Artykuły w czasopismach: „Drama – 21st century – bibliography”

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Athenot, Éric. "Walt Whitman: A 21st-century Bibliography". Revue Française d Etudes Américaines 108, nr 2 (2006): 80. http://dx.doi.org/10.3917/rfea.108.0080.

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Hestiyani Parai, Anastasya Wahyudanti Saputri i Lina Kartika Sari. "Development of Drama Studies Teaching Material Based on 21st Century Skills and It for Students of Indonesian Language and Literature Education Study Program, Faculty of Language and Arts, Universitas Negeri Jakarta". Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia 6, nr 2 (28.12.2022): 173–82. http://dx.doi.org/10.21009/aksis.060208.

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This research will develop a model of teaching materials for drama studies courses based on 21st century skills and ICT. The purpose of this research is to develop teaching materials for drama studies so that graduates of the Indonesian Language and Literature Education Study Program are able to understand drama study material according to the applicable curriculum and are able to implement it in schools. Preliminary research, first analyzing the need for teaching materials for drama studies courses for students. The results of this research are to develop and obtain teaching materials for drama studies based on 21st century skills and ICT for Indonesian language education study program students.

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Rosikh, Fahrur, M. Fathor Rohman, Isna Finurika i Khoirun Nisa’. "Tarqiyah Maharat al-Qarn al-Hadi wa al-‘Isyrin fi Ta’lim Maharah al-Kalam ‘ala Asas al-Ta’lim al-Bina’i fi al-Jami’ah". Arabiyatuna: Jurnal Bahasa Arab 7, nr 2 November (17.11.2023): 479. http://dx.doi.org/10.29240/jba.v7i2.8072.

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This study aimed to analyze the development of 21st century skills in the learning of constructivism-based speaking skill at Pesantren sunan drajat Lamongan. The research method used was qualitative research with the type of explanatory case study. Data collection techniques deployed observation, interviews, and documentation. The data analysis techniques consisted of data reduction, data presentation, and drawing conclusions. The results of this study indicated that constructivism-based speaking skill learning could develop students' 21st century skills. The developed 21st century skills included the skills of critical thinking, creative thinking, collaboration, and communication. Critical thinking skills were reflected in the abilities to analyze materials and learning resources, to find social facts, to choose mufrodat used in socio-drama practice, and to use Arabic grammar. Creative thinking skills were reflected in the abilities to compose drama scripts, to design drama scenarios, and to utilize the media in drama practice. Collaboration skills were reflected in the abilities to cooperate in observation activities, to cooperate in composing drama scripts, and to cooperate in drama training and practice. Lastly, communication skills were reflected in the abilities to express ideas, thoughts and feelings in Arabic, to carry out dialogues in Arabic, and to pronounce Arabic words and sentences correctly and correctly.

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Zhurcheva, Olga V. "“New drama”: Pro et contra". Izvestiya of Saratov University. Philology. Journalism 22, nr 4 (23.11.2022): 484–87. http://dx.doi.org/10.18500/1817-7115-2022-22-4-484-487.

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At the end of the 20th – the beginning of the 21st century there were serious changes in the poetics of drama, defining the strategy of artistic forms and features of artistic consciousness. This gives the right to single out the history of the “new drama” in a separate period of the literary and theatrical process. A new book by the Belarusian researcher S.Ya. Goncharova-Grabovskaya “Modern Russian Dramaturgy (late 20th – early 21st century)” is devoted to generalization and comprehension of this period, which is considered and announced in the presented review. The book examines the main trends in the development of the Russian drama at the turn of the 20-21st centuries: the history of the emergence of the “new drama” movement, aspects of poetics (hero, conflict, chronotope, language), genre-style vector (social drama, documentary drama, monodrama, remake plays, drama of the absurd) – all that defines the specific features of the modern dramaturgical process. The focus is on the plays of famous playwrights, which have been staged in theaters in Russia and Belarus, have received positive reviews in criticism. The peculiarity of the reviewed book is that it analyzes modern Belarusian drama, traces its connection with the Russian. The book includes overview chapters reflecting the genre and style parameters of drama, a list of plays, information about playwrights, control questions and assignments. The scientific and methodological publication under review is expected to be in high demand not only in the philological environment, but also among theater critics and theater historians.

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Luu, Thuy Trung. "Drama in Ho Chi Minh City literature and art life". Science and Technology Development Journal 18, nr 4 (30.12.2015): 47–60. http://dx.doi.org/10.32508/stdj.v18i4.960.

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In the history of Vietnamese drama, Saigon was one of the places absorbing Western drama from the early time. Although drama in Saigon-Ho Chi Minh City didn’t develop in a smooth and straight way, it was a continuous and unbroken process. This process brought in strong development of drama in Ho Chi Minh city in two decades of the late 20th century and the early 21st century. However, in recent years, drama in Ho Chi Minh City seems to proceed slowly, which reflects some irrational aspects from drama script, performance art to performance operation. Therefore, it’s high time to review the whole history of drama in Saigon-Ho Chi Minh City to collect experiences for the steady development of drama in this City in the future.

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Sultanova, Gulizar Ahmedovna. "WAYS OF SEARCHING FOR A MODERN THEME IN THE THEATRICAL ART OF DAGESTAN". Herald of the G. Tsadasa Institute of Language, Literature and Art, nr 26 (4.06.2021): 77–82. http://dx.doi.org/10.31029/vestiyali26/11.

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The article deals with the search for a modern theme and images in the drama and theater of the early 21st century both on the scale of the Russian theater and in the Dagestan drama. On specific examples from the practice of creative activity of the theaters of the republic for two decades of the XXI century, ways and means of solving the problem are identified.

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Epner, Luule. "Contemporary Finnish drama in Estonian Theatre in the 21st century". Interlitteraria 24, nr 2 (15.01.2020): 380–95. http://dx.doi.org/10.12697/il.2019.24.2.9.

