ENGLISH CLASSROOM". EXCELLENCE: Journal of English and English Education 2, n.º 2 (12 de diciembre de 2022): 28–32. http://dx.doi.org/10.47662/ejeee.v2i2.513.

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This article attempts to describe using drama to teach students of English classroom. Drama can be one source and effective way to assist students learns English. It uses active teaching and learning activities in the classroom which are likely can motivate and engage the attention of the students. Teaching English using drama is not easy. Drama classroom activities can include role-play, drama games, improvisation, group discussion and individual or pair work. Therefore, teaching English using drama needs serious attention from the lecturer. This article focuses on how to teach English with drama. It is expected that this strategy will give significant improvement on students’ achievement in mastering English language skills.
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Hsu, Wenhua. "Korean Drama Fever—Expanding English Lexicon through Watching English-Subtitled K-Dramas: The Case of Non-Compositional Multiword Expressions". JET (Journal of English Teaching) 9, n.º 2 (20 de junio de 2023): 269–85. http://dx.doi.org/10.33541/jet.v9i2.4761.

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This research was prompted by the phenomenon of binge-watching Korean television series (K-drama) amongst college students in Taiwan, where English as a foreign language (EFL) is a required course. The researcher-teacher sought to create a pedagogically useful list of the frequent semantically non-compositional multi-word expressions (MWEs) for EFL learners with K-drama fever who often binge-watch K-dramas. A corpus of 25+ million English subtitled words derived from 240 K-dramas across different genres was compiled. Based upon a set of criteria (frequency, range, meaningfulness, well-formedness, non-decomposability and semantic non-compositionality), a total of 326 MWEs of 2 to 6 words were selected. The 326 phrasal expressions are mostly composed of the first 3000 word families. As with other individual word lists, it is hoped that the listing of the non-compositional MWEs may serve as a reference for General English teachers.
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Atiya, Alexandra. "Juan del Encina’s Nativity Eclogues: A New English Translation". ROMARD 58 (23 de diciembre de 2021): 39–72. http://dx.doi.org/10.32773/lkql1174.

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Juan del Encina has long been recognized as a crucial figure in Iberian drama, yet few of his works have been translated into English. Encina wrote plays, poetry, and music in the late fifteenth and early sixteenth centuries, and scholars have traditionally regarded Encina’s writing as a turning point in early Spanish drama, both because of the secular material included in his plays and because Encina supervised the publication of his own works. He is also credited with contributing to the professionalization of Spanish theater by depicting the court of his patrons, the Duke and Duchess of Alba, as a site of theatrical performance. Encina’s innovative dramas interweave courtly, religious, and pastoral drama with metafictional elements. Atiya presents translations of two plays included in Encina’s 1496 Cancionero, a printed compilation of poetic, dramatic, and musical works.
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Hodgson, Terry. "English Drama since 1980". Moderna Språk 88, n.º 1 (1 de junio de 1994): 19–29. http://dx.doi.org/10.58221/mosp.v88i1.10090.

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Ma, Shelin y Jie Liu. "A Field Study on the Script Structure of English Drama in Education in Chinese Primary and Secondary School". English Language and Literature Studies 12, n.º 4 (8 de octubre de 2022): 16. http://dx.doi.org/10.5539/ells.v12n4p16.

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Drama in Education (DIE) is believed to play a specially positive role in helping students in primary and secondary schools to form language awareness and develop language abilities. It has gradually formed its own script structure characteristics in the practice of local English teaching. By analyzing the scripts of 31 dramas staged by three local schools in the English culture and drama festivals, this paper summarizes the implementation characteristics of DIE from the aspects of story source, script source, students’ involvement, and theme distribution. In addition, this paper also analyzes the script structure favored by local teachers and students from four stages: the beginning, the development, the climax and the ending, which will greatly help solve the problem of drama creation for primary and secondary school teachers and students, and improve their enthusiasm to implement DIE in English classroom.
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Sagar, Aparajita y Bruce King. "Post-Colonial English Drama: Commonwealth Drama since 1960". World Literature Today 68, n.º 1 (1994): 228. http://dx.doi.org/10.2307/40150112.

