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61	Une spécificité Cobra, les oeuvres collectives: émergence d'une pratique et exemplarité de Christian Dotremont / One of the Cobra's specificity, collective works: emergence of Christian Dotremont's practice and exemplary. Andrieu, Mélanie 30 September 2011 (has links) Cette thèse est une étude du mouvement Cobra à travers les œuvres collectives, une de ses composantes caractéristiques. Il s’agit tout d’abord de comprendre le mouvement, ses origines et influences, ainsi que sa visée d’un art libre, ouvert, expérimental, partie prenante de la vie. Dans un contexte social d’après-guerre, souvent politisé, Cobra défend l’action collective, définie notamment dans les notions d’antispécialisme et d’interspécialisme. Il convient de mettre en exergue les origines de cette pratique, et saisir les divers aspects qu’elle arbore, notamment au travers de revues, d’expositions ou de créations partagées. Le poète Christian Dotremont, animateur et âme de Cobra, favorise le travail de collaboration et contribue à son développement en stimulant les rencontres artistiques. Il se fait le passeur et le permanent "agitateur"» de cette notion. Les peintures-mots qu’il crée avec d’autres artistes participent à sa réflexion majeure sur l’écriture et la peinture. Ce lien interpelle quelques artistes belges comme Pierre Alechinsky, mais il passionne Christian Dotremont qui ne cesse de multiplier les expériences à ce propos, pour aboutir à ce qu’il nomme les logogrammes, remarquable fusion de la peinture et de la poésie, et aboutissement de toute une vie de recherche. <p>Ce travail est structuré en trois points. Le premier établit une étude du contexte artistique et social des années précédent Cobra puis la mise en place du groupe. Le second aborde les années d’intense activité "officielle" du groupe, au service du collectif. Enfin, le troisième propose de suivre l’évolution post-Cobra des œuvres collectives et des recherches sur l’écriture et la peinture. / This thesis is a study of the Cobra movement through one of its characteristic components: the collective works. First of all it's about understanding the movement, its origins (three countries), its influences and its purpose of a free art, open, experimental, involvement with life. In a social after-war context, often politicized, Cobra defends collective action, notably defined in concepts of anti-specialism and inter-specialism. We should therefore underline the origins of this practice and undestand different aspects that it shows, in particular through publications, exhibitions or shared creations. The poet Christian Dotremont, leader and soul of Cobra, promotes cooperative work by collaboration and contributes to its development by stimulating artistic meetings. He is the purveyor and permanent "agitator" of this concept. The words-paintings that he creates with other artists, take part of his major thinking about writing and painting. This link interpellates a few Belgian artists like Pierre Alechinsky, but it fascinates Christian Dotremont who keeps experimenting on it, in order to reach what he calls the logograms, a remarkable fusion of painting and poetry, and a culmination of a life-time of research.<p>This work is structured in three parts. The first one draws a study of the artistic and social context of the years preceding Cobra and the setting up of the group. The second one talks about years of intense "official" activity of the group serving collective way of work. Finally, the third one offers to follow the post-Cobra evolution of collective works and researches about writing and painting. / Doctorat en Histoire, art et archéologie / info:eu-repo/semantics/nonPublished Sciences humaines Histoire Dotremont, Christian (1922-1979) Cobra (Association) Art, Modern -- 20th century Art, Abstract -- History Surrealism -- History Painting, Belgian -- 20th century Belgian poetry (French) -- 20th century Art -- 20e siècle Art abstrait -- Histoire Surréalisme -- Histoire Peinture belge -- 20e siècle art expérimental spontanéité interspécialisme peintures-mots spontaneity inter-specialism logogrammes /Cobra Surréalisme Révolutionnaire travail collectif Cobra Christian Dotremont logograms writing and painting word-sculptures word-paintings collective works experimental art revolutionary surrealism sculptures-mots écriture et peinture
62	Centralità del concetto di fiṭra in al-Ṭahṭāwī per la traslazione di categorie moderne occidentali nella cultura musulmana CASERTA, PAOLO 21 February 2007 (has links) Dall'analisi dell'opera di Rifā‘a Rāfi‘ al-Ṭahṭāwī intellettuale egiziano del XIX sec. Taḫlīṣ al-ibrīz fī talḫīṣ Bārīz (Dell'oro raffinato a Parigi in condensato) emerge come la traslazione di categorie moderne francesi, da lui messa in atto, sia fondata sul concetto di fiṭra, un endoxon culturale espressivo dell'identità arabo-musulmana. Fu l'incontro con la cultura francese che gli permise di riscoprire la rilevanza del concetto arabo-musulmano di fiṭra per la dinamica della conoscenza umana. Esso è alla radice stessa della facoltà della parola e perciò dell'atto traduttivo. / The translation work, from French to Arabic, of Rifā‘a Rāfi‘ al-Ṭahṭāwī an important Egyptian thinker of the XIX century - is founded on the concept of fiṭra, a cultural endoxon of the Islamic Arabic culture. He recovered the relevance of the concept of fiṭra for Human process of knowledge in his culture by the encounter with the French culture. According to the Muslim Arabic culture the human possibility of language is based on the concept of fiṭra and so the translation process. L-LIN/10: LETTERATURA INGLESE
63	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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