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After regaining independence in 1991 Estonia, like other Baltic states, went through a transition period which can be described as a return to the West, i.e. Europe. By now, Estonia has joined European community and is successfully integrated with Europe. However, in regard to the country’s cultural and political identity, the process of self-determination continues, particularly on the level of regional identity: whether the newly independent Baltic countries belong to Eastern or Northern Europe? Estonia tends to position itself among Nordic countries, primarily by reason of close historical ties and linguistic kinship with Finland. In the light of current identity processes the cultural interaction between Estonia and Finland deserves attention. This paper examines only one aspect: the reception of contemporary Finnish dramaturgy in the 21st century Estonian theatre. Finnish dramas had been staged in Estonian theatres since the end of the 19th century. However, it is noticeable that their number has significantly increased since the 2000s, and the repertoire of the major Estonian theatres contains far more new, contemporary Finnish plays than well-known classics. Plays by Leea Klemola, Sirkku Peltola, Juha Jokela, Mika Myllyaho, Pipsa Lonka and others enjoy great popularity among Estonian audiences. How do these plays represent Finnish society? How were they interpreted and received in Estonian theatre? How do stage productions of Finnish plays contribute to the construction of shared Nordic identity? The paper looks for answers to these questions.

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Leva, Bernarda, Simon Zupan i Nastja Prajnč Kacijan. "English Studies at the Dawn of the 21st Century". ELOPE: English Language Overseas Perspectives and Enquiries 21, nr 1 (30.06.2024): 9–12. http://dx.doi.org/10.4312/elope.21.1.9-12.

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The special issue of ELOPE (Vol. 21, No. 1, 2024), guest edited by Bernarda Leva, Simon Zupan and Nastja Prajnč Kacijan, is a collection of sixteen studies reflecting a blend of continuity and innovation in English Studies. It presents research on diverse themes such as language, literature, translation, and the pandemic's effects on education and drama, underscoring the resilience and adaptability of English Studies.

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Veselovska, Hanna. "The 21st-Century Drama and the New Reality of Social Networks". Amfiteater 9, nr 2021-2 (30.06.2022): 234–49. http://dx.doi.org/10.51937/amfiteater-2022-1/234-249.

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The article examines the impact of social networks on modern theatre by looking at the case of drama transformation. Discussed are the peculiarities of reportage plays versus traditional plays, emphasising the various forms of so-called Facebook plays. The author shows that while Facebook plays have become a major feature of theatrical life in the 21st century, their proliferation has also revealed social networks’ negative effects on social communication. This has found its apt reflection in dramatic texts. The study concludes with an argument that although the impact of social networks on drama has of late tended to wane, the changes that have occurred in the structure of texts over the last decade or so appear to be largely irreversible.

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Anderson, Elizabeth. "Teacher education and drama: possibilities, promise, potential." Journal of the Canadian Association for Curriculum Studies 13, nr 1 (20.11.2015): 113–37. http://dx.doi.org/10.25071/1916-4467.40243.

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Contemporary discussions about curricula, whether for schools or for higher education, come with demands for change to cope with uncertainty, unpredictability, and 21st century challenge. Core notions however of curriculum as structure for providing access to knowledge (Young, 2014), or a set of teaching and learning prescriptions (Scott, 2014) are hard to shift, yet questions of what knowledge and how is it formed are ones which should be critical for teacher education, where, as a site of higher education, decisions about that knowledge are contested (Barnett, 2015). The prospective teacher continues to negotiate tensions between knowledge of content and of curriculum, pedagogical knowledge and generic teaching skill, knowing as process and knowing in performative terms, and between shaping a role as teacher and as educator for the 21st century. This paper makes a case for the potential that an arts oriented course, specifically drama, holds for helping student teachers to conceptualise their own learning experiences within a teacher education curriculum, to better understand the facilitation of learning experiences within school and classroom curricula, and to begin to shape their teacher identity.

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Rose McGovern, Kathleen. "Conceptualizing Drama in the Second Language Classroom". Scenario: A Journal of Performative Teaching, Learning, Research XI, nr 1 (1.01.2017): 4–16. http://dx.doi.org/10.33178/scenario.11.1.3.

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Abstract: This paper reviews key literature published in English on drama and second language (L2) pedagogy. The author explores (a) the integral role drama has played in 20th and 21st century L2 teaching methodologies; (b) commonly cited approaches to integrating drama and L2 instruction; (c) uses of drama as a means of exploring culture and power relations within society, and; (d) major definitions and categorizations developed in the existing body of literature. To conclude, the argument is made that researchers must clearly explain and define their approaches to drama in L2 instruction and ground these approaches in relevant theories of second language learning.

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Hughes, Melissa. "The state of the art: teaching drama in the 21st century". NJ 40, nr 1 (2.01.2016): 89–91. http://dx.doi.org/10.1080/14452294.2016.1239502.

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Eckersley, Mark. "Using Drama to Develop Communication Skills in the 21st Century Classroom". International Journal of Bilingual & Multilingual Teachers of English 04, nr 01 (1.07.2016): 45–49. http://dx.doi.org/10.12785/ijbmte/040106.

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Frank-Wilson, Marion. "Teaching African Studies Bibliography–Information Literacy for 21st Century Scholars". Reference Librarian 42, nr 87-88 (26.10.2004): 97–107. http://dx.doi.org/10.1300/j120v42n87_03.

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Toporišič, Tomaž. "How Can We Interpret the 21st-Century (No Longer) Dramatic Texts and Theatre in Art and Theory?" Amfiteater 10, nr 2 (20.12.2022): 18–49. http://dx.doi.org/10.51937/amfiteater-2022-2/18-49.

