Adhi Iman Sulaiman, Bambang Suswanto, Masrukin Masrukin
The research aims to design economic empowerment model of santri in pesantren education. The study used Participatory Rural Appration method and purposive informant selection consisting of pesantren board, teacher, santri and community. Data ware collected through documentation analysis, direct observation, interviews, and Participatory Decision Making. The location of the study was determined at pesantren of Al-Muttaqin in Cirebon, West Java and Darusy Syahadah in Boyolali, Central Java. The study was analyzed by PRA through triangulation to find the diversity of difference and similarity as well as data verification. The results show (1) Pesantren has motivation and potency to make economic institution through empowerment activity of santri like horticulture cultivation, fish and goat farm, retail and also cooperation. (2) Empowerment activities, especially through education programs, can provide students with entrepreneurial skills, independence and welfare, create harmonization with the community and anticipate the negative stigma of exclusive, closed and radical of pesantren.
{"title":"Economic Empowerment of Islamic Student Throught Optional Course Learning in Boarding School for Harmonization and Preventing Negative Stigma","authors":"Adhi Iman Sulaiman, Bambang Suswanto, Masrukin Masrukin","doi":"10.30560/IER.V1N2P26","DOIUrl":"https://doi.org/10.30560/IER.V1N2P26","url":null,"abstract":"The research aims to design economic empowerment model of santri in pesantren education. The study used Participatory Rural Appration method and purposive informant selection consisting of pesantren board, teacher, santri and community. Data ware collected through documentation analysis, direct observation, interviews, and Participatory Decision Making. The location of the study was determined at pesantren of Al-Muttaqin in Cirebon, West Java and Darusy Syahadah in Boyolali, Central Java. The study was analyzed by PRA through triangulation to find the diversity of difference and similarity as well as data verification. The results show (1) Pesantren has motivation and potency to make economic institution through empowerment activity of santri like horticulture cultivation, fish and goat farm, retail and also cooperation. (2) Empowerment activities, especially through education programs, can provide students with entrepreneurial skills, independence and welfare, create harmonization with the community and anticipate the negative stigma of exclusive, closed and radical of pesantren.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79289753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School mediation (or peer mediation) is an effective practice for resolving student-centered conflicts in the school context. According to the results of this qualitative research conducted at Secondary Education Schools of Western Attica (Greece), an area with particular social characteristics, school mediation programmes are a dynamic process and can contribute to: teamwork, communication and activation of students, changing attitudes and behaviors as well as inclusion of students with behavioral problems. These results are achieved despite the heterogeneity of the education programme followed and the heterogeneity of the population attending them. Under no circumstances, however, the implementation of a school mediation programme can be considered a panacea. On the contrary, it is proposed to be accompanied by other actions that will promote a different management spirit of the school and will improve the school climate.