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Albashir Mohammed Alhaj, Ali y Mesfer Ahmed Mesfer Alwadai. "Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University". Arab World English Journal 13, n.º 4 (15 de diciembre de 2022): 398–411. http://dx.doi.org/10.24093/awej/vol13no4.26.

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The recent research paper peruses the perception of female students of drama on the use of translanguaging within English classrooms at King Khalid university. The uppermost aim of this study is to scrutinize the perceptions of translanguaging by undergraduate female students of English literature (drama) as a major. The study’s central question is how female drama students perceive translanguaging in their English literature classroom. Moreover, The critical significance of this research paper is how female drama students perceive the use of translanguaging for the first second language (L2) learning. The results of this study are expected to fill the knowledge gap about how the students perceive the use of the first language ( L1) in English literature classrooms in Arabs contexts in general and in King Khalid University’s contexts in particular. Female students’ perceptions of drama were scrutinized by using a Likert-type questionnaire of thirteen items which were assayed quantitatively utilizing descriptive data. The participants of the study were twenty-five female students of drama majoring in English language and pursuing their undergraduate program at King Khalid university. The paramount results of the probe indicated that responses of female students of English drama to the statements in the questionnaire were mixed and echoed both positive and negative about using the first language and the second language in an English literature classroom. Moreover, female students’ perceptions of the application of (L1) in classes of English drama were generally good on the use of both the first language and the second language. The study revealed that the use of the English language is advantageous and can help enhance English fours skills, English proficiency, and understanding of the drama.Their views are more optimistic about using (L2) than using( L1). Also, they perceived that they would learn more successfully in English drama classes if translanguaging practice was utilized by a professor of English drama which means that the application of translanguaging within English drama classrooms is a practical and sound strategy that benefits female students of drama to boost their English fluency, generate insights, comprehend the content, and delve deeper into the subject matter of English drama.
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Kim, Hyun-Sook y Doo-Hyun Park. "A Study on the Teaching Method of Primary English Using Process Drama Based on Primary English Textbook". Korean Association For Learner-Centered Curriculum And Instruction 22, n.º 19 (15 de octubre de 2022): 1–16. http://dx.doi.org/10.22251/jlcci.2022.22.19.1.

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Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were constructed using the fairy tale ‘Peter pan’ from the 3rd grade English textbook of publishing D. Additionally, various process drama activities(Pre-text, Mime, Improvisation, Teacher in role, Writing in role, Still image & Thought tracking, Hot seating) were introduced based on the context through the fairy tale(Peter pan) by composing three stages of Preparation Phase, Drama Scenes, and Reflective Phase for each lesson. Conclusions To develop primary school students' real English communication skills, it is necessary to move away from mechanical and formal memorization practice, and to provide context-based and real communication-oriented education through process drama education. In order for process drama education to be successful, teachers must break free from authoritarian attitudes and open education that can negotiate meaning with students must be supported.
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Tesis sobre el tema "English drama"

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Taylor, Miles Edward. "Nation, history, and theater : representing the English past on the Tudor and Stuart stage /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986765.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 255-265). Also available for download via the World Wide Web; free to University of Oregon users.
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McCarthy, Andrew D. "Mourning men in early English drama". Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/a_mccarthy_020910.pdf.

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Pearson, Meg Forbes. "Spectacle in early modern English drama". College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3780.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Leininger, Jeffrey Walter. "The Reformation in English Reformation drama". Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275391.

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Shell, Alison. "English Catholicism and drama, 1578-1688". Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334998.

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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning". Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.

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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Harvie, Jennifer B. "Liz Lochhead's drama". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/5026/.