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The essay analyses the corpora of the dramatic or non-dramatic texts of contemporary authors (Simona Semenič, Milena Marković, Tim Crouch, Oliver Frljić, Katarina Morano and Žiga Divjak, Anja Hilling, Wajdi Mouawad, Dino Pešut and She She Pop) as a border area belonging to both the field of literature and theatre. While detecting the specifics of the interpretation of drama and theatre, the author uses eclectic tools offered by literary and performing arts studies to analyse the corpora of contemporary drama or no longer drama and performing practices. Focusing on a series of contemporary playwrights and theatre directors, he seeks answers to the question of how we can interpret the changes in drama and theatre. How did the specific return to the theatre of words, as defined by the French theorist of contemporary drama Élisabeth Angel-Perez, take place, and to which extent are today’s theatre and drama still post-dramatic but nevertheless establish a new return to the dramatic and dramatised? How do these “experiments belonging to the so-called ‘post-dramatic theatre’ which is also a (post-)deconstructionist theatre, eventually, end up redramatising whatever it was they strove to un/de-dramatize” (Angel-Perez)? Thus, paradoxically, “‘no-longer-dramatic’ texts put forward a new dramaturgical form that subverts the dramatic representation of the world as a fictive whole and accommodates the ‘unsurveyable present’ (Lehmann) of the mediatised-globalised world”

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Kruger, Loren. "Cold Chicago: Uncivil Modernity, Urban Form, and Performance in the Upstart City". TDR/The Drama Review 53, nr 3 (wrzesień 2009): 10–36. http://dx.doi.org/10.1162/dram.2009.53.3.10.

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Since the Haymarket massacre of 1886, Chicagoans have buried and resurrected the city's experiences in performances, politics, and built environments. From Sullivan to Gehry to Chris Ware, from socialist militancy to immigrants' rights, from 19th-century commemorations of the Paris Commune to 21st-century stagings of architectural and political conflicts, Chicago has generated drama in urban theory and practice as well as in theatre.

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Dias, Shamini. "Process Drama for 21st Century Learning: Building Multiliteracies and Creative-Adaptive Capacity". International Journal of Literacies 19, nr 4 (2013): 27–40. http://dx.doi.org/10.18848/2327-0136/cgp/v19i04/48800.

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Teplitskaya, Aleksandra V. "The Future of Bibliography". Bibliotekovedenie [Russian Journal of Library Science], nr 6 (8.12.2015): 36–42. http://dx.doi.org/10.25281/0869-608x-2015-0-6-36-42.

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The article describes the work of the II International Bibliographic Congress held on 6-8 October, 2015 in the Russian State Library under the motto “Bibliography: Future Outlook”. Members of the Congress have outlined the path for development of bibliography in the nearest future. There was prepared the Book Exhibition “Bibliography of Russia (2011-2015)” and the Virtual exhibition “The All-Russian Competition of Scientific Research Works on Library Science, Bibliography and Bibliology (Bibliography Science and Bibliographic Products). The Winners of the 21st century”.

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Peskova, Anna Yu. "Modern Slovak drama about The Second World War". Vestnik slavianskikh kul’tur [Bulletin of Slavic Cultures] 63 (2022): 268–77. http://dx.doi.org/10.37816/2073-9567-2022-63-268-277.

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The paper addresses the Slovak drama of the 21st century dedicated to the Second World War, the Holocaust, and the Slovak National Uprising. After the “velvet revolution” of 1989, interest in the military and insurgent theme in Slovak art as a whole declined sharply, but as early as in the 21st century playwrights and theaters of Slovakia are increasingly beginning to return to these topics. Many of these plays created in the last twenty years were written in order to actualize public discussions about the period of the Slovak Republic (1939–1945), around the mass deportation of Jews from its territory, around the arization, etc. The main task of these plays` authors is to put serious moral questions before the viewer. For this purpose, the paper focuses on social and historical context in which National Socialism spread in Slovakia. Such are, for example, the works of R. Ballek “Tiso”, P. Rankov “It Happened on the First of September (or Some Other Time)”, A. Gruskova “The Woman Rabbi”, V. Klimachek “The Holocaust”, Y. Yuraneva “The Silent Whip”. One of the most important questions that Slovak writers and society have been asking in recent decades is the question of how and why Slovaks actually joined Nazi Germany during the Second World War, what prompted them to do this.

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Sharma, Amit Kumar. "Book review: John Stratton Hawley. 2020. Krishna’s Playground: Vrindavan in the 21st Century". Contributions to Indian Sociology 55, nr 3 (październik 2021): 473–75. http://dx.doi.org/10.1177/00699667211068443.

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John Stratton Hawley. 2020. Krishna’s Playground: Vrindavan in the 21st Century. New Delhi: Oxford University Press. xx + 361 pp. Maps, figures, illustrations, notes, bibliography, index. ₹750.75 (eBook)

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Brennan, Carol. "MORAL CRUSADES IN AN AGE OF MISTRUST: THE JIMMY SAVILE SCANDAL". Denning Law Journal 26 (24.11.2014): 305–7. http://dx.doi.org/10.5750/dlj.v26i0.961.

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Frank Furedi’s exposition of the Jimmy Savile scandal is a self-styled offer of a “sociologically informed explanation” of the drama, as it unfolded. Its publication date of 2013 is significant, because even a year is a long time in the dismal saga of child abuse revelations in 21st century Britain.

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Vagni, Tito. "Mídia e representação do cinismo no drama político". MATRIZes 11, nr 2 (31.08.2017): 79. http://dx.doi.org/10.11606/issn.1982-8160.v11i2p79-91.

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This essay proposes an investigation on the forms of contemporary cynicism, combining the interpretation of political drama with reflections of the daily life sociology, particularly referring to Simmel, Goffman and De Certeau. In an expanded historical perspective from the 21st century metropolis to the communication media of the 20th century, it proposes a reconstruction of the political action and of certain moment of its imagination. A moment that shall be studied as from its relations with money, time acceleration and sensory overstimulation, which institute a new image of social relations. Cynicism seems to be, in the conditions created by metropolis and media, the cultural form more suitable for management and organization of daily events in public sphere.

