tension

Kulturnye i gumanitarnye aspekty v otnoshenijakh Rossii i Polshi

Author: Tatjana Nikolaevna Mozel
Institution: Diplomaticheskaja akademija MID Russia
Year of publication: 2017
Source: Show
Pages: 93-110
DOI Address: http://dx.doi.org/10.15804/npw2017206
PDF: npw/13/npw2017206.pdf

In Russian-Polish relations there were periods of improvement and deterioration, UPS and downs, due to both historical reasons and internal political changes and the influence of external factors. In these difficult political circumstances, the sphere of culture, education and science have always served as a reserve and a platform for maintaining contacts between the two countries. Of special importance are regular meetings of experts in international Affairs to discuss topical and theoretical problems of world politics and bilateral relations between Russia and Poland.

Creative drama in both school and after-school musical education

Author: Belo Felix
Institution: Matej Bel University Banska Bystrica, Slovak Republic
Year of publication: 2004
Source: Show
Pages: 119-130
DOI Address: https://doi.org/10.15804/tner.04.2.1.12
PDF: tner/200401/tner212.pdf

The author exposes theoretical substantiation as well as practical utilization of new integrative musical-dramatic activities which have become a part of the latest textbooks and methodical handbooks of musical education in Slovak elementary schools. He brings forth basic information on the method of creative drama as well as its application in both school and after-school musical education.

Process Drama as a Medium of Creative Teaching and Learning in EFL Classroom

Author: Alicja Gałązka
Year of publication: 2006
Source: Show
Pages: 93-108
DOI Address: https://doi.org/10.15804/tner.06.9.2.08
PDF: tner/200602/tner908.pdf

Drama is an art form, a practical activity, and an intellectual discipline highly accessible to young people. In education, it is a mode of learning that challenges students to make meaning of their world. Th rough students’ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. In drama students draw on their knowledge and experience of the real world. Drama has the capacity to move and change both participants and audiences and to affirm and challenge values, cultures and identities Drama can develop students’ artistic and creative skills and humanize learning by providing lifelike learning contexts in a classroom setting that values active participation in a non-threatening, supportive environment. Drama empowers students to understand and influence their world through exploring roles and situations and develops students’ non-verbal and verbal , individual and group communication skills. It develops students’ intellectual, social, physical, emotional and moral domains through learning that engages their thoughts, feelings, bodies and actions. In the paper I will demonstrate process drama and how it may be used as a creative medium of teaching English as a foreign language.

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