Στόχος αυτής της εργασίας είναι να ερευνήσει τα γυναικεία δραματικά πρόσωπα της αρχαίας ελληνικής τραγωδίας όπως παρουσιάζονται μέσα από τους χορούς και από τη μορφή της Ηλέκτρας στις Χοηφόρους του Αισχύλου, την Ηλέκτρα του Σοφοκλή και την Ηλέκτρα του Ευριπίδη. Το ουσιαστικό ζήτημα εντοπίζεται κυρίως στα διαφορετικά χαρακτηριστικά που φέρουν τα γυναικεία δραματικά πρόσωπα σε σύγκριση με τα αντίστοιχα ανδρικά καθώς επίσης και τα διαφορετικά ποιοτικά στοιχεία που έχουν τα μέλη του χορού σε σχέση με τα μεμονωμένα δραματικά πρόσωπα. / The aim of this study is to carry out a detailed analysis of the female dramatic characters of the Ancient Greek Tragedy as they are presented through the choruses and the figure of Electra in Aeschylus’ Choephori, Sophocles’ Electra and Euripides’ Electra. The essential point is to detect thoroughly the different characteristics and their function in the play concerning male and female characters as also the members of the chorus and the heroes.

The use of kinaesthetic experiences associated with dance to support learning of curricular mathematics has been little represented in the available literature. Maths Dance is an approach to teaching and learning mathematics through dance and movement. The objectives of the study are related to assessing the impact of Maths Dance on students’ cognitive, affective and physical developmental areas in preschool and primary school settings. The investigation of the case study on Maths Dance took place in London, UK, with the participation of four teaching staff members, who were interviewed in detail, and thirty students of Reception, Year 2 and Year 3 classes, out of which eleven students were interviewed. All thirty students were observed once during three Maths Dance sessions, one session per each age group.      Based on a qualitative research approach, the data are analysed and discussed below around seven themes in relation to the theories of constructivism, Dienes’s theory of learning mathematics, Gardner’s theory of Multiple Intelligences and educational neuroscience. According to the main findings, students and teaching staff members express positive attitudes regarding most aspects of the research questions. Specifically, Maths Dance is believed to improve students’ maths skills, critical thinking and creativity, as well as enhance student motivation, socio-emotional and motor skills. The pleasant nature of the activities is also highlighted, an element that is believed to make this method adequate for students of low achievement in maths.  However, the small sample size, in addition to the fact that Maths Dance has recently started being implemented in schools, does not permit generalization of the results.