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Charushin, V. N., E. V. Verbitskiy, O. N. Chupakhin, D. V. Vorobyeva, P. S. Gribanov, S. N. Osipov, A. V. Ivanov i in. "The chemistry of heterocycles in the 21st century". Russian Chemical Reviews 93, nr 7 (lipiec 2024): RCR5125. http://dx.doi.org/10.59761/rcr5125.

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The chemistry of heterocyclic compounds has traditionally been and remains a bright area of chemical science in Russia. This is due to the fact that many heterocycles find the widest application. These compounds are the key structural fragments of most drugs, plant protection agents. Many natural compounds are also derivatives of heterocycles. At present, more than half of the hundreds of millions of known chemical compounds are heterocycles. This collective review is devoted to the achievements of Russian chemists in this field over the last 15–20 years. The review presents the achievements of leading heterocyclists representing both RAS institutes and university science. It is worth noting the wide scope of the review, both in terms of the geography of author teams, covering the whole of our large country, and in terms of the diversity of research areas. Practically all major types of heterocycles are represented in the review. The special attention is focused on the practical applications of heterocycles in the design of new drugs and biologically active compounds, high-energy molecules, materials for organic electronics and photovoltaics, new ligands for coordination chemistry, and many other rapidly developing areas. These practical advances would not be possible without the development of new fundamental transformations in heterocyclic chemistry.<br> Bibliography — 2237 references.

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Nurjaya, I. Gede, I. Nyoman Yasa, Ni Made Ermadwicitawati i SAP Sriasih. "Pembelajaran Drama pada Masa Pandemi Covid-19". Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 6, nr 1 (2.02.2023): 113–26. http://dx.doi.org/10.30872/diglosia.v6i1.561.

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Teaching and learning drama in junior high schools is very important in increasing students' appreciation of literature and instilling character values. However, the Covid-19 pandemic has had an adverse impact on the implementation of drama learning in schools. This qualitative research describes teachers' learning tools during the Covid-19 pandemic, the implementation of drama learning, and the obstacles teachers face in implementing drama learning during the Covid-19 pandemic. The subjects of this research were junior high school Indonesian teachers in Singaraja City, Bali. Data was collected through documentation study techniques, interviews, and observation. The results showed that the drama learning tools made by Indonesian language teachers during the Covid-19 pandemic were complete and reflected the 21st-century learning tools. The implementation of drama learning was carried out online by utilizing the Google platform and other online media. The obstacle faced by teachers is the internet network which is often interrupted. The results of this study are very useful, especially as a learning strategy during times of crisis or implementing online language and literature learning.

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Bogard, Treavor. ""Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts". LEARNing Landscapes 9, nr 2 (1.04.2016): 87–104. http://dx.doi.org/10.36510/learnland.v9i2.765.

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In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they work to make their visions real. Perhaps most importantly, I contend that design thinking can help prepare the young for facing complex and highly ambiguous problems characteristic of 21st century participatory cultures.

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Bondarewa, Ołena. "Gatunek dramatu „rewolucyjnego”: transgresje i narodowe matryce genologiczne w kontekście ukraińskich rewolucji XXI wieku". Tematy i Konteksty 12, nr 17 (2022): 182–93. http://dx.doi.org/10.15584/tik.2022.13.

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Considering drama as an operational and mobile genre of literature, it is worth starting a separate conversation about its reactivity in the context of Ukrainian revolutions and liberation struggles of the 21st century. After all, modern Ukrainian “revolutionary” drama has nothing to do with the destructive genre clichés of the traditional “revolutionary drama” of the twentieth century. Signs of the latter were the destructive myth of: the new creation of the world; life from zero cycle; basic benefits for infirm people, given by the revolution; static linear plots; pseudo- -documentary; ideological involvement of protagonists / antagonists. Ukrainian “revolutionary” drama of the 21st century has 2 streams dedicated, respectively, to the Orange Revolution (vitalistic-romantic visions of the revolution as “love on the barricades” and “birth of the spirit”, “The Nutcracker 2004” by Alexander Irvantеs and “Revolution, love, death and dreams” by Pavlо Arie) and the Revolution of Dignity, which was mastered: in prophetic works (“Barricades on the Cross” by Yurko Gudz, “Detailing” by Dmitry Ternov); in the latest documentary strategies that do not require additional theatrical reinforcement (“We, the Maidan” by Nadiya Simchych, “Diaries of the Maidan” by Natalia Vorozhbyt); in hagiographic “To the sharpness of the sixth octave” by Igor Yuzyuk, “OTVETKA@UA” by Neda Nezhdana) and in symbolic and allegorical genres (Neda Nezhdana’s “Maidan inferno, or the other side of hell”, Oleksandr Viter’s “Labyrinth”, Oleg-Mykolaychuk-Nizovets’ “Chestnut and Lily of the Valley”, Oksana Tanyuk’s “Woe (not) my wolf, or Schrödinger’s Cat”, Vladimir Kupyansky’s “Under the Sign of Puy”, “Bogdan 2014” by Ksenia Skoryk, “Knight of the Temple” by Tetyana Ivashchenko, “Women and Snapper” by Tetyana Kitsenko, “Christmas on the Maidan” by Vira Makoviy, “Extreme Modern People” by Mykola Istin and many other dramatic works). This gives grounds to consider the irreversible artistic transgressions of the genre, which due to its efficiency and mobility gets a new quality and new life, which is very relevant in the context of the Maidan topos throughout Ukraine in the Russian aggression in 2022.

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Portmann, Alexandra. "Shakespeare’s new contemporariness, or Hamlet in the Yugoslav Drama Theatre of the 21st century". Cahiers Élisabéthains: A Journal of English Renaissance Studies 96, nr 1 (9.03.2018): 172–84. http://dx.doi.org/10.1177/0184767818763427.