{"title":"Attitudes of Teachers Who Implement School Mediation Programmes","authors":"Konstantinos Karakiozis, E. Papakitsos","doi":"10.30560/ier.v1n2p16","DOIUrl":"https://doi.org/10.30560/ier.v1n2p16","url":null,"abstract":"School mediation (or peer mediation) is an effective practice for resolving student-centered conflicts in the school context. According to the results of this qualitative research conducted at Secondary Education Schools of Western Attica (Greece), an area with particular social characteristics, school mediation programmes are a dynamic process and can contribute to: teamwork, communication and activation of students, changing attitudes and behaviors as well as inclusion of students with behavioral problems. These results are achieved despite the heterogeneity of the education programme followed and the heterogeneity of the population attending them. Under no circumstances, however, the implementation of a school mediation programme can be considered a panacea. On the contrary, it is proposed to be accompanied by other actions that will promote a different management spirit of the school and will improve the school climate.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90436983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the present study is to integrate gender equality education into the university art appreciation curriculum. Through a process of pedagogical research, the study explores how the incorporation of gender issues into the curriculum can help to enhance both students’ gender awareness and their art appreciation capabilities. During the process of implementing the research, use was made of analysis of students’ learning sheets and feedback forms, along with class observation, interviews and reflective journal writing, to examine the effects of integrating gender issues into university-level art appreciation teaching and the impact on students. The research results - both in terms of the quantitative questionnaires and qualitative data and reports - showed that there had been an improvement in both students' awareness of gender issues and their art appreciation capabilities. With regard to awareness of gender issues, students were able to: understand how traditional gender roles affect individuals' learning and development; appreciate that housework responsibilities should be shared; realize that, when faced with gender discrimination in the workplace, one can choose to use one's actions and attitude to demonstrate one's capabilities; recognize the need to work through the family, the media, the legal system, the education system etc. to change people's preconceptions; realize that compensation should be based on ability, not gender; demonstrate respect for transgender people. The students felt that it was important for the curriculum to give them the opportunity to reflect, to change, to progress, and to not be constrained by gender, in order for everyone to be able to develop their full potential. In regard to art appreciation, students were able to use description, analysis, interpretation and judgment to appreciate art works, films etc. of different types. Finally, the students were also able to utilize the methods of art appreciation to analyze short films that embody or challenge gender stereotypes, and to identify examples of gender stereotyping. The students reported having had their awareness of gender stereotypes raised, and were able to compile reports that demonstrated an enhanced awareness of gender issues.
{"title":"Integrating Gender Issues into the Teaching of Art Appreciation at University Level","authors":"Fujia Yang","doi":"10.30560/IER.V1N2P1","DOIUrl":"https://doi.org/10.30560/IER.V1N2P1","url":null,"abstract":"The aim of the present study is to integrate gender equality education into the university art appreciation curriculum. Through a process of pedagogical research, the study explores how the incorporation of gender issues into the curriculum can help to enhance both students’ gender awareness and their art appreciation capabilities. During the process of implementing the research, use was made of analysis of students’ learning sheets and feedback forms, along with class observation, interviews and reflective journal writing, to examine the effects of integrating gender issues into university-level art appreciation teaching and the impact on students. \u0000The research results - both in terms of the quantitative questionnaires and qualitative data and reports - showed that there had been an improvement in both students' awareness of gender issues and their art appreciation capabilities. With regard to awareness of gender issues, students were able to: understand how traditional gender roles affect individuals' learning and development; appreciate that housework responsibilities should be shared; realize that, when faced with gender discrimination in the workplace, one can choose to use one's actions and attitude to demonstrate one's capabilities; recognize the need to work through the family, the media, the legal system, the education system etc. to change people's preconceptions; realize that compensation should be based on ability, not gender; demonstrate respect for transgender people. The students felt that it was important for the curriculum to give them the opportunity to reflect, to change, to progress, and to not be constrained by gender, in order for everyone to be able to develop their full potential. In regard to art appreciation, students were able to use description, analysis, interpretation and judgment to appreciate art works, films etc. of different types. Finally, the students were also able to utilize the methods of art appreciation to analyze short films that embody or challenge gender stereotypes, and to identify examples of gender stereotyping. The students reported having had their awareness of gender stereotypes raised, and were able to compile reports that demonstrated an enhanced awareness of gender issues.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"128 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85999492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on identification of gaps within national educational policy framework on budgeting process which influence planning for science instructional resources. Specifically, determining extent to which policy framework supports budgetary allocation, financial resources, standardized procedures and financial accountability in science instructional management. The study adopted frontloading approach, a methodological process that translates (inter)national human rights standards and obligations into the budget proposals required for effective implementation in public policy. The study reviewed legal instruments, publications, reports and documentation on instructional management. Findings indicated that, domesticating ICESCR in Constitution of Kenya (2010) scanty policy guidelines on issues of quality instruction; limited specific provision for budgetary allocation for science instructional resources, as much as FDSE provide no budgetary guidelines on bridging deficits, adherence to legal provision guiding procurement procedures and accountability. The study recommends streamlining of policies to entrench framework support for implementation and monitoring and evaluation of resource allocation for quality of instruction and management.
