The settlement history of the Vredefort Dome can be described as a process of cultural development. The Vaal River hydrosphere, which was for many years a prestigious settlement site, initially attracted large scale game and later livestock farmers. The drifts were a central part of a network of early strategic communication routes and outspans. From 1838, pioneer settlement, farm occupation and agricultural development followed, and the area eventually entered an agriculture-mining era. Gold-mining stimulated the regional economy and also played a significant role in the development of towns in the area. The Vaal River did not play a significant role from a mining perspective, but featured more prominently in the development of villages and, in a sense, served as a political boundary. The location of the water source often determined where people settled permanently. It also decided the position of the house and yard. From the outset, riparian dwellers attempted to manipulate the flow of the river by creating dams and utilising water for irrigation and domestic purposes. Drought conditions also left historical traces; water management projects upstream transformed the Vaal River into a steadily flowing stream, which led to the economic and cultural segregation of north and south. Man's fear associated with drought (too little water), floods (too much water), meteorology (the necessity of water), and the role of the supernatural (divining water) and superstition (the water snake stories) were expressed in the interaction between people and this water environment. A wide variety of people with distinct cultures lived alongside each other in the area. Western and African cultural goods, as well as customs and beliefs, were mutually adopted by these different cultural groups as a result of this contact. The way land has been used in the Dome area has evolved over the years. The culling of game made way for the permanent establishment of the livestocktravelling farmer. Hereafter prolonged drought conditions destroyed pastures and, consequently, large areas of land were ploughed for agricultural use. Agriculture, which is more labour intensive and needs more water for irrigation, was replaced by game farming, which is less labour intensive and requires less water This world heritage site has drawn global interest and ecotourism has attracted visitors to the Vaal River area. The riparian dwellers, however, remain victims of up-stream industrial and sewage pollution; in future, they are likely to fall prey to acid mine water pollution, with disastrous consequences. / PhD (History), North-West University, Vaal Triangle Campus, 2013

Zugl.: Regensburg, Universiẗat, Diss., 2006.

Made available in DSpace on 2016-06-02T20:38:27Z (GMT). No. of bitstreams: 1 4368.pdf: 4971066 bytes, checksum: 09fa152ef5575317274c1133df9b5a28 (MD5) Previous issue date: 2011-12-05 / Universidade Federal de Minas Gerais / This thesis seeks to develop an understanding of the trajectories of two groups of Italians who were members of the management board of two organizations, namely the Società Italiani Uniti (SIU) and the Società Italiana di Mutuo Soccorso "Gabriele D'Annunzio" ("SIMS"Gd'A ), located in Araraquara (SP) and in Catanduva (SP), respectively; this investigation was performed from the perspective of the local history, offering some reflections on the ways in which these trajectories have been significantly marked by the rise of fascism. The study covers a period from the end of the 19th century until 1942, with special focus on the 1920s and 1930s in the twentieth century. Thus, it is plausible to say that the effect of the rise of fascism in their organizations, and consequently in the trajectory of the leaders, is intrinsically related to the local conditions of each Italian colony. In this sense, Araraquara has been developed and shaped by the concepts of colonialism and there was some evidence of a closed society and a hostile environment. The social integration of Italian immigrants occurred through a gradual process. However, with respect to the political insertion, some of them have found an alternative path and joined the local Masonic Lodge. Conversely, in Catanduva, the growth of the town has occurred due to the arrival of immigrants, and it was found that there was greater permeability of social and political integration. The doctrine of fascism was incorporated into the SIU and SIMS Gd'A at different times and in