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This article investigates how Shakespeare’s Hamlet has become a platform for negotiating memory politics in Serbia in the new millennium. Focusing on two productions in Belgrade’s Yugoslav Drama Theatre since 2005 (Dušan Jovanović, 2005 and Aleksandar Popovski, 2016) and one adaptation, Cirkus istorija (Sonja Vukičević, 2006), the specific conditions for each of the productions’ actualization are investigated. Through a discussion of these Hamlet productions, the analysis reveals the ways in which the repeated staging of classical dramatic texts, with each production embedded within a specific staging tradition, becomes a renewed source of inspiration for political theatre.

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Muhammad, Ahmad Mazli, Mohd Hassan Boon Awang, Nurbaya Mohamad Aris, Maisarah Ahmad Kamil i Zachariah Aidin Druckman. "Modern Language Olympiad: Unleashing Potentials for 21st Century Skills". International Journal of Modern Languages And Applied Linguistics 4, nr 4 (10.12.2020): 80. http://dx.doi.org/10.24191/ijmal.v4i4.11287.

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The challenge of becoming employable 21st century graduates to meet current industry demands was the basis of this innovation. With the aim to equip a group of students with soft skills on one hand, and another with industry-specific communicative abilities on the other, the Modern Language Olympiad (MLO) was established under Akademi Pengajian Bahasa, UiTM Shah Alam, as the first multi-language competition held internationally that is fully student-led. Five categories of competitions were designed with close engagement with the industry, which were strategic storytelling, idea pitching, versatile presenting, and radio drama across three languages (English, Bahasa Melayu, and Arabic) from 29 October to 2 November 2019. Preparations to conduct this international competition commenced a year before that. In total, 330 participants from 11 public universities, 6 private universities and 4 foreign universities and 10 UiTM branch campuses participated in the event, which was run by 40 student committee and 100 student volunteers, guided by 30 academic advisors. A total of 40 judges from the industry were involved in the competitions. The event, which amassed a total profit of RM58,416.45, managed to develop the student committee’s critical thinking, problem solving, time management, project management, and budgeting skills, while the participants gained immeasurable benefits in enhancing their communication skills through feedback from the industry and by observing others. This innovation is a step forward to improve students’ soft skills and communication skills using the two-pronged approach through running a student-led, student-driven, wide-scale international event.

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Inderawati, Rita, Eryansyah Eryansyah, Machdalena Vianty, Zuraida Zuraida, Rita Hayati, Muthmainnah Muthmainnah i Ermalati Putri. "Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration". Studies in English Language and Education 11, nr 2 (8.06.2024): 936–56. http://dx.doi.org/10.24815/siele.v11i2.35993.

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The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembang’s heroic tale of Ratu Bagus Kuning. Using the university’s LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual drama’s transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.

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MONISOVA, I. V., M. S. RUDENKO, L. ZHANG i J. LIU. "ROUND TABLE “FROM TEXT TO GAME...”: TALK ABOUT TODAY AND ETERNAL. REPORTAGE". Lomonosov Journal of Philology, nr 2, 2024 (16.06.2024): 247–54. http://dx.doi.org/10.55959/msu0130-0075-9-2024-47-02-19.

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The constant attention to dramaturgy at the Department of History of Contemporary Russian Literature and Modern Literary Process is associated with the scholarly heritage of its former head, Doctor of Philology, Professor B.S. Bugrov (1936-2002). He brought the plays of Russian symbolists back from oblivion, published the plays by L. Andreev, explored modern drama, and directed his students along this path. The round table, reviewed in this article, brought together colleagues whose academic interests were in one way or another connected to the theater and drama. The problems of theatrical and dramatic language and the synthesis of arts; innovations in drama and theater of the 20th and 21st centuries; representative texts by contemporary playwrights; adaptations of plays for theater and cinema, as well as non-dramatic material for the stage; reception of Russian drama outside Russia; contribution of B.S. Bugrov to the study of dramaturgy of the 20th century were discussed.

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Tiken20, Nive, Yeni Erita, Rati syafiana PUTRI i Salmiyanti. "Application of Electronic Learning and Educators' Challenges In The 21st Century". JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, nr 11 (30.04.2023): 355–60. http://dx.doi.org/10.56778/jdlde.v1i11.63.

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The scientific object of learning technology is learning. Learning and learning have experienced extraordinary changes and transformations lately, especially at the turn of the millennium and the beginning of the 21st century. The very rapid development of information technology in this century has had a very significant impact on the world of education. The process of transition from the century of industrialization to the century of knowledge demands that every field in life change very quickly and must be able to adapt quickly. Teachers and students, lecturers and students, educators and students, are required to have the ability to teach and learn in the 21st century. This condition is a challenge and demands educators' involvement in the development of learning technology (PTP). This article uses library research. With data sources from journals, research reports, scientific magazines, newspapers, relevant books, seminar results, unpublished scientific articles, sources, a bibliography, video graphics, and so on.

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Hastuti, Upik. "Musical colossal drama project-based learning to boost students’ engagement in English language learning". Erudita: Journal of English Language Teaching 2, nr 1 (31.05.2022): 63–72. http://dx.doi.org/10.28918/erudita.v2i1.5284.

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Various factors influence students to be active in learning English. One of them is role-playing and drama in learning songs. The present study aims to showcase EFL students’ emotions in learning English as a foreign language by adopting musical colossal drama project-based learning Nested in a qualitative case study, the eleventh-grade students of a senior secondary school in Purbalingga, Central Java, Indonesia were recruited to participate. Data were garnered through semi-structured interviews and classroom observation. The data were analyzed by employing data reduction, data display, and conclusion verification. Findings of the study demonstrate that the senior high school EFL students showed positive emotions when they engaged in learning English, particularly adopting songs, in the frame of musical colossal drama project-based learning. Another finding reveals that musical colossal drama project-based learning boosted the EFL students’ 21st century skills, i.e., critical thinking, creative thinking, communicating, and collaborating. This study promotes some empirical evidence for how musical colossal drama is organized to foster students’ involvement in a project-based English language learning.