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This thesis is an examination of Liz Lochhead's three published plays: Blood and Ice (1982), Dracula (1989), and Mary Queen of Scots Got Her Head Chopped Off (1989). Each of these three plays deals centrally with a literary or historical pre-text: the life of Mary Shelley and the ideology of English Romanticism in Blood and Ice; Bram Stoker's novel Dracula and late-Victorian British ruling-class culture in Dracula; and sixteenth-century Scottish and English history in Mary Queen of Scots Got Her Head Chopped Off. Given these dramatic emphases, the critical emphasis of this thesis is the plays' reassessment of their pre-texts, and particularly of those pre-texts' power to exercise and selectively to confer cultural authority. The thesis argues that the plays critically re-cast their pre-texts, re-interpreting those texts and compelling audiences to do the same. Altering diegetic emphases, the plays emphasize and interrogate the perhaps dubious function of their pre-texts to narrate and legitimate certain cultural groups' dominance and others' subordination. And using narrative forms which contrast in significant ways with those of the pre-texts, the plays demonstrate alternative, less prescriptive narrative forms. The effect of these textual re-interpretations and alternative narrative forms to intervene in hegemonic operations of power is important not least because each of the pre-texts, in different ways, thematically and/or formally, is ostensibly committed to the "fair" distributed of power. Romanticism claims commitment to the liberation of humanity. The protagonists of Stoker's Dracula fight avowedly to protect the superiority of their "good" Western humanity over Dracula's "bad" Eastern monstrosity. And orthodox histories, including those of Mary Queen of Scots and Elizabeth I of England, frequently function to absolve present communities' responsibility for their "closed" histories, but also for their histories' legacies, and, thus, for responsibility for the present.
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Pruitt, John. "British drama museums : history, heritage, and nation in collections of dramatic literature, 1647-1814 /". View abstract, 2005. http://wwwlib.umi.com/dissertations/fullcit/3203336.

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Bainton, Martin. "Generational politics in English drama, 1588-1612". Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272039.

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Nagase, Mariko. "Literary editing of seventeenth-century English drama". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3628/.

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This thesis explores how literary editing for the dramatic publication was developed in seventeenth-century England. Chapter 1 discusses how the humanist scholars embraced the concept of textual editing and put it into practice about a half century after the invention of the press. Chapter 2 addresses the development of the concept of literary editing in seventeenth-century England by investigating the editorial arguments preserved in the paratextual matter. Chapter 3 explores Jonsonian convention of textual editing which was established in imitation of classical textual editing of the humanist scholars and which eventually furnished a model for dramatic editing to the later editors who were to be commissioned to reproduce play texts for a reading public. Chapter 4 looks at Thomas Middleton’s The Mayor of Quinborough published by Herringman in 1661 which signals the restoration of the Jonsonian editorial convention. Chapter 5 will attempt to identify the printer of the play and considers the division of the editorial work between the editor and the printer. Chapter 6 addresses the reflection of the Jonsonian textual editing in the 1664 Killigrew folio and assesses its establishment of literary editing of seventeenth-century English drama as a herald of the 1709 Shakespeare edition by Nicholas Rowe.
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Libros sobre el tema "English drama"

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Womack, Peter, ed. English Renaissance Drama. Oxford, UK: Blackwell Publishing Ltd, 2006. http://dx.doi.org/10.1002/9780470690093.

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1939-, Johnston Alexandra F. y Hüsken Wim N. M, eds. English parish drama. Amsterdam: Rodopi, 1996.

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King, Bruce, ed. Post-Colonial English Drama. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22436-4.

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Happé, Peter. English drama before Shakespeare. London: Longman, 1999.

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Pickering & Chatto (Firm), ed. English drama, 1660-1800. London: Pickering and Chatto Ltd, 1987.

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Ricks, Christopher B. English drama to 1710. New York: P. Bedrick Books, 1987.

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B, Ricks Christopher, ed. English drama to 1710. New York: P. Bedrick Books, 1987.

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B, Ricks Christopher, ed. English drama to 1710. London: Penguin Books, 1993.

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1920-, Hunter G. K., ed. English drama, 1485-1585. Oxford: Clarendon Press, 1990.

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B, Ricks Christopher, ed. English drama to 1710. London: Sphere, 1988.