different ways. In 1928, empowered by the actions of a group of partners, the SIU was recognized as a shared space where beneficent actions and fascism occurred in an open manner. Hence, the SIU began to decline in the 1930s. Therefore, the SIMS Gd'A only shared its space effectively when it became Casa d'Italia, in 1937, as agreed by consensus among the members, then becoming the only institution to represent italianity in Catanduva. Both the SIU and SIMS Gd A offered an important contribution to the consolidation of italianity in the Italian colonies. Because of access to the official records of the board meeting proceedings of these two organizations was provided, it was possible to carry out a systematic study. It was also used a wide range of public and private records, both in Brazil and in Italy (Rome). Moreover, additional data were collect through face-to-face interviews, mainly of the descendants of Italians. / Esta tese de doutorado busca compreender a trajetória de dois grupos de dirigentes italianos no âmbito de suas associações, a Società Italiani Uniti (SIU) e a Società Italiana di Mutuo Soccorso Gabriele d Annunzio (SIMS Gd A ), localizadas respectivamente em Araraquara (SP) e em Catanduva (SP), sob a perspectiva da história local, questionando-se como a emergência do fascismo em seus espaços marcou essas trajetórias. O período estudado abrange o final do século XIX até 1942, concentrando maior atenção nos anos 20 e 30 do século XX. É possível afirmar que o resultado da emergência do fascismo no âmbito das associações, e consequentemente na trajetória dos dirigentes, está intrinsecamente relacionado às condições locais de cada colônia italiana. Nesse sentido, Araraquara se desenvolveu no contexto do coronelismo, sua sociedade era hostil e relativamente fechada. A inserção social dos imigrantes italianos só foi aos poucos conquistada. Já a inserção política, o modo alternativo encontrado por alguns foi o de participar da Loja maçônica local. Em Catanduva, ao contrário, cujo desenvolvimento ocorreu simultaneamente com a chegada dos imigrantes, havia maior permeabilidade de inserção tanto social como política. A penetração fascista na SIU e na SIMS Gd A aconteceu em momentos distintos e de modos diferenciados. Já em 1928, por poder de ação de um grupo de sócios, a SIU era conhecida como o que aqui se chama de espaço partilhado, onde beneficência e fascismo funcionavam abertamente. A partir dos anos 30, ela começa a decair. Por sua vez, a SIMS Gd A somente partilhou o seu espaço efetivamente quando se transformou em Casa d Italia, em 1937, por meio de um consenso entre os sócios, tornando-se a única instituição oficial da italianidade de Catanduva. Tanto a SIU como a SIMS Gd A deram uma importante contribuição para a consolidação da italianidade nas colônias italianas. Um estudo sistemático dessas duas associações só foi possível devido ao acesso às Atas das Assembleias. Também foi utilizada farta documentação rastreada em arquivos e instituições públicas e privadas, tanto no Brasil como na Itália (Roma). Além disso, dados adicionais foram coletados por meio de depoimentos pessoais, sobretudo de descendentes de italianos.

By tracking the intersection of contemporary fiction and the information technologies of the digital age, this thesis argues that the narratives being produced over the past ten years have evolved into a distinct genre of literature, one where the aesthetics of fragmentation and postmodern uncertainty must confront the new realities of a digitally saturated culture and society. In order to demonstrate this alteration in contemporary fiction, this thesis considers novels written within the past ten years that reflect on this new form of textuality, namely Don DeLillo’s Cosmopolis (2003) and David Eggers’ The Circle (2013). These texts demonstrate a paradigm shift in contemporary literature, a new kind of fiction in which American society, culture, economics, and politics, are all directly affected by various forms of digital mediatisation. These authors reflect an altered cultural zeitgeist within their fiction—writings which can be differentiated from the postmodern literary aesthetic—prompted by neoteric digital technologies coupled with the ubiquitous nature of the Internet. Although this topic is broad and covers multiple fields of scholarly interests, my thesis nonetheless concerns itself with a very specific line of questioning: will our authors have the imaginative wherewithal and social sensitivity to keep pace with changes brought forth by the explosion of information technologies? If so, what type of fiction is likely to emerge from this new digital environment? By taking a focused approach and using contemporary literature as representative of these massive social, economic, and political transformations, my research recalls Kurt Vonnegut’s “Canary in the Coal Mine” dictum: the writer has always been the first to notice the dramatic effects of technology on the individual and the culture at large.