{"title":"2022 Foreword","authors":"Ilona V. Missakian","doi":"10.21977/d918161880","DOIUrl":"https://doi.org/10.21977/d918161880","url":null,"abstract":"","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154601","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}
In this article, I present my lived experiences as an elementary visual arts teacher working in an arts-infused school. Investigating arts infusion as a form of arts integration, I introduce arts infusion and what it looks like in practice. Weaving together personal experiences, stories, reflections, lesson examples, and a literature review, I am inspired by narrative inquiry as a way of knowing and making meaning of past experiences and how reflective thinking can provide insight into the complexities of teaching and classroom practice. Reflecting on themes such as scheduling, time and space, participation, content knowledge, relationships and engagement, and support and funding, I highlight successes and challenges I encountered while working with arts infusion. Recognizing that many schools, particularly at the elementary level, are implementing arts integration, it is important to become aware of the lived experiences of those working in such programs and the possibilities their experiences, such as my own, have for growth and change. It is my hope more schools will acknowledge the potential for the arts and arts infusion in education.
{"title":"Arts Infusion: My Lived Experiences as an Elementary Visual Arts Teacher","authors":"Lisa LaJevic","doi":"10.21977/d918143812","DOIUrl":"https://doi.org/10.21977/d918143812","url":null,"abstract":"In this article, I present my lived experiences as an elementary visual arts teacher working in an arts-infused school. Investigating arts infusion as a form of arts integration, I introduce arts infusion and what it looks like in practice. Weaving together personal experiences, stories, reflections, lesson examples, and a literature review, I am inspired by narrative inquiry as a way of knowing and making meaning of past experiences and how reflective thinking can provide insight into the complexities of teaching and classroom practice. Reflecting on themes such as scheduling, time and space, participation, content knowledge, relationships and engagement, and support and funding, I highlight successes and challenges I encountered while working with arts infusion. Recognizing that many schools, particularly at the elementary level, are implementing arts integration, it is important to become aware of the lived experiences of those working in such programs and the possibilities their experiences, such as my own, have for growth and change. It is my hope more schools will acknowledge the potential for the arts and arts infusion in education. ","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155917","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}
This article describes a classroom-based teacher inquiry project that incorporated the use of visual art strategies to scaffold the writing process for 2nd grade students. The project was conducted in a rural Title I school in the Intermountain West. Designed by an art teacher, the Art Infused Literacy inquiry project applied the theory of transmediation, which is the “process of translating meanings from one sign system (such as language) into another (such as pictorial representation)” (Siegel, 1995, p. 456). This concept was of special interest to the first author since she recognized that transmediation could be a framework for bridging art and literacy teaching and learning. Many of her young students struggled with literacy skills and through transmediation she saw a way to organically support reading and writing in the art classroom. Being familiar with the content areas of both art and literacy, the first author had observed in her art classroom the similarities between how visual art and written works are created. Noting this connection inspired the following inquiry questions: (a) If salient concepts of the writing process are taught and practiced via exploration of the visual arts first, does this foundation provide a scaffold for students to transfer these concepts to the writing process? and (b) What visual strategies can be effectively employed to assist students in learning complex writing skills and achieving transmediation? A seven week interdisciplinary unit was designed and implemented in the first author’s classroom. Upon completion, this inquiry revealed synergies between visual arts and the writing process which resulted in positive student outcomes.
