Thesis (Ph. D.)--University of Wisconsin--Madison, 1916. / Typescript. Includes: The source in art of the so-called Prophets play in the Hegge collection / by John K. Bonnell. Reprinted from Publications of the Modern Language Association of America, vol. xxix, no. 3, p. 327-340. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 95-105).

Inaug.-diss.--Munich. / Vita. "This work in somewhat enlarged form is published under the title 'The attitude of the Greek tragedians toward art'."

<p>The purpose of this essay is to examine how out-pedagogy, drama and art can be used as means of promoting language development of bi-and multi-language learners, and to show what benefits these three methods offer to children of year three of an elementary school in Stockholm City. This is a small survey of work-style and the results are based on observations and interviews with five teachers which included three class teachers, one resource teacher and one other language teacher and it was carried out two full days of observations in both classroom and outdoor environment. In this work, I note how out-pedagogy, drama and art can help bi- and multilingual children develop language. My study shows, in accordance with the respondents interviewed, as well as research in general that out-pedagogy, drama and art is language development practices. They argue that out-pedagogy and the aesthetic elements promote language development of bi- and multilingual children in different ways and complements the traditional approach. Through my observation and interview with the teachers, I came to know that they were implementing integrated teaching (though they do not realise, they follow it). Gibbons in his book "Stärk språket stärk lärandet" emphasizes the importance of working on an integrated approach and in particular the meeting the demands of multilingual children. (Gibbons, 2009). There is no doubt that these three methods are language-development practices in the meeting with more language bars. But some of the interviewees expressed negative opinion about drama and art. However I could not find any research indicating negative opinion about out-pedagogy. My results shows that out-pedagogy and its aesthetic elements integrated language and linked several of the child's senses, emotions and thinking in a natural and enjoyable way and promoted language development of bi- and multilingual children.</p>

The purpose of this essay is to examine how out-pedagogy, drama and art can be used as means of promoting language development of bi-and multi-language learners, and to show what benefits these three methods offer to children of year three of an elementary school in Stockholm City. This is a small survey of work-style and the results are based on observations and interviews with five teachers which included three class teachers, one resource teacher and one other language teacher and it was carried out two full days of observations in both classroom and outdoor environment. In this work, I note how out-pedagogy, drama and art can help bi- and multilingual children develop language. My study shows, in accordance with the respondents interviewed, as well as research in general that out-pedagogy, drama and art is language development practices. They argue that out-pedagogy and the aesthetic elements promote language development of bi- and multilingual children in different ways and complements the traditional approach. Through my observation and interview with the teachers, I came to know that they were implementing integrated teaching (though they do not realise, they follow it). Gibbons in his book "Stärk språket stärk lärandet" emphasizes the importance of working on an integrated approach and in particular the meeting the demands of multilingual children. (Gibbons, 2009). There is no doubt that these three methods are language-development practices in the meeting with more language bars. But some of the interviewees expressed negative opinion about drama and art. However I could not find any research indicating negative opinion about out-pedagogy. My results shows that out-pedagogy and its aesthetic elements integrated language and linked several of the child's senses, emotions and thinking in a natural and enjoyable way and promoted language development of bi- and multilingual children.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2003. / Vita. Includes bibliographical references (leaves 192-200).

Thesis (Ph.D.)--Flinders University, Dept. of Drama. / Typescript bound. Includes bibliographical references: (pp. 195-207) Also available online.

Thesis (Ph. D.)--University of California, Santa Cruz, 1992. / Typescript. Includes bibliographical references (leaves 236-258).

My graduation theses are comparing the drama education at basic and art schools in different towns and regions. The first part is dealing with different approaches to drama education from the aspect of different authors. The second part is about comparing drama education at basic schools and art schools. A questioner that reveals different approaches at different schools for both children and teachers and is added.

Fragmented and heterogenous space of Mariánské náměstí needs a new unifying element that will not compete with its surroundings, and yet not blindly respectful. It will simply stand there and in time become a natural part of the area. Rough massive volumes with minimum of windows boldly face surrounding urban blocks. Its dynamic facades emphasize the opennes and chaos of the area. Rough raw boulders with single elegant crystal inserted amongst them. Like a diamond amongst coal. It is interconnected through bridges. People and life flows through the whole structure.