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-25T11:40:59Z No. of bitstreams: 1 arquivototal.pdf: 6462523 bytes, checksum: c6016315e9598a8d78a020b5624b92e0 (MD5) / Made available in DSpace on 2016-01-25T11:40:59Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 6462523 bytes, checksum: c6016315e9598a8d78a020b5624b92e0 (MD5) Previous issue date: 2015-03-27 / The present thesis aims to discuss on the teaching practice of History in Brazilian public high schools. Our concernings started within our under graduation in History in 2004, when we taught at the preparatory school for “vestibular” called “Conexões dos Saberes”, designed to the poor from Joao Pessoa-PB. We have noticed, since then, that, in spite of the discourse and public policies that ease themselves to a dialogical teaching approach, we still face education practice based on just information transfer and disregard for students` social knowledge. Our reflections on this issue improved once we started working as a teacher in public high school in Paraiba, in 2012. In order to reflect on the teaching of History and its easing policies, we traced this general objective: to analyse the relation between Local History and Popular Education, being a pedagogical practice with citizenship and criticism, intended to students` emancipation and considering them as historical subjects. To accomplish this, we elaborated these specific objectives: to discuss Popular Education epistemological principles based on their historical trajectory in Brazil; to discuss on the teaching of History and Local History in Brazil; to investigate high school students` perception on the teaching of History and, finally, to connect the Popular Education theoretical and methodological principles to the Local History based on the local history project applied in the High school classes at Papa Paulo VI state school, where we work as a teacher in the last stage of basic education. We believe the teaching of local history is emancipating, brainstorming, and signifying when founded in the Popular Education conceptions, mainly regarding the reading of the context before the reading of the text itself, through the dialogue within different areas and, in this case, scientific, educational and popular knowledge, perceiving students as historical subjects. We defend this research`s social importance, for this is a try to discuss the pedagogical practice in the teaching of History, which has been dealt in schools focusing on the big heroes, and turned to have, now, according to Sharpe (1992), an opening for the history seen from below, that is, the excluded from official history. Our research is guided on a research-action basis, for it reflects the reality, never separating theory from practice nor attributing a better importance to one of them. Furthermore, this bias sought to involve the subjects in the investigation - who were, in this case, students from the school aforementioned -, in which they researched and wrote their own history based on a didactic project on Local History, which culminated in the creation of an e-book called A history of Cruz das Armas: told by students from Papa Paulo VI high school. From the data we obtained throughout this process, we proceed our theoretical reflection proposed in this thesis. In order to accomplish such aims, we are guided by authors as Fernandes (1995), Brandão (2009), Barbosa (2005), Barbier (2007), Schmidt (2009), Freire (2011), and others who contributed to our work. / La tesis presentada busca discutir sobre la práctica de la Enseñanza de Historia en la Educación Secundaria en la escuela pública en Brasil. Preocupación que surge a partir de la realización de nuestra graduación en Historia por la Universidade Federal da Paraíba, en el año 2004, momento en el cual actuábamos en un cursillo de preparación para las pruebas de selectividad para la Universidade Federal, llamado “Conexões dos Saberes”, destinado a las comunidades de clase baja de la ciudad de João Pessoa. Entendemos, desde entonces, que a pesar del discurso y de las políticas públicas que flexibilizan para la apertura de una práctica pedagógica dialogada, aún nos deparamos con una realidad educativa pautada en la transmisión de contenidos y con el desprecio de los conocimientos sociales de los alumnos. Nuestras reflexiones respeto a la temática se profundizaron a partir de nuestra experiencia como profesor de la educación secundaria estatal, en Paraíba, en 2012. En la perspectiva de reflexionar respeto a la enseñanza de historia y su flexibilización, trazamos el siguiente objetivo general: analizar la relación entre Historia Local e Educación Popular, constituyéndose como una práctica pedagógica de educación ciudadana y crítica, dirigida a la emancipación de los alumnos, considerándolos como sujetos históricos. Para tanto, elaboramos los siguientes objetivos específicos: discutir los principios epistemológicos de la Educación Popular a partir de su trayecto histórico en Brasil; discutir respeto a la Enseñanza de Historia y de la Historia Local en Brasil; investigar la percepción de los alumnos de la enseñanza secundaria acerca de la enseñanza de Historia y, por fin, relacionar los principios teórico-metodológicos de la Educación Popular con la Historia Local, a partir de la aplicación de un proyecto de historia local en la enseñanza secundaria de la escuela estatal Papa Paulo VI, en la cual trabajamos como profesor de la última etapa de la Educación Primaria. Creemos que la enseñanza de historia local se caracteriza como emancipadora y significativa cuando basa en las concepciones de la Educación Popular, principalmente en lo que está relacionado a la lectura del contexto, antes de la lectura del texto, en diálogo existente entre los varios saberes y, en ese caso, el saber científico, escolar y el popular, percibiendo los educandos como sujetos históricos. Defendemos la relevancia social de la presente encuesta, por ser un intento de problematizar la práctica pedagógica en la enseñanza de Historia, que por mucho tiempo fue trabajada en las escuelas privilegiando los grandes héroes, y pasó a tener, ahora, según Sharpe (1992), su apertura para la historia vista desde abajo, o sea, a los excluidos por la historia oficial. Nuestro camino de estudios está basado en la Investigación-Acción, por reflejar acerca de una realidad, sin disociar la teoría de la práctica o dar importancia mayor a una de las dos. Además, ese estudio intentó envolver los sujetos encuestados que, en ese caso, fueron los alumnos de la escuela supra citada, que sondearom y escribieron su propia historia apartir de un Proyecto Didáctico de História Local, que culminó con el ebook Uma história de Cruz das Armas: a versão dos alunos do Ensino Médio da Escola Papa Paulo VI. De los datos obtenidos durante ese proceso, procedemos nuestra reflexión teórica propuesta na tese. Para tanto, basámonos en autores como Fernandes (1995), Brandão (2009), Barbosa (2005), Barbier (2007), Schmidt (2009), Freire (2011), entre otros que contribuyeron teóricamente para nuestro trabajo. / A presente tese busca discutir acerca da prática do Ensino de História no Ensino Médio da escola pública no país. Nossa preocupação surgiu a partir da realização da nossa graduação em História pela Universidade Federal da Paraíba, no ano de 2004, momento no qual atuávamos no cursinho preparatório para o vestibular, Conexões dos Saberes, destinado às comunidades populares da cidade de João Pessoa – PB. Percebemos, desde então, que, apesar do discurso e das políticas públicas que flexibilizam-se para abertura de uma prática pedagógica dialogada, ainda nos deparamos com uma realidade educativa pautada na transmissão de conteúdos e com o desprezo dos conhecimentos sociais dos alunos. Nossas reflexões acerca da temática apuraram-se a partir de nossa inserção como professor do Ensino Médio na rede pública estadual de educação, na Paraíba, em 2012. Na perspectiva de refletir acerca do Ensino de História e de sua flexibilização, traçamos o seguinte objetivo geral: analisar a relação entre História Local e Educação Popular, constituindo-se como uma prática pedagógica de educação cidadã e crítica, voltada para emancipação dos alunos, considerandoos como sujeitos históricos. Para tanto, elaboramos os seguintes objetivos específicos: discutir os princípios epistemológicos da Educação Popular a partir de sua trajetória