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Capítulos de libros sobre el tema "English drama"

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Bloomfield, Eleanor. "English Drama". En The Palgrave Encyclopedia of Medieval Women's Writing in the Global Middle Ages, 1–8. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76219-3_19-1.

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Dowling, K. "Drama". En English coursework, 6–50. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-13022-1_2.

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Hare, Arnold. "English comedy". En Comic Drama, 122–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269496-6.

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Thomas, Helena. "Drama in English". En A Practical Guide to Teaching English in the Secondary School, 105–15. 2a ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-13.

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Bryer, Theo, Maggie Pitfield y Jane Coles. "Drama in English". En Drama at the Heart of English, 17–35. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003290827-2.

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Watson, J. R. "Drama". En A Handbook to English Romanticism, 95–97. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22288-9_25.

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Watson, J. R. "Drama". En A Handbook to English Romanticism, 95–97. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-13375-8_25.

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Wyse, Dominic, Helen Bradford y John-Mark Winstanley. "Drama". En Teaching English, Language and Literacy, 94–101. 5a ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-9.

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Wald, Christina. "Analyzing Drama". En English and American Studies, 346–52. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_26.

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Martos, Francisco Gómez. "Favorites in English drama". En Staging Favorites, 82–112. Abingdon, Oxon ; New York : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083481-5.

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Actas de conferencias sobre el tema "English drama"

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Train, Louis. "DRAMA IN THE ENGLISH CLASSROOM: UNRAVELING MISCONCEPTIONS AND HARNESSING ITS POTENTIAL IN UZBEKISTAN". En TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-15.

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Building on the observation that drama as a teaching tool is not widely used in Uzbekistan, this paper identifies and addresses three common misconceptions about drama among English teachers in Uzbekistan. Drawing on the notion of Drama pedagogy as described by Even (2008) as well as the large-scale survey conducted by Giebert (2014), this paper delivers a practical approach to adopting drama techniques into the classroom in Uzbekistan. Key words: drama, drama pedagogy, Uzbekistan.
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Kuzmenkova, Yulia. "DRAMA ACTIVITIES IN ENGLISH LANGUAGE TEACHING". En SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.032.

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Lin, Chen. "Effective Classroom Management in Drama English Class". En Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.095.

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LOPEZ, M. "ACOUSTICS PERFORMERS AND AUDIENCES IN MEDIEVAL ENGLISH DRAMA". En Auditorium Acoustics 2015. Institute of Acoustics, 2023. http://dx.doi.org/10.25144/16162.

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Ramadhani, Tjitra. "Overcoming Anxiety in English Language Learning Through Drama Performance". En 7th South East Asia Design Research International Conference. Sanata Dharma University Press, 2020. http://dx.doi.org/10.24071/seadr.2019.20.

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Babaievska, Liudmyla. "ENHANCING ENGLISH LANGUAGE PROFICIENCY THROUGH CLIL IN DRAMA ACADEMIES". En GRUNDLAGEN DER MODERNEN WISSENSCHAFTLICHEN FORSCHUNG. European Scientific Platform, 2023. http://dx.doi.org/10.36074/logos-27.10.2023.53.

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Khasyar, Meita Lesmiaty, Rudi haryono y Ana Ratnasari. "Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?" En 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.038.

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Wei Jianfeng, Zhang Yingli, Mi Jun y Zhu Changjun. "Application research of drama in college English education of China". En 2009 Asia-Pacific Conference on Computational Intelligence and Industrial Applications (PACIIA 2009). IEEE, 2009. http://dx.doi.org/10.1109/paciia.2009.5406534.

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Risdianto, Faizal, Sari Famularsih, Setia Rini y Ahmad Muthohar. "The use of drama to develop English speaking autonomous learning". En Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286844.

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Mardiningrum, Arifah. "EFL Self-Concept in an English Drama Club: A Case Study of Two English Language Education Department Students". En Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.3.

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Informes sobre el tema "English drama"

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Kitteleson, Clarice. Gutzkows Novelle Der Sadduzäer von Amsterdam Verglichen mit Seinem Drama Uriel Acosta, und Eine Englische Übersetzung der Novelle. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2089.

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