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Razali, Nurul Fasheha, Harrinni Md Noor i Farhana Wan Yunus. "Emotional Intelligence in Creative Process: Enhancing Values in KOMSAS Drama". Sains Insani 6, nr 1 (1.06.2021): 155–61. http://dx.doi.org/10.33102/sainsinsani.vol6no1.268.

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Emotional intelligence (EI) is the ability to control and manage oneself and others in terms of feelings, emotions and behaviour (Goleman,1998). Malaysian National Health and Morbidity Survey (2015) showed that 600,000 children aged between 5 to 16 in Malaysia were diagnosed with mental health problems. Symptoms of mental illness if not treated early can lead to chronic mental illness. Changes in the way of learning in 21st-century learning require the current generation to equip themselves with EI to control feelings in a more challenging learning process (Mohd Faizul, 2017). Therefore, Malaysian Ministry of Education (MoE) is currently encouraging educators to incorporate these values into the teaching process to build a better future generation. In line with the 21st century learning skills communication, collaboration, critical thinking and creativity skills, along with values and ethic will be the focus in education. The purpose of this study is to explores the possibility of incorporating EI into the education syllabus through drama activities in Malay Literature Component known as KOMSAS (Komponen Sastera) for secondary school students. A survey was conducted among 20 experts who have been teaching Malay Language subject for more than 10 years. This preliminary study is aims to identify the understanding of teachers on the application of emotional values and the process of creativity in learning. Moreover, it aims to identify how current educators apply these elements of value into their teaching and learning activities. The findings of this study showed that the teachers are aware of the EI as well as creativity in learning activities. However, the process of applying values and activities happen unplanned and there is a need to design and develop a teaching module that incorporates creative process (CP) and EI in KOMSAS drama.

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Fedorova, Elizaveta Tsirina, Jose Saiz Molina i Julia Haba Osca. "Jan Kott is Dead, Long Live to the ˂“Hybrid”˃ Critic". Multicultural Shakespeare: Translation, Appropriation and Performance 24, nr 39 (15.03.2022): 169–90. http://dx.doi.org/10.18778/2083-8530.24.11.

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This article is a little tribute that a drama teacher, an editor and translator and a lecturer in English Literature would like to contribute to this Special Issue in Honour of Professor Dr Jan Kott, the most influential non-English speaking Shakespearean Critic in the second half of the 20th Century and early 21st Century. In the initial part of the essay we will overview Kott’s influence in the development of current Shakespearean tradition(s) in Spain from the early 1970s to the present day. In fact, his writings and critical views on William Shakespeare’s Works have been a decisive point in the development of new approaches to this playwright in some University Departments and Drama Schools in this country. The whole discussion will take the notion of hybrid and hybridization as the point of departure and we will draw some conclusions for discussing new critical thinking in Art (Science,) and Humanities.

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Katona, Eszter. "Las interpretaciones de La casa de Bernarda Alba en los teatros húngaros en el siglo XXI". Acta Hispanica 18 (1.01.2013): 105–29. http://dx.doi.org/10.14232/actahisp.2013.18.105-129.

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Federico García Lorca's last play, The House of Bernarda Alba was in fact his first drama that was presented to the Hungarian audience in the 1950s. Nearly sixty years have passed since then, and numerous Hungarian theaters have included this play in their repertoire. I managed to trace 19 premiers from the period of 1955-2000 and 25 since the turn of the century. However, behind these high numbers we do not always find traditional theatrical presentations working with Lorca’s text. Other adaptations, like dance or musical plays, were also inspired by Lorca's drama, but with their different forms of expression they distinguished themselves from the traditional prose theater. Nevertheless, the presentation of these performances is important as well, as they contribute to the formation of Lorca's image in the Hungarian audience. From these performances this study examines some of those from the first decade of the 21st century that, in some way, were significant, memorable or outstanding stagings.

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Rezoničnik, Lidija, Joanna Borowy i Monika Gawlak. "Słoweńskie tłumaczenia literatury polskiej w latach 2019 i 2020". Przekłady Literatur Słowiańskich 12 (27.12.2022): 1–20. http://dx.doi.org/10.31261/pls.2022.12.01.17.

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The article provides an overview of Slovenian translations of Polish literature in the 2019’s and 2020’s and reviewers’ responses to these works. A total of 23 translations of books were published in 2019, including five literary works (three collections of poetry and two novels). Among the 13 published translations of the following year there were eight literary works (one drama, a collection of short stories, three novels and three collections of poetry). The publishing of e-books also increased significantly in 2020. The published translations give Slovenian readers access to familiar, mostly world-renowned authors such as O. Tokarczuk, Z. Herbert, W. Szymborska, C. Miłosz, I. Karpowicz, while works by I. Ostachowicz, B. Nowicka, A. Kulisiewicz, J. Małecki, R. Franczak, and K. Dąbrowska were translated into Slovenian for the first time. With the exception of J. Kochanowski’s drama, all of the literary works translated were from the second half of the 20th century or the 21st century.

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Chernikova, Natalia. "THE WAYS OF PRESENTING RUSSIAN LITERATURE IN THE 21ST-CENTURY BULGARIA". Lomonosov Journal of Philology, nr 4, 2023 (23.08.2023): 185–93. http://dx.doi.org/10.55959/msu0130-0075-9-2023-47-04-16.