histórica no Brasil; discutir acerca do Ensino de História e da História Local no Brasil; investigar a percepção dos alunos do Ensino Médio acerca do Ensino de História e, por fim, relacionar os princípios teórico-metodológicos da Educação Popular com a História Local, a partir da aplicação de um projeto de história local no Ensino Médio da Escola Estadual Papa Paulo VI, espaço no qual estamos lotados como professor da última etapa da Educação Básica. Acreditamos que o ensino de história local se caracteriza como emancipador, problematizante e significativo quando se alicerça nas concepções da Educação Popular, principalmente no que diz respeito à leitura do contexto, antes da leitura do texto, no diálogo existente entre os vários saberes e, nesse caso, o saber científico, escolar e o popular, percebendo os educandos como sujeitos históricos. Defendemos a relevância social da presente pesquisa, por ser uma tentativa de problematizar a prática pedagógica no Ensino de História, que por muito tempo foi trabalhada nas escolas privilegiando os grandes heróis, e passou a ter, agora, segundo Sharpe (1992), sua abertura para a história vista de baixo, ou seja, aos excluídos pela história oficial. Nosso caminho de pesquisa pautou-se na Pesquisa-Ação, por refletir acerca de uma realidade, sem dissociar a teoria da prática ou aferir importância maior a uma das duas. Além disso, esse viés buscou envolver os sujeitos pesquisados na investigação que, nesse caso, foram os alunos da referida escola, que sondaram e escreveram sua própria história a partir de um Projeto Didático de História Local, que culminou com o ebook Uma história de Cruz das Armas: a versão dos alunos do Ensino Médio da Escola Papa Paulo VI. Dos dados obtidos durante esse processo, procedemos nossa reflexão teórica proposta na tese. Para tanto, pautamo-nos em autores como Fernandes (1995), Brandão (2009), Barbosa (2005), Barbier (2007), Schmidt (2009), Freire (2011), entre outros que contribuíram teoricamente para nosso trabalho.

Made available in DSpace on 2016-12-08T16:59:58Z (GMT). No. of bitstreams: 1 arnaldo.pdf: 1131473 bytes, checksum: 01854b701b98200b573c87f3a91f82d8 (MD5) Previous issue date: 2009-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In the present dissertation I analyze a group of works of local history produced among the years of 1985 and 2007 in municipal districts of the Area of the High is Worth of Itajaí, in the State of Santa Catarina, as well as some initiatives developed by AMAVI - Association of the Municipal districts of the High is Worth of Itajaí - relative to the historical and cultural patrimony of the area. The work is divided in three moments. In the first I try to verify in that measured the initiatives of AMAVI and the writings contained in the works of local history act in the sense of giving support for a regional identity; in the second moment I focus my analysis just on the works of local history, seeking to bring the surface some elements involved in the elaboration of those works and leaving of the beginning that they represent a singular regime of production of the past; in the final moment my objective is to discourse on the way as the writings of local history present to the reader an idea of a monumental past / Na presente dissertação analiso um conjunto de obras de história local produzidas entre os anos de 1985 e 2007 em municípios da Região do Alto Vale do Itajaí, no Estado de Santa Catarina, assim como algumas iniciativas desenvolvidas pela AMAVI Associação dos Municípios do Alto Vale do Itajaí relativas ao patrimônio histórico e cultural da região. O trabalho é dividido em três momentos. No primeiro procuro verificar em que medida as iniciativas da AMAVI e os escritos contidos nas obras de história local agem no sentido de dar suporte para uma identidade regional; no segundo momento enfoco minha análise apenas sobre as obras de história local, visando trazer a tona alguns elementos envolvidos na elaboração dessas obras e partindo do princípio de que elas representam um regime singular de produção do passado; no momento final meu objetivo é discorrer sobre a maneira como os escritos de história local apresentam ao leitor uma idéia de um passado monumental

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 JoseEF.pdf: 870746 bytes, checksum: 70f8089c95676b9d0001c69c68e086e8 (MD5) Previous issue date: 2006-07-21 / This Researchis about history education and is directed toward the understanding of teacher practices in schools of the basic education in Cear?-Mirim, a city located in the state of Rio Grande do Norte. Its purpose is to understand the approaching forms of local history in 5? to 8? grade classrooms in the light of the recent innovations in the fields of the historiografy and education. The study was done with a view of investigating local history is being taught by teachers, as well as reflecting on the necessary conditions to the accomplishment of a teaching whose know how to make possible to break, on the one hand, with the limits of the narrow `local view`, and, on the other hand, with the globalized view, negating the local particularitities and especifications. Such questions had emerged as the understanding of what local history contents can constitute in a significant component in the production of school historical knowledge in 5? to 8? grade classrooms. History education is analyzed, considering the depositions of three teachers of Cear?-Mirim in reagard to its historiography conceptions and history as a school subject. This inquiry is of a qualitative nature and had as a main strategy of data construction from the interviews with the teachers. The analysis indicates the permanence of teacher practices who, even though presenting innovations, bring an implicit value hierarchy where the place or thematic places are not contemplated in the school contents or appear overwhelmed by general history and the Brazilian history, configuring itself as a hierarchical relation to problematic historical ones. Thus the necessity of having historical school knowledge, that considers the local especifications, without, however, ignoring the articulations with other spatial dimensions / Pesquisa sobre o ensino de hist?ria voltada para a compreens?o da pr?tica docente em escolas do ensino fundamental do munic?pio de Cear?-Mirim, localizado no estado do Rio Grande do Norte. Tem como prop?sito entender as formas de abordagem da hist?ria local em turmas de 5? a 8? s?ries ? luz das recentes inova??es nos campos da historiografia e do ensino. O estudo foi conduzido tendo em vista investigar como a hist?ria local vem sendo ensinada pelos professores, bem como refletir sobre as condi??es necess?rias ? concretiza??o de um ensino cujo saber-fazer possibilite romper, por um lado, com os limites do estreito localismo, e, por outro, com a vis?o globalizante e negadora das particularidades e das especificidades do local. Tais quest?es emergiram da compreens?o de que os conte?dos da hist?ria local podem se constituir em componente significativo na produ??o do conhecimento hist?rico escolar em turmas de 5a a 8a s?ries. Analisa-se o ensino de hist?ria, considerando os depoimentos de tr?s professores de Cear?-Mirim no que diz respeito ?s suas concep??es de historiografia e de hist?ria enquanto disciplina escolar. A investiga??o ? de natureza qualitativa e teve como principal estrat?gia de constru??o dos dados as entrevistas com os professores. A an?lise indica a perman?ncia de pr?ticas docentes que, embora apresentando inova??es, trazem impl?cita uma hierarquia valorativa em que as tem?ticas locais ou n?o s?o contempladas nos conte?dos escolares ou aparecem subjugadas ? hist?ria geral e ? hist?ria do Brasil, configurando-se uma rela??o hier?rquica das problem?ticas hist?ricas. Ressalta-se, assim, a necessidade de um saber hist?rico escolar que considere as especificidades do local sem, no entanto, desconsiderar as articula??es com outras dimens?es espaciais

Using only one line of evidence for a study of historic sites can be problematic if it does not provide a complete picture of the material culture or lifeways of a people, group, or community. In order to understand the ideas and objects, of culture present at historic sites, it is necessary to use archaeological methodologies with vernacular architecture studies and folklore to create a more holistic image of the world and its inhabitants. To facilitate this, I conducted original research on a mineral spring resort, Massey Springs Resort (Massey Springs) in Warren County, Kentucky, a popular resort in the early 1900s. This project examines the site in terms of its archaeological resources, primary and secondary archival data, and vernacular architectural resources. Since there are no standing structures, Massey Springs is worthwhile example of the explicit need of using a multidisciplinary and integrated approach to investigate past lifeways.