{"title":"Prof. Burdgetary Allocation and Utilization of Instructional Resources for Science Based Subjects in Secondary Schools in Kenya","authors":"P. Odundo, C. R. Oyier","doi":"10.30560/IER.V1N1P33","DOIUrl":"https://doi.org/10.30560/IER.V1N1P33","url":null,"abstract":"Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on identification of gaps within national educational policy framework on budgeting process which influence planning for science instructional resources. Specifically, determining extent to which policy framework supports budgetary allocation, financial resources, standardized procedures and financial accountability in science instructional management. The study adopted frontloading approach, a methodological process that translates (inter)national human rights standards and obligations into the budget proposals required for effective implementation in public policy. The study reviewed legal instruments, publications, reports and documentation on instructional management. Findings indicated that, domesticating ICESCR in Constitution of Kenya (2010) scanty policy guidelines on issues of quality instruction; limited specific provision for budgetary allocation for science instructional resources, as much as FDSE provide no budgetary guidelines on bridging deficits, adherence to legal provision guiding procurement procedures and accountability. The study recommends streamlining of policies to entrench framework support for implementation and monitoring and evaluation of resource allocation for quality of instruction and management.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87536053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Performance evaluation of an oral presentation in the lecture process should be valid and accountable to avoid subjectivity and bias on the assessment. Based on ADDIE models, the researcher makes an oral presentation instrument for peer assessment, developed, implemented and tested statistically. Teacher candidates participate directly in the evaluation process based on the oral presentation rubric. The rubric became a guide for students in determining the criteria and performance measurement scale oral presentation of his colleagues. Statistical tests performed with Second Order Confirmatory Factor Analysis (CFA) Order using the Smart PLS 3.0. This instrument was built based on three dimensions of oral presentation: content, delivery, and collaboration. As a result, all three of it were found to be statistically valid and reliable, meeting the criteria so that it can be used for peer assessment of oral presentation.
{"title":"Developing an Oral Presentation Assessment to the Teacher Education Program Student","authors":"N. B. Segara, Enceng Yana, Yopi Nisa Febianti","doi":"10.30560/IER.V1N1P43","DOIUrl":"https://doi.org/10.30560/IER.V1N1P43","url":null,"abstract":"Performance evaluation of an oral presentation in the lecture process should be valid and accountable to avoid subjectivity and bias on the assessment. Based on ADDIE models, the researcher makes an oral presentation instrument for peer assessment, developed, implemented and tested statistically. Teacher candidates participate directly in the evaluation process based on the oral presentation rubric. The rubric became a guide for students in determining the criteria and performance measurement scale oral presentation of his colleagues. Statistical tests performed with Second Order Confirmatory Factor Analysis (CFA) Order using the Smart PLS 3.0. This instrument was built based on three dimensions of oral presentation: content, delivery, and collaboration. As a result, all three of it were found to be statistically valid and reliable, meeting the criteria so that it can be used for peer assessment of oral presentation.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86112364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to find out how college students in Saudi Arabia utilize their smartphones in their learning and to find out the effect of its use in their learning and investigate ways that are more effective for such use. In order to achieve this goal, a researcher developed questionnaire was distributed to 93 college students. The study utilized a mixed-methods approach in collecting data. Investigation Results are analyzed and demonstrated with charts, followed by a discussion of the main findings.
{"title":"Utilization of Smartphones in Learning","authors":"Ali Alkhalifa, Yazan Alghazo","doi":"10.30560/IER.V1N1P51","DOIUrl":"https://doi.org/10.30560/IER.V1N1P51","url":null,"abstract":"The purpose of this research is to find out how college students in Saudi Arabia utilize their smartphones in their learning and to find out the effect of its use in their learning and investigate ways that are more effective for such use. In order to achieve this goal, a researcher developed questionnaire was distributed to 93 college students. The study utilized a mixed-methods approach in collecting data. Investigation Results are analyzed and demonstrated with charts, followed by a discussion of the main findings.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90618118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fotini Chatzistratidi, E. Papakitsos, Panagiotis S. Makrygiannis, D. Tseles
The purpose of this study was to investigate whether Web 2.0 technology and especially Wikis could be the appropriate environment for students and teachers to use for educational project management. The conditions under which both teachers and students would be more easily motivated to adopt the use of Wikis were also detected in the case of the Greek educational system. This research aimed at recording limitations or certain suggestions that teachers or students noted and also if there was a way to overcome possible disadvantages. The fact that this study presents specific findings from the combination of interviews of both students and teachers makes it interesting and significant, since it examines the expectations and the possible speculations of both sides.
{"title":"Investigating the Conditions of Utilizing Web Technology in Educational Project Management","authors":"Fotini Chatzistratidi, E. Papakitsos, Panagiotis S. Makrygiannis, D. Tseles","doi":"10.30560/IER.V1N1P22","DOIUrl":"https://doi.org/10.30560/IER.V1N1P22","url":null,"abstract":"The purpose of this study was to investigate whether Web 2.0 technology and especially Wikis could be the appropriate environment for students and teachers to use for educational project management. The conditions under which both teachers and students would be more easily motivated to adopt the use of Wikis were also detected in the case of the Greek educational system. This research aimed at recording limitations or certain suggestions that teachers or students noted and also if there was a way to overcome possible disadvantages. The fact that this study presents specific findings from the combination of interviews of both students and teachers makes it interesting and significant, since it examines the expectations and the possible speculations of both sides.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77232933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese postgraduate professional degree education has undergone 26 years of development, and has achieved a great progress. But compared with the developed nations in the world, China is still in its infantry stage, and needs to learn from the western developed countries’ experiences in this field. This paper makes a comparative analysis of the differences between China and UK in postgraduate professional degree education. It finds that there are significant differences between the two countries in the aspects of programme setting, schooling duration, admissions, curriculum design, teaching delivery, quality control system, etc. The findings imply that China should try to give more authority to universities in programme setting and admissions, and Chinese universities should innovate ways of teaching delivery and systems of quality control.
{"title":"A Comparative Study on Sino-UK Postgraduate Professional Degree Education and Implications","authors":"Muchun Wan, Wenzhong Zhu","doi":"10.30560/IER.V1N1P16","DOIUrl":"https://doi.org/10.30560/IER.V1N1P16","url":null,"abstract":"Chinese postgraduate professional degree education has undergone 26 years of development, and has achieved a great progress. But compared with the developed nations in the world, China is still in its infantry stage, and needs to learn from the western developed countries’ experiences in this field. This paper makes a comparative analysis of the differences between China and UK in postgraduate professional degree education. It finds that there are significant differences between the two countries in the aspects of programme setting, schooling duration, admissions, curriculum design, teaching delivery, quality control system, etc. The findings imply that China should try to give more authority to universities in programme setting and admissions, and Chinese universities should innovate ways of teaching delivery and systems of quality control.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91178672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
No doubt that Classical Arabic Literature was influenced by Greek Literature, as the modern Arabic literature was influenced by European Literature. The narrative poetry was designed for the emergence of theatrical poetry, a poetry modeled on the model of the story with its performance in the front of audience. This style was not known as Arabic poetry, but borrowed from the European literatures by the elite of poets who were influenced by European literatures looking forward to renew the Arabic poetry. It means that we use in this article the historical methodology based on the historical relation between European and Arabic literature in the ancient and modern age. The first who introduced the theatrical art in Arab countries was Mārūn al-Niqqāsh, who was of a Lebanese origin. He traveled to Italy in 1846 and quoted it from there. The first play he presented to the Arab audience in Lebanon was (Miser) composed by the French writer Molière, in late 1847. It is true that the art of play in Arabic literature at first was influenced by European literatures, but soon after reached the stage of rooting, then the artistic creativity began to emerge, which was far away from the simulation and tradition. It is true also that European musical theatres had been influenced later by Arabic literature and oriental literatures. European musical theatres (ʿAlāʾ al-Dīn and the magical lamp), the play (Māʿrūf Iska in Cairo) and the musical plays of (Shahrzād) are derived from (One thousand and one Nights). This study aims to discover the originality of theatrical art in modern Arabic literature. Therefore it is focused on its both side: Its European originality and its journey to Arab World, hence its artistic characteristics in modern Arabic literature. We also highlight its journey from the poetic language to the prose.
