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[null,"1.","Record Nr.",null,"UNINA9910462852003321"]
[null,null,"Autore",null,"Tocqueville Alexis de <1805-1859.>"]
[null,null,"Titolo",null,"Alexis de Tocqueville's journey in Ireland, July-August, 1835 [[electronic resource] /] / translated and edited by Emmet Larkin"]
[null,null,"Pubbl/distr/stampa",null,"Washington, D.C., : Catholic University of America Press, c1990"]
[null,null,"ISBN",null,"0-8132-2099-8"]
[{"$nulls":4},"0-8132-0719-3"]
[null,null,"Descrizione fisica",null,"1 online resource (157 p.)"]
[null,null,"Disciplina",null,"914.150481"]
[null,null,"Soggetti",null,"Electronic books."]
[{"$nulls":4},"Ireland Description and travel"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Translated from French."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"pt. 1. Dublin, 6-18 July, 1835 -- pt. 2. Carlow-Waterford, 19-23 July, 1835 -- pt. 3. Kilkenny, 24-26 July, 1835 -- pt. 4. Cork-Galway, 27 July-3 August, 1835 -- pt. 5. Tuam-Mayo, 4-8 August, 1835."]
[null,"2.","Record Nr.",null,"UNINA9910511380603321"]
[null,null,"Titolo",null,"How drama activates learning : contemporary research and practice / / [edited by] Michael Anderson, Julie Dunn"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Bloomsbury Academic, , 2013"]
[null,null,"ISBN",null,"1-4725-5301-2"]
[{"$nulls":4},"1-4411-1671-0"]
[null,null,"Descrizione fisica",null,"1 online resource (337 p.)"]
[null,null,"Disciplina",null,"371.39/9"]
[null,null,"Soggetti",null,"Drama in education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Machine generated contents note: -- Foreword, Cecily O'Neill -- Introduction 1. Drama and Learning: Landscapes of an Aspirational Pedagogy, Michael Anderson (University of Sydney, Australia) and Julie Dunn (Griffith University, Australia) Part I: Activating Communities2. Drama, Community and Achievement: Together I'm Someone, Jonothan Neelands (University of Warwick, UK) and Bethany Nelson (Emerson College, USA) 3. Drama, Cultural Leadership and Reflective Practice: Taking the Road to Zamunda, Chris Sinclair (University of Melbourne, Australia) and Dave Kelman (Western Edge Youth Arts, Australia)4. Drama and Social Justice: Power, Participation and Possibility, Kelly Freebody (University of Sydney, Australia) and Michael Finneran (Mary Immaculate College, University of Limerick, Ireland)5. Drama, Conflict and Bullying: Working with Adolescent Refugees, Bruce Burton (Griffith University, Australia)6. Drama and Global Citizenship Education: Planting Seeds of Social Conscience and Change, Chan Yuk Lan (Phoebe) (Hong Kong Arts Centre, Hong Kong)7. Drama, Listening, Risk and Difference: On the Pedagogical Importance of (Not) Knowing the Other, Kathleen Gallagher (University of Toronto, Canada) and Burcu Yaman Nteligolou (University of Toronto, Canada)Part II: Activating Learners8. Drama, Creating and Imagining: Rendering the World Newly Strange, Juliana Saxton (University of Victoria, Canada) and Carole Miller (University of Victoria, Canada)9. Drama as Critical Pedagogy: Re-imagining Terrorism, Peter O'Connor (University of Auckland, New Zealand)10. Drama and Beauty: Promise, Pleasure and Pedagogy, Joe Winston (University of Warwick, UK) 11. Drama and the Audience: Transformative Encounters in TheatreSpace, Penny Bundy (Griffith "]
[{"$nulls":4},"University, Australia), Robyn Ewing (University of Sydney, Australia) and Josephine Fleming (University of Sydney, Australia)12. Drama, Speaking and Listening: The Treasure of Oracy, John O'Toole (Griffith University, Australia) and Madonna Stinson (Griffith University, Australia)13. Drama for Health and Human Relationships Education: Aligning Purpose and Design, Helen Cahill (University of Melbourne, Australia)Part III: Activating Curriculum 14. Drama and History: A Kind of Integrity, Andy Kempe (University of Reading, UK)15. Drama for Additional Language Learning: Dramatic Contexts and Pedagogical Possibilities, Madonna Stinson (Griffith University, Australia) and Erika Piazzoli (Griffith University, Australia)16. Drama and Learning Technologies: To Affinity Spaces and Beyond, Michael Anderson (University of Sydney, Australia) and Dave Cameron (University of Newcastle, UK)17. Drama and Writing: 'Overcoming the Hurdle of the Blank Page', Julie Dunn (Griffith University, Australia), Annette Harden (St Bernard State School, Australia) and Sarah Marino18. Drama and Science: An Unlikely Partnership for Inquiry, Christine Warner (Ohio State University, USA) 19. Drama and Literature: Masks and Love Potions, George Belliveau (University of British Columbia, Canada) and Monica Prendergast (University of Victoria, Canada) Conclusion 20. Drama and the Future: Activating New Possibilities, Julie Dunn (Griffith University, Australia) and Michael Anderson (University of Sydney, Australia)."]
[null,null,null,"Sommario/riassunto","\"How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama and education from across the globe, including authors from Europe, North America and Australasia to explore the transformations that can be achieved across a diverse range of learning areas when the processes of drama education are applied, enlivening and enriching a range of learning contexts. The range of areas explored includes: History Literacy and literature Creativity and imagination Science Citizenship, democracy and social justice education language learning Human relationships Conflict management Drawing on a range of theoretical perspectives, the contributors present detailed case study material that outlines these processes in action, before the v. editors synthesize the key findings generated\"--"]