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The article examines the translation of Russian literary works in 21stcentury Bulgaria. The reasons for the decline of the process at the beginning of the century are discussed. Reference is made to the editions of new works by authors who are already popular among Bulgarian readers (V. Pelevin, S. Lukyanenko, B. Akunin, S. Minayev, A. Bushkov), as well as writers who are relatively new to the Bulgarian public (E. Vodolazkin, S. Lebedev, A. Salnikov, D. Rubina) and recent translations of the works of authors who started their literary activity back in the 20th century but who have not been published in Bulgaria until recently. Although modern Bulgarian publishers and translators are mainly interested in Russian prose, we also mention some trends in the reception of poetry and drama and the presence of Russian literature on Bulgarian theatrical stage. Bulgarian publishers, scholars and translators who popularize contemporary Russian prose are named, as well as the events (such as the annual national award of the Bulgarian Translators’ Union), the main objective of which is cultural cooperation of the two countries. Translations of Russian literary work in Bulgaria during the politically unstable situation (from February 2022 up to present) are considered, as well as the possibility of publishing such translations in our time.

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Zaitseva, Marina L., Yankelika I. Sushkova-Irina i Anatoly V. Budanov. "Sound Drama: Stylistic Features and the Experience of Presentation in Early 21st Century Russian Art". Music Scholarship / Problemy Muzykal'noj Nauki, nr 3 (2021): 175–84. http://dx.doi.org/10.33779/2587-6341.2021.3.175-184.

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Crichton, John H. M. "The trial of Orestes: The original ancient Greek courtroom drama reinterpreted for the 21st century". British Journal of Psychiatry 208, nr 6 (czerwiec 2016): 547. http://dx.doi.org/10.1192/bjp.bp.116.182170.

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Mikhailov i Mikhailova. "Elemental Silver Nanoparticles: Biosynthesis and Bio Applications". Materials 12, nr 19 (27.09.2019): 3177. http://dx.doi.org/10.3390/ma12193177.

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The data on the specifics of synthesis of elemental silver nanoparticles (Ag-NP) having various geometric shapes (pseudo spherical, prismatic, cubic, trigonal-pyramidal, etc.), obtained by using various biological methods, and their use in biology and medicine have been systematized and generalized. The review covers mainly publications published in the current 21st century. Bibliography: 262 references.

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Sergienko, Olesya S. "Main trends of the current research of Czech paremiology". Bohemistyka, nr 1 (8.05.2019): 49–70. http://dx.doi.org/10.14746/bo.2019.1.4.

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The main goal of this paper is to form a comprehensive bibliography of research on Czech paremiology conducted in the 21st century and to summarize the main topics of research in this field. The author outlines the main centers of Czech paremiology research and highlights the most important achievements of the modern paremiologists in Czech Republic and abroad.

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Kisielewska, Alicja. "Przy wspólnym stole. Serialowa kulinarna „polskość” w kontekście kulturowym i medialnym". Kultura Popularna 2, nr 56 (29.06.2018): 30–40. http://dx.doi.org/10.5604/01.3001.0012.1134.

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In hereby article I will wonder about the food in TV series, and try to answer the question of what Polish cuisine looks like from the perspective of TV series. For this purpose I will take a look at what and how is eaten by characters in Polish drama TV series in 21st century, particularly the most popular ones, which are family telesagas. This will allow me to form a reflection on Polish culinary patterns and the role of television in creating them.

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Florentin, Alice-Ioana, i Emanuel Florentin. "Body Training Systems of Stage Movement Courses, in the Drama School of Iasi City". Theatrical Colloquia 10, nr 1 (1.05.2020): 105–16. http://dx.doi.org/10.2478/tco-2020-0007.

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AbstractThe contemporary choreographic movement of the 21st century may be viewed as a true patchwork of performance techniques and styles; a build-up of movements taken from established techniques, with elements of drama, ballet, improvisation and other connected disciplines. These challenges may be met only by a multi-technical and multi-stylistic approach in the training of future actors and choreographers. The transition from the everyday body to the theater body is the result of a process based on self-knowledge, documentation and practice.

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Zakopoulos, Vassilis, Agoritsa Makri, Stamatios Ntanos i Stilianos Tampakis. "Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review". Sustainability 15, nr 18 (7.09.2023): 13387. http://dx.doi.org/10.3390/su151813387.

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The use of digital technologies in drama performances in education that address the sustainability issues that plague today’s world is highly acknowledged globally by the scientific community since digital technologies offer a variety of ways to provide students with an interactive and engaging learning experience. This article aims to present a literature review on drama/theatre performance in educational environments by applying digital technologies to increase students’ sustainability awareness. More specifically, this article presents a state-of-the-art study on the recent developments concerning digital drama performance and explores how the cultivation of sustainability consciousness by students in all educational contexts can be achieved. Additionally, it provides valuable insights into how combining digital drama performances and sustainability issues could improve crucial 21st-century skills for students at all levels of education. The dataset was collected using the Web of Science, Scopus, and Google Scholar databases. This review is mainly interested in identifying the research gaps since the current literature focuses primarily on digital technologies in drama/theatre education. However, developing the sustainability awareness of students by performing digital drama seems to be under researched. The results of this study directly impact a wide range of educational experts, such as drama teachers, drama faculty members, drama education researchers, scholars, and theatre practitioners, including art critics, culture specialists, stage designers, drama directors, managers, consultants, and policymakers, to influence them to reflect and reconsider the potential benefits of introducing drama/theatre performance lessons in the official curriculum programs to motivate students to become aware of critical sustainable issues.

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Kiss, Gabriella. "Kontextusba lépve : Gondolatok a színházi nevelés hazai diskurzusáról". Theatron 15, nr 1 (2021): 3–18. http://dx.doi.org/10.55502/the.2021.1.3.

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The editor’s foreword to Theatron’s 2021/1 thematic edition analyses the process through which, by the early 21st century, the concept of theatrical education gained a place on the discursive map of Hungarian theatre scholarship. The paper aims to help theoretical and historical reflection on the phenomenon and relies of the contexts of social turn and applied theatre to pose questions on the drama- and theatre pedagogical aspects of the functional definition of theatre, and the social (non- or hetero-hierarchal) nature of theatrical apparatus.

