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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 21 to 28 of 28 (0.031 seconds)Spelling suggestions: "subject:"augusto goal"" "subject:"augusto coal""
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A Theatre for Change: Applying Community Based Drama Practices into Ontario Middle SchoolsHarrison, Kiersten Rose 05 January 2012 (has links)
Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood.
Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.
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O arquivo pessoal do teatrólogo Augusto Boal: o espetáculo continuaFrança, Patrícia Machado Goulart 15 April 2015 (has links)
Submitted by Patrícia França (patriciamgfranca@hotmail.com) on 2015-05-19T17:02:58Z
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Previous issue date: 2015-04-15 / This research presents the archival history of the personal archive of the playwright Augusto Boal, highlighting the places in which the acquis was to get to your destination. Highlights public investments channeled to the collection in question, as the purpose of founding a Inter-University Centre of Memory and Documentation (CIM). It also discusses considerations related to the organization of personal files, stressing the importance of the treatment is guided by principles and methods of printing. In addition, the research describes the procedures applied in the systematic, ongoing, this personal collection, suggesting an alternative model of organization, with the aim of contributing to their access and dissemination. / A presente pesquisa apresenta a história arquivística do arquivo pessoal do teatrólogo Augusto Boal, destacando os lugares pelos quais o acervo passou até chegar ao seu destino. Destaca os investimentos públicos canalizados para o acervo em questão, como o propósito de fundar um Centro Interuniversitário de Memória e Documentação (CIM). Discute, também, considerações referentes à organização de arquivos pessoais, salientando a importância do tratamento estar pautado em princípios e métodos da arquivística. Além disso, a pesquisa descreve os procedimentos aplicados na sistematização, em curso, deste acervo pessoal, sugerindo um modelo alternativo de organização, com o objetivo de contribuir para seu acesso e difusão.
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O teatro do oprimido e a flor da permacultura na educação ambientalCampos, Priscilla Teixeira 18 February 2014 (has links)
This study seeks to enter the Theatre of the Oppressed and the Permaculture Flower as potentializer methodology of Environmental Education experiences of a new meaning for young people from diverse communities that make up the Collective Youth Movement in Sergipe. The symbolic union of perceptive and sensitive fields aims to broaden the knowledge of the problems in environmental dimensions within that collective. The methodological development of this qualitative research draws on action research through thematic theatrical workshops, covering the methodology described by Augusto Boal in Theatre of the Oppressed, Theatre Games and Improvisation Theatre. Uses the concept of sustainability according to the vision of permaculture perspective of the sensitive environmental education, critique, dialogic, experiential and participatory. Data collection was conducted through questionnaires, interviews, wheels conversation and participant observation. Paintings, sculptures and individual and collective, 4 songs and 1 piece of forum theater on the pesticide issue as the problem - insertion case: many aesthetic materials such as were created. The results include 200 h of fieldwork, 1 workshop in character immersion for 8 days with 32 young people from the Youth Movement Collective in various localities of the state of Sergipe. The piece collectively created by young people was presented 16 times and 1 time in the state at the National Congress of Peasants in Brasilia/DF. People between 1183 and oficinandos audience were mobilized. / O presente estudo busca inserir o Teatro do Oprimido e a Flor da Permacultura como metodologia potencializadora das vivências de uma Educação Ambiental ressignificada para os jovens de diversas comunidades que compõe o Movimento Coletivo da Juventude em Sergipe. A união perceptiva dos campos simbólicos e sensível tem por finalidade ampliar os conhecimentos dos problemas nas dimensões socioambientais dentro desse coletivo. O desenvolvimento metodológico dessa pesquisa de natureza qualitativa inspira-se na Pesquisa-ação por meio de oficinas teatrais temáticas, contemplando a metodologia descrita por Augusto Boal no Teatro do Oprimido, Jogos Teatrais e o Teatro Improvisação. Utiliza o conceito de Sustentabilidade segundo a visão da Permacultura numa perspectiva de Educação Ambiental do sensível, crítica, dialógica, vivencial e participativa. A coleta de dados foi realizada por meio de questionários, entrevistas, rodas de conversa e observação participante. Foram criados diversos materiais estéticos tais como: quadros, pinturas e esculturas individuais e coletivas, 4 músicas e 1 peça de teatro-fórum sobre a temática agrotóxicos como inserção do problema-caso. Os resultados contemplam 200 h de trabalho de campo, 1 oficina em caráter de imersão por 8 dias com 32 jovens do Movimento Coletivo da Juventude de diversas localidades do estado de Sergipe. A peça criada coletivamente pelos jovens foi apresentada 16 vezes no estado e 1 vez no Congresso Nacional de Camponeses em Brasília/DF. Foram mobilizadas 1183 pessoas entre oficinandos e plateia.
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A Theatre for Change: Applying Community Based Drama Practices into Ontario Middle SchoolsHarrison, Kiersten Rose January 2012 (has links)
Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood.
Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.