这篇文章描述了一个基于课堂的教师探究项目，该项目结合了视觉艺术策略的使用来指导二年级学生的写作过程。该项目在西部山间地区的一所农村一级学校进行。由一位艺术老师设计的艺术浸染素养探究项目应用了中介理论，即“将意义从一种符号系统(如语言)翻译成另一种符号系统(如图像表示)的过程”(Siegel, 1995, p. 456)。第一个作者对这个概念特别感兴趣，因为她认识到transmediation可以成为连接艺术和识字教学的框架。她的许多年轻学生都在读写能力上挣扎，通过冥想，她看到了一种在艺术课堂上有机地支持阅读和写作的方法。由于熟悉艺术和识字的内容领域，第一作者在她的艺术课堂上观察到视觉艺术和书面作品创作的相似之处。注意到这种联系，引起了下列调查问题:(a)如果首先通过探索视觉艺术来教授和实践写作过程的重要概念，这个基础是否为学生提供了一个将这些概念转移到写作过程中的脚手架? (b)什么样的视觉策略可以有效地帮助学生学习复杂的写作技巧并实现转化?在完成后，这项调查揭示了视觉艺术和写作过程之间的协同作用，这导致了积极的学生成果。今天早上
{"title":"Art Infused Literacy: Scaffolding the Writing Process with with Visual Strategies","authors":"Kimberly L Traue, Roger A Stewart","doi":"10.21977/d918143500","DOIUrl":"https://doi.org/10.21977/d918143500","url":null,"abstract":"This article describes a classroom-based teacher inquiry project that incorporated the use of visual art strategies to scaffold the writing process for 2nd grade students. The project was conducted in a rural Title I school in the Intermountain West. Designed by an art teacher, the Art Infused Literacy inquiry project applied the theory of transmediation, which is the “process of translating meanings from one sign system (such as language) into another (such as pictorial representation)” (Siegel, 1995, p. 456). This concept was of special interest to the first author since she recognized that transmediation could be a framework for bridging art and literacy teaching and learning. Many of her young students struggled with literacy skills and through transmediation she saw a way to organically support reading and writing in the art classroom. Being familiar with the content areas of both art and literacy, the first author had observed in her art classroom the similarities between how visual art and written works are created. Noting this connection inspired the following inquiry questions: (a) If salient concepts of the writing process are taught and practiced via exploration of the visual arts first, does this foundation provide a scaffold for students to transfer these concepts to the writing process? and (b) What visual strategies can be effectively employed to assist students in learning complex writing skills and achieving transmediation? A seven week interdisciplinary unit was designed and implemented in the first author’s classroom. Upon completion, this inquiry revealed synergies between visual arts and the writing process which resulted in positive student outcomes.  ","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154602","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}
Pub Date : 2022-04-22eCollection Date: 2022-01-01DOI: 10.1155/2022/9838867
Huynh Thi Xuan Tam, Luong Nguyen Dac Thuy, Ngo Minh Vinh, Tran Ngoc Anh, Bui Thi Van
Objective: To evaluate the efficacy and safety of the combination of metformin and methotrexate (MTX) versus MTX monotherapy in treating psoriasis in patients with metabolic syndrome.
Materials and methods: A prospective clinical trial was conducted using metformin and MTX to treat psoriasis patients with metabolic syndrome. A treatment group of 35 psoriasis patients with metabolic syndrome was treated with MTX and metformin. A control group of 31 psoriasis patients with metabolic syndrome was treated with MTX only.
Results: Patients treated with the combined regimen showed measured improvement in disease status compared to those treated with MTX monotherapy. The Psoriasis Area and Severity Index (PASI) scores of psoriasis patients with metabolic syndrome using the metformin and MTX combination were significantly lower than those treated with MTX only (p < 0.05). The combination treatment group also showed a significant decrease in blood sugar and triglyceride levels after 3 months (p < 0.05). However, there were no significant differences in subclinical indexes between the treatment and control groups.
Conclusion: In this treatment sample, a combination of metformin and MTX in psoriasis patients with metabolic syndrome showed positive responses and no serious side effects.
{"title":"The Combined Use of Metformin and Methotrexate in Psoriasis Patients with Metabolic Syndrome.","authors":"Huynh Thi Xuan Tam, Luong Nguyen Dac Thuy, Ngo Minh Vinh, Tran Ngoc Anh, Bui Thi Van","doi":"10.1155/2022/9838867","DOIUrl":"10.1155/2022/9838867","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the efficacy and safety of the combination of metformin and methotrexate (MTX) versus MTX monotherapy in treating psoriasis in patients with metabolic syndrome.</p><p><strong>Materials and methods: </strong>A prospective clinical trial was conducted using metformin and MTX to treat psoriasis patients with metabolic syndrome. A treatment group of 35 psoriasis patients with metabolic syndrome was treated with MTX and metformin. A control group of 31 psoriasis patients with metabolic syndrome was treated with MTX only.</p><p><strong>Results: </strong>Patients treated with the combined regimen showed measured improvement in disease status compared to those treated with MTX monotherapy. The Psoriasis Area and Severity Index (PASI) scores of psoriasis patients with metabolic syndrome using the metformin and MTX combination were significantly lower than those treated with MTX only (<i>p</i> < 0.05). The combination treatment group also showed a significant decrease in blood sugar and triglyceride levels after 3 months (<i>p</i> < 0.05). However, there were no significant differences in subclinical indexes between the treatment and control groups.</p><p><strong>Conclusion: </strong>In this treatment sample, a combination of metformin and MTX in psoriasis patients with metabolic syndrome showed positive responses and no serious side effects.</p>","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":"9838867"},"PeriodicalIF":1.5,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9054475/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90491906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chris Funke Ifeta, O. Idowu, J. Adenle, Bukola Odesiri Ochei
{"title":"UNITY IN DIVERSITY: THE PRESERVED ART WORKS OF THE VARIED PEOPLES OF ABEOKUTA FROM 1830 TO DATE","authors":"Chris Funke Ifeta, O. Idowu, J. Adenle, Bukola Odesiri Ochei","doi":"10.21977/D916138973","DOIUrl":"https://doi.org/10.21977/D916138973","url":null,"abstract":"","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42822183","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}
Author(s): Wright, Kallia Odette | Abstract: The Sugar Plays are a family-focused health intervention. The goal of the play is to explore the experience of living with a Type 2 Diabetes Mellitus (T2DM) diagnosis in Appalachia. This present study examined audience reactions using three data-collection methods: (1) open-ended questionnaires, (2) participatory sketches and (3) semi-structured personal interviews. This qualitative analysis of 30 audience members who participated in all three methods found that they articulated lessons learned from the plays, evaluated the characters’ behaviors, and engaged in reciprocal storytelling. The audience’s reactions demonstrated that narrative telling is relational and that audiences were critically engaged in the process. The plays also helped health practitioners foster conversations about diabetes, the impact of intergenerational dietary habits, and the role of intergenerational buffers.