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Bay, Jessica, Alaina Schempp, Daniela Schlütz i R. Colin Tait. "Book Reviews". Projections 15, nr 1 (1.03.2021): 88–105. http://dx.doi.org/10.3167/proj.2021.150106.

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Smith, Anthony N., Storytelling Industries: Narrative Production in the 21st Century. London: Palgrave MacMillan, 2018, 266 pp., $59.99 (eBook), ISBN: 978-3-319-70597-2. Harrod , Mary, and Katarzyna Paszkiewicz, eds., Women Do Genre in Film and Television. New York: Routledge, 2018, 266 pp., $39.16 (paperback), ISBN: 9780367889845.García, Alberto N. ed., Emotions in Contemporary TV Series. New York: Palgrave Macmillan, 2016, 253 pp., $89.00, ISBN: 978-1-137-56885-4.Dunleavy, Trisha. Complex Serial Drama and Multiplatform Television. New York: Routledge, 2019, 202 pp., $46.95, ISBN: 9781138927759.

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Bliudov, Daniil Vladimirovich. "Microphones in modern drama theatre". Философия и культура, nr 6 (czerwiec 2023): 152–66. http://dx.doi.org/10.7256/2454-0757.2023.6.41022.

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The object of this study is acting speech in modern theater and cinema. The subject of the study is the influence of the aesthetics of screen speech on the theatrical word in the 21st century. The author explores in detail the phenomenon of "microphone speech" in modern drama theater, analyzes the reasons for the rapid expansion of microphone sound and, in particular, the influence on stage speech of the aesthetics of post-drama theater. With numerous examples, various options for using microphones in a drama theater are considered - from local to radical. The author pays special attention to the category of "naturalness" of the acting speech in the screen arts and on the theatrical stage. The novelty of the study lies in a comprehensive study of the phenomenon of "microphone speech" in drama theater and the category of naturalness in stage and screen speech. The author concludes about the overwhelming influence of cinema on modern theatrical speech. The article scientifically substantiates the impact on the speech art of a modern theater actor both the aesthetics of post-dramatism and the new standard of naturalness that has developed in the screen arts and has formed spectator perception. The opposite influence of stage speech on the aesthetics of speech in screen arts is mediated, realized almost exclusively through the theater school. In the final part of the study, the author concludes that changes are necessary in the speech education of future theater and film artists.

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Kull, Kalevi. "Uexküll studies after 2001". Sign Systems Studies 48, nr 2-4 (31.12.2020): 483–509. http://dx.doi.org/10.12697/sss.2020.48.2-4.13.

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Jakob von Uexküll’s (1864–1944) work was influential at the time of the biosemiotic turn in semiotics in the 1990s and, together with the hermeneutic and phenomenological approaches, laid the basis for a semiotic turn in biology without losing a connection to the morphology and physiology of organisms. His work appears to be attractive and promising in transforming the culture–nature divide into an understanding of the difference between the living and the non-living. The biological study of subjectivity makes the Uexküllian approach pertinent to the 21st-century changes both in the humanities and in biology, as the acceptance of his theoretical biology marks the start of a post-Darwinian era after the long period of neo-Darwinism that dominated the 20th-century biological thought. A review and bibliography of 20th-century Uexküll studies was published in 2001; the following provides a bibliography of Uexküll studies in the two decades after 2001.

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Hambur, Fransiska Marsela, i Nurhayati Nurhayati. "Feminism thoughts in 20th and 21st century literary works: A comparative study". EduLite: Journal of English Education, Literature and Culture 4, nr 2 (4.09.2019): 183. http://dx.doi.org/10.30659/e.4.2.183-193.

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One of most arguable and observable social phenomena is gender inequality which is based on feminism thoughts. Considering how literature may portray human’s life along with its values, this study is purposed to elaborate and compare how feminism thoughts and gender inequality take place in various literary works. Based on the importance of feminism thoughts and gender inequality in cross cultural literature, then there is a necessity to conduct a comparative literature study which focused on feminism thoughts. This study took four kinds of literary works, namely drama, prose (short-story), movie, and poetry. Feminism approach as sociological approach was applied in this study altogether with comparative criticism and content analysis method. This study discussed how feminism thoughts got more supports and encouragement as the century progressed. By comparing literary works from 20th and 21st century, several important findings can be drawn, namely (a) feminism thoughts are getting stronger along with the progression of century, (b) feminism thoughts always oppose gender inequality as both are always found as binary oppositions in literary work, (c) both feminism and gender-inequality live through human’s values and repetitive actions, (d) personal and familial values are crucial in order to develop feminism thoughts and gender-inequality in an individual, and (e) the change of values, especially social and cultural values can bring changes in both feminism and gender inequality phenomena.

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Yuhan, Nataliia. "About the genre specificity of the plays «Guests» («Gäste») by Oliver Bukowski and «The Ugly One» («Der Hässliche») by Marius von Mayenburg: from the author's definition to the reception of critics and viewers". InterConf, nr 32(151) (20.04.2023): 392–10. http://dx.doi.org/10.51582/interconf.19-20.04.2023.033.

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The plays "Guests" ("Gäste") by Oliver Bukowski and Marius von Mayenburg's "The Ugly One" ("Der Hässliche") reflect the most important genre processes that are typical for the historical and world literary development of drama at the end of the 20th – beginning of the 21st century: the individualization of the genre of each individual play; active hybridization of genres of dramaturgy; the processes of genre transformation, genre convergence and genre diffusion, etc. Modern German drama at this stage of its development is becoming fundamentally dialogic, open to reader / audience interpretations and theatrical reinterpretations. The literary approach implemented in this article – in the paradigm from the author's genre definition to the analysis of the audience's perception of the director's productions of plays – allows a deeper understanding, first of all, of the ideological and artistic originality of a literary work.

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Artykuły w czasopismach na temat „Drama – 21st century – bibliography”

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