毫无疑问，古典阿拉伯文学受到希腊文学的影响，正如现代阿拉伯文学受到欧洲文学的影响一样。叙事诗是为戏剧诗的出现而设计的，这是一种以故事为模式，在观众面前表演的诗歌。这种风格并不被称为阿拉伯诗歌，而是受欧洲文学影响的诗人精英们希望复兴阿拉伯诗歌而从欧洲文学中借用的。这意味着我们在本文中使用了基于古代和现代欧洲文学与阿拉伯文学之间历史关系的历史方法论。最早将戏剧艺术引入阿拉伯国家的是黎巴嫩人Mārūn al-Niqqāsh。1846年，他去意大利旅行，并在那里引用了这句话。1847年末，他在黎巴嫩向阿拉伯观众展示的第一部戏剧是法国作家莫里奥丽特创作的《吝啬鬼》。诚然，阿拉伯文学中的游戏艺术最初是受到欧洲文学的影响，但不久就达到生根阶段，然后开始出现远离模拟和传统的艺术创造力。欧洲音乐剧后来也确实受到了阿拉伯文学和东方文学的影响。欧洲的音乐剧(al- al- al- d n和神奇的灯)、戏剧(al- al- rūf开罗的伊斯卡)和音乐剧(Shahrzād)都来源于《一千零一夜》。本研究旨在发现现代阿拉伯文学中戏剧艺术的原创性。因此，它的重点是它的两个方面:它的欧洲原创性和它的阿拉伯世界之旅，因此它在现代阿拉伯文学中的艺术特征。我们还强调了它从诗歌语言到散文的历程。
{"title":"Theatrical Art in Classical European and Modern Arabic Literature:","authors":"S. Shamsuddin, Siti Sara Binti Hj. Ahmad","doi":"10.30560/IER.V1N1P7","DOIUrl":"https://doi.org/10.30560/IER.V1N1P7","url":null,"abstract":"No doubt that Classical Arabic Literature was influenced by Greek Literature, as the modern Arabic literature was influenced by European Literature. The narrative poetry was designed for the emergence of theatrical poetry, a poetry modeled on the model of the story with its performance in the front of audience. This style was not known as Arabic poetry, but borrowed from the European literatures by the elite of poets who were influenced by European literatures looking forward to renew the Arabic poetry. It means that we use in this article the historical methodology based on the historical relation between European and Arabic literature in the ancient and modern age. \u0000The first who introduced the theatrical art in Arab countries was Mārūn al-Niqqāsh, who was of a Lebanese origin. He traveled to Italy in 1846 and quoted it from there. The first play he presented to the Arab audience in Lebanon was (Miser) composed by the French writer Molière, in late 1847. \u0000It is true that the art of play in Arabic literature at first was influenced by European literatures, but soon after reached the stage of rooting, then the artistic creativity began to emerge, which was far away from the simulation and tradition. \u0000It is true also that European musical theatres had been influenced later by Arabic literature and oriental literatures. European musical theatres (ʿAlāʾ al-Dīn and the magical lamp), the play (Māʿrūf Iska in Cairo) and the musical plays of (Shahrzād) are derived from (One thousand and one Nights). \u0000This study aims to discover the originality of theatrical art in modern Arabic literature. Therefore it is focused on its both side: Its European originality and its journey to Arab World, hence its artistic characteristics in modern Arabic literature. We also highlight its journey from the poetic language to the prose.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83168731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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