{"title":"Bringing Type 2 diabetes to theatre: Examining Appalachian audience reflections on The Sugar Plays","authors":"Kallia O. Wright","doi":"10.21977/D916142792","DOIUrl":"https://doi.org/10.21977/D916142792","url":null,"abstract":"Author(s): Wright, Kallia Odette | Abstract: The Sugar Plays are a family-focused health intervention. The goal of the play is to explore the experience of living with a Type 2 Diabetes Mellitus (T2DM) diagnosis in Appalachia. This present study examined audience reactions using three data-collection methods: (1) open-ended questionnaires, (2) participatory sketches and (3) semi-structured personal interviews. This qualitative analysis of 30 audience members who participated in all three methods found that they articulated lessons learned from the plays, evaluated the characters’ behaviors, and engaged in reciprocal storytelling. The audience’s reactions demonstrated that narrative telling is relational and that audiences were critically engaged in the process. The plays also helped health practitioners foster conversations about diabetes, the impact of intergenerational dietary habits, and the role of intergenerational buffers.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44010534","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}
Author(s): Missakian, Ilona Virginia | Abstract: Thank you to the authors and reviewers for their contributions to the 2020 Journal of Learning through the Arts.
摘要:感谢作者和审稿人为2020年《通过艺术学习》杂志所做的贡献。
{"title":"Foreword to 2020 Journal of Learning through the Arts","authors":"I. V. Missakian","doi":"10.21977/D916152292","DOIUrl":"https://doi.org/10.21977/D916152292","url":null,"abstract":"Author(s): Missakian, Ilona Virginia | Abstract: Thank you to the authors and reviewers for their contributions to the 2020 Journal of Learning through the Arts.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44598117","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}
Sheron L. Mark, Geena M. Constantin, Teresa L. Tinnell, Olivia Alexander
Author(s): Mark, Ph.D., Sheron L; Constantin, Geena M; Tinnell, Terri L; Alexander, Olivia | Abstract: While middle school is a critical phase for science career development for all students (Maltese a Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during this middle school stage will persist throughout their lifetime, thereby influencing science career interests and attainment (Todd a Zvoch, 2017). This study aimed to stimulate and sustain middle school female students' interest in science study and careers by transforming opportunities for their participation in classroom science in ways that better appealed to and supported female science students. Research has shown that collaborative and active engagement with peers, hands-on and tangible modes of engagement, significant real-world connections, and choice have been effective in supporting middle school female students in science. Arts-integration has been explored as a cohesive framework that could potentially incorporate each of these characteristics into a science learning environment for five middle school female students. Pre- and post-interviews served as data to investigate the impact of a four-week arts-integrated science unit on the students’ interests in science and science careers. The students explicitly discussed the positive effects of collaborative and active engagement with peers, hands-on and tangible modes of engagement, and significant real-world connections on their interest in science and science career planning. While they did not explicitly acknowledge choice, all of the girls indicated thorough enjoyment from learning and engaging in science in the ways presented in the study. All of the students advanced in their career planning as a result of experiences in the unit, either in terms of science careers or the arts. Findings are discussed in light of related research and future lines of inquiry.