M.A. / Het doel van deze studie is te komen tot een inventarisatie van de problemen -zowel op praktisch als theoretisch vlak- aan welke de nieuw gekozen plaatselijke overheden het hoofd moeten bieden, zoals deze zijn overgeleverd vanuit het verleden. Daarnaast wordt middels het empirische gedeelte bekeken, hoe de dagbladen in de provincie Gauteng - vaak het 'hart' van Zuid-Afrika genoemd - met deze problematiek en geschiedenis omgingen om de lezer annex kiezer adequaat te informeren. 3 Gekozen is voor een media-onderzoek over enkele maanden rond de twee laatste verkiezingen voor plaatselijke overheden: oktober 1988 en november 1995. Daarnaast wordt gekeken naar enkele van de vele begripsverwarringen binnen de Zuid-Afrikaanse politieke en media-context, zoals deze bijvoorbeeld onder meer bestaan rond zaken als 'democratie', 'macht', 'detribalisatie' en 'non-racialisme; allen termen die er in het discours omtrent regeren en geregeerd worden, nieuws produceren en nieuws ontvangen voortdurend met de haren bijgesleept worden maar voor de verschillende deelnemers aan het debat soms geheel uiteenlopende betekenissen hebben. De scriptie hoopt met deze onderwerpskeuze een bijdrage te leveren aan het voortdurende debat in Zuid-Afrika over het heden, verleden en wellicht ook toekomst van de gedrukte media, de politieke en sociaal-economische geschiedschrijving en de functionering en definiring van plaatselijk bestuur. Hoewel deze studie weliswaar nauwelijks alternatieve voorstellen voor de toekomstige behandeling van deze kwesties aandraagt, kan een kritisch en samenvattend overzicht hiervan zoals gepresenteerd in de hierna volgende hoofdstukken hemieuwde stof tot nadenken bieden, zowel gedragen als beperkt door de buitenlandse kijk van de auteur.

The Basilica Notre-Dame Choir accompanying screenings of The Hunchback of Notre Dame at the Regent in 1924, imaginative community prologues before Mary Pickford’s Pollyanna at the Russell in 1920, and costumed opera soloists singing alongside the showing of The Bohemian Girl at the Imperial in 1926: the history of Ottawa’s silent cinemas is an exciting mix of film, theatre, technology, music, and community. Unfortunately, Ottawa’s musical history in the early 1900s has been, by and large, forgotten, and local cinema histories are relatively sparse. In much the same manner that Ottawa theatres incorporated both North American and local elements into their programming, this thesis demonstrates that an examination of the musicians of local cinemas can not only provide information to understand the development of silent film music practices in general, but also unveil a network of musicians and a series of important histories. This thesis reconstructs parts of Ottawa’s silent film music history using a number of methodologies (digital research, archival research, and social network mapping) and primary sources (IATSE union documents, Department of Labour strike documents, newspapers, and trade journals). It also analyses several screenings where music and film were uniquely combined and introduces key figures in Ottawa’s silent film music scene (including violinist Rudolph Pelisek and organist Amédée Tremblay), showing how their training provided prestige to cinemas and how their involvement in military, religious, and communal activities added to cinemas’ appeal. ----- Le Chœur de la Basilique Notre-Dame accompagnant les présentations du film The Hunchback of Notre Dame au Regent en 1924, les prologues communautaires inventifs avant le Pollyanna de Mary Pickford au Russell en 1920, et les soloistes d’opéra chantant à côté de la projection de The Bohemian Girl à l’Imperial en 1926: l’histoire des cinémas muets d’Ottawa est un mélange excitant de film, théâtre, technologie, musique et communauté. Malheureusement, le passé musical d’Ottawa au début du vingtième siècle a été largement oublié, et les histoires locales du cinéma sont relativement rares. De la même façon que les théâtres d’Ottawa incluaient à la fois des éléments locaux et nord-américains dans leur programmation, cette thèse démontre qu’un examen des musiciens des cinémas locaux peut non seulement procurer des renseignements pour comprendre le développement de la musique du cinéma muet en général, mais encore lever le voile sur un réseau de musiciens et une série de récits d’importance. Cette thèse reconstruit des aspects de l’histoire de la musique du du cinéma muet à Ottawa en utilisant un plusieurs méthodologies (la recherche numérique, la recherche en archives, et la cartographie des réseaux sociaux) et de sources primaires (documents du syndicat ouvrier IATSE, documents de grève du ministère fédéral du Travail, quotidiens, et revues spécialisées). La thèse analyse aussi quelques instances uniques de combinaison de musique et de film, et présente des personnages clé de la scène musicale du cinéma muet d’Ottawa (incluant le violoniste Rudolph Pelisek et l’organiste Amédée Tremblay), tout en montrant comment leur formation procurait du prestige aux cinémas, et comment leur implication dans des activités militaires, religieuses, et communautaires ont ajouté à la popularité des cinémas.