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Symbols and power in Theatre of the OppressedMorelos, Ronaldo Jose Unknown Date (has links) (PDF)
Augusto Boal developed Theatre of the Oppressed as a way of using the symbolic language of the dramatic arts in the examination of power relations in both the personal and social contexts. Boal understood that symbolic realities directly influence empirical reality and that drama, as an art form that employs the narrative and the event, serves as a powerful interface between symbols and actuality. In the dramatic process, the creation and the environment from which it emerges are inevitably transformed in the process of enactment. These transformations manifest in the context of power relations - in the context of the receptors ability to make decisions and to engage in actions, and the communicators ability to influence the receptors opinions and behaviour. This thesis will examine two different practices in which symbolic realities have been utilised in the context of human relations of power. Primarily, this thesis examines the theory and practice of Theatre of the Oppressed as it has developed.
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Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South AfricaBettman, Maria Catharina 28 October 2020 (has links)
The South African school curriculum recognises the vital importance of life skills acquisition
through the learning area, Life Orientation (referred to in the primary school as Life Skills). The
Curriculum Assessment Policy Statement (CAPS) Life Skills (Creative Arts) for the
Intermediate Phase promotes drama-based instruction in life skills learning. The curriculum
links to Forum Theatre techniques which are aimed at the learner’s holistic development
through, among others, social game playing, improvised role-play and devising and performing
a problem play which includes audience participation mediated by a ‘Joker,’ a facilitator role
usually filled by an experienced and trained teacher. Children learn about the self, their peers
and society through reality-based exploration and the conflicts that arise due to socialisation
and power-based problems. Cognitive behavioural, existential and experiential learning
theories and the theatrical theory and practice of Augusto Boal, who invented Forum Theatre
as part of the Theatre of the Oppressed, formed the framework for this performative case study
inquiry conducted in a South African primary school. A researcher-designed Forum Theatre
intervention was implemented by the Grade 6 (Creative Arts) teacher with four Grade 6 classes
over eight weeks in Life Skills (Creative Arts) classes, culminating in Forum Theatre
performances by the four classes, respectively. Data were gathered through classroom
observation in which the researcher assumed the role of observer-participant, conducted
individual and focus group interviews with Grade 6 teachers, did interviews with Grade 6
learners, took video recordings of learners’ classroom activities, recorded the Forum Theatre
performances, and collected the learners’ written reflections. The findings indicated: the
process adjustments required to facilitate Forum Theatre activities in a primary school setting;
effectiveness of experiential learning of life skills through game-playing and discovery;
performative pedagogy fostered life skill acquisition; performative pedagogy harnessed nonverbal,
embodied learning to build social insight; and describes the teacher experience in
implementing a Forum Theatre intervention. Recommendations for practice include teacher
training for experiential, explorative, and performance-based teaching in line with the CAPS
document, which provides for a range of performative teaching and learning activities to
promote effective life skills acquisition in primary school learners. / Educational Studies / Ph. D. (Education)
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AI as Gatekeepers to the Job Market : A Critical Reading of; Performance, Bias, and Coded Gaze in Recruitment ChatbotsVictorin, Karin January 2021 (has links)
The topic of this thesis is AI recruitment chatbots, digital discrimination, and data feminism (D´Ignazio and F.Klein 2020), where I aim to critically analyze issues of bias in these types of human-machine interaction technologies. Coming from a professional background of theatre, performance art, and drama, I am curious to analyze how using AI and social robots as hiring tools entails a new type of “stage” (actor’s space), with a special emphasis on social acting. Humans are now required to adjust their performance and facial expressions in the search for, and approval of, a new job. I will use my “theatrical glasses” with an intersectional lens, and through a methodology of cultural analysis, reflect on various examples of conversational AI used in recruitment processes. The silver bullet syndrome is a term that points to a tendency to believe in a miraculous new technological tool that will “magically” solve human-related problems in a company or an organization. The captivating marketing message of the Swedish recruitment conversational AI tool – Tengai Unbiased – is the promise of a scientifically proven objective hiring tool, to solve the diversity problem for company management. But is it really free from bias? According to Karen Barad, agency is not an attribute, but the ongoing reconfiguration of the world influenced by what she terms intra-actions, a mutual constitution of entanglement between human and non-human agencies (2003:818). However, tech developers often disregard their entanglement of human-to-machine interferences which unfortunately generates unconscious bias. The thesis raises ethical questions of how algorithmic measurement of social competence risks holding unconscious biases, benefiting those already privileged or those acting within a normative spectrum.
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The Rebellious Mirror,Before and after 1984:Community-based theatre in AotearoaMaunder, Paul Allan January 2010 (has links)
In this thesis I outline the contribution Community-based theatre has made to New Zealand theatre. This involves a defining of theatre production as a material practice. Community-based theatre was a tendency from the 1930s, a promise of the left theatre movement and, I argue, was being searched for as a form of practice by the avant-garde, experimental practitioners of the 1970s. At the same time, early Māori theatre began as a Community-based practice before moving into the mainstream.
With the arrival of neo-liberalism to Aotearoa in 1984, community groups and Community-based theatre could become official providers within the political system. This led to a flowering of practices, which I describe, together with the tensions that arise from being a part of that system. However, neo-liberalism introduced managerial practices into state contracting and patronage policy, which effectively denied this flowering the sustenance deserved. At the same time, these policies commodified mainstream theatre production.
In conclusion, I argue that in the current situation of global crisis, Community-based theatre practice has a continuing role to play in giving voice to the multitude and by being a practice of the Common.
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