作者:Mark, Ph.D.， Sheron L;吉娜·康斯坦丁;特里·L·廷内尔;摘要:中学阶段是所有学生科学职业发展的关键阶段(Maltese a Tai, 2009)，这一阶段尤其需要考虑女性在科学领域的发展。在中学阶段，女性对科学兴趣的下降幅度大于男性，对于大多数学生来说，在中学阶段培养的科学兴趣水平将持续一生，从而影响科学职业兴趣和成就(Todd a Zvoch, 2017)。本研究旨在激发和维持中学女生对科学学习和职业的兴趣，通过改变她们参与课堂科学的机会，以更好地吸引和支持女理科学生。研究表明，与同伴的合作和积极参与、动手和有形的参与模式、重要的现实世界联系和选择在支持中学女生学习科学方面是有效的。艺术整合作为一个有凝聚力的框架进行了探索，该框架可能会将这些特征纳入五名中学女生的科学学习环境中。访谈前后作为数据来调查为期四周的艺术综合科学单元对学生科学兴趣和科学职业的影响。学生们明确地讨论了与同伴合作和积极参与的积极影响，动手和有形的参与模式，以及重要的现实世界联系对他们对科学和科学职业规划的兴趣。虽然她们没有明确承认选择，但所有的女孩都表示，她们从研究中呈现的学习和参与科学的方式中获得了彻底的享受。所有的学生都在他们的职业规划中取得了进步，因为在这个单元的经历，无论是在科学事业方面还是在艺术方面。研究结果将根据相关研究和未来的研究方向进行讨论。
{"title":"It got me back to science and now I want to be a plant scientist: Arts-integrated science engagement for middle school girls","authors":"Sheron L. Mark, Geena M. Constantin, Teresa L. Tinnell, Olivia Alexander","doi":"10.21977/D916145329","DOIUrl":"https://doi.org/10.21977/D916145329","url":null,"abstract":"Author(s): Mark, Ph.D., Sheron L; Constantin, Geena M; Tinnell, Terri L; Alexander, Olivia | Abstract: While middle school is a critical phase for science career development for all students (Maltese a Tai, 2009), this stage presents considerations for females in science, in particular. During middle school, the decline in science interest is greater for females than males and, for most students, the level of science interest developed during this middle school stage will persist throughout their lifetime, thereby influencing science career interests and attainment (Todd a Zvoch, 2017). This study aimed to stimulate and sustain middle school female students' interest in science study and careers by transforming opportunities for their participation in classroom science in ways that better appealed to and supported female science students. Research has shown that collaborative and active engagement with peers, hands-on and tangible modes of engagement, significant real-world connections, and choice have been effective in supporting middle school female students in science. Arts-integration has been explored as a cohesive framework that could potentially incorporate each of these characteristics into a science learning environment for five middle school female students. Pre- and post-interviews served as data to investigate the impact of a four-week arts-integrated science unit on the students’ interests in science and science careers. The students explicitly discussed the positive effects of collaborative and active engagement with peers, hands-on and tangible modes of engagement, and significant real-world connections on their interest in science and science career planning. While they did not explicitly acknowledge choice, all of the girls indicated thorough enjoyment from learning and engaging in science in the ways presented in the study. All of the students advanced in their career planning as a result of experiences in the unit, either in terms of science careers or the arts. Findings are discussed in light of related research and future lines of inquiry.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42800982","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}
This issue celebrates the diversity of artistic experience by offering four pairs of articles that offer contrasting perspectives on pivotal issues.
本期以四对文章的形式，就关键问题提供截然不同的观点，颂扬艺术体验的多样性。
{"title":"Introduction to Issue 12","authors":"Liane Brouillette","doi":"10.21977/D912133472","DOIUrl":"https://doi.org/10.21977/D912133472","url":null,"abstract":"This issue celebrates the diversity of artistic experience by offering four pairs of articles that offer contrasting perspectives on pivotal issues.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912133472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68506318","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}
Author(s): Roy, David | Abstract: In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped. On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture. Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development of pedagogies for mask use in Drama, and little to no research in its potential impact upon the enacted curriculum. This paper presents some methodologies of ‘how’ to apply masks offered through presenting theoretical, historical knowledge contexts. Two teacher workshops in mask application and pedagogical potentials is also further discussed.
{"title":"Masks in Pedagogical Practice","authors":"D. Roy","doi":"10.21977/D912128864","DOIUrl":"https://doi.org/10.21977/D912128864","url":null,"abstract":"Author(s): Roy, David | Abstract: In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped. On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture. Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development of pedagogies for mask use in Drama, and little to no research in its potential impact upon the enacted curriculum. This paper presents some methodologies of ‘how’ to apply masks offered through presenting theoretical, historical knowledge contexts. Two teacher workshops in mask application and pedagogical potentials is also further discussed.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D912128864","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68505604","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：