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Understanding Femi Osofisan’s Once upon Four Robbers and Aringindin and the Nightwatchmen: A Critical Perspective  [cached]
C. O. Ajidahun
English Language and Literature Studies , 2012, DOI: 10.5539/ells.v2n3p115
Abstract: The paper is a critical discourse on Femi Osofisan’s Once upon Four Robbers and Aringindin and the Nightwatchmen. The paper discusses the playwright’s view on the inefficacy of death penalty as a measure to curb the intractable menace of armed robbery in Nigeria. It also addresses the underlying stifling economic factors responsible for the prevalence of armed robbery in the society. Such factors include unemployment, hunger, poverty, inflation, greed, hoarding, graft, corruption, deprivation, injustice, and ridiculous salary structure. The paper notes the playwright’s delineation of the State as a terrorist, which lacks the moral capability to eradicate armed robbery through death penalty without first providing its citizens with the basic infrastructure. Finally, the article observes that Femi Osofisan deliberately uses the platform of drama to ridicule at the powerlessness of the death penalty decree, which will never be able to curb the pervasiveness of armed robbery in the society until the fundamental factors are addressed.
Metaphoric Conceptualization of Interpersonal Trust
Rodrigo Yá?ez Gallardo,Jorge Osorio Baeza,Iraide Ibarretxe – Antu?ano
Universitas Psychologica , 2008,
Abstract: Since there is no agreement among researchers on how to conceptualizethe interpersonal trust, we analyzed the metaphoric expressions made by students about trust, identifying the conceptual metaphors, the most frequent dimensions of interpersonal trust that are the most frequent ones in these expressions, and establishing the possible relations among those dimensions. A survey was carried out on 61 students from Psychology and Nursery Departments. 124 metaphoric expressions related to 17 conceptual metaphors were found. Based on the analysis of metaphoric expressions we proposed 9 dimensions in the conceptualization of the term trust. The discussion is focused on the implicit meaning that the students assign to the interpersonal relationships.
Sustainability in Drama  [PDF]
Ay?e Okvuran
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.519191
Abstract: Cultural sustainability is a very important concept. Drama can be considered in the area of cultural sustainability as well. Throughout the history of Turkish education, learning drama gained importance both in educational sciences as a teaching method and in arts education. The years of 1980s-1990s-2000s-2010s can be accepted as appropriate years to analyze the sustainability of drama. The purposes of this study are to obtain opinions of experts coming from different decades; to conduct interviews; to investigate how the transitions occurred among those decades and the reasons of this sustainability. In this qualitative research, data will be collected through semi-structured interviews and document analysis techniques. Participants will be chosen from four different decades.
Body Language in Drama
Nihat ?ALI?KAN,Engin KARADA?
Journal of Kirsehir Education Faculty , 2005,
Abstract: Drama is an act continuing life-long of a human and is an art of living. Owing to drama a child can gain the apportunity of practising and learning his life in games that he likes most. Today drama is scrutinized in four subtitles as creative, educational, psychodrama and sociodrama. The concepts about drama can be explained as creaticeness, metaksis, interraction, action, activity and empathy.Drama is the explanation of a sense or thought by motion, mimic, gesture and in words. In other words it is the animation of a situation or a subject using body language, reflecting by living, transforming into life.By using the body language consciously and effectively, it has an important function at dramatizing the events, getting students’ attention in education, concretizing abstract expressions, at stres accent and increasing the understandability of messages.Pantomime technic in drama method has a great importance at using the activities and human’s world consciously and animating the expressions and events. Because a teacher’s acting biology is importatnt an educational period.In this study related to drama expression, the importance of creative, educational, psychodrama, sociodrama, body language and pandomime technic in educational period has been tried to explaired.
Pedagogy of Creative Drama in Biology  [PDF]
Arzu Saka, Jazlin Ebenezer, Ilknur ?ak?r, Ahmet Zeki Saka
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.43024
Abstract: Creative drama grants students not only an opportunity to display their thoughts physically, orally and written but also enables them to interpret the expressions of peers. Characteristic of learning through creative drama is the development of shared meaning through the social construction of knowledge. The primary purpose of this study is to develop seventh-grade students’ conceptual understanding of some genetic concepts, attitudes toward biology learning and awareness of forensic science. The pedagogy of creative drama consisted of determining blood types and differences in human fingerprints. Twenty students took part in this study. Data sources consisted of student journaling, classroom observations, students’ responses to attitude survey and subject evaluation forms. Students learned that within the scope of creative drama activities, how the blood group determination and the cause of people’s fingerprints were separate from each other. In everyday life, they realized how important biology is, especially in criminal work. Changes in students’ attitudes toward biology indicated a positive direction because of the extraordinary teaching method. All of the participants contribute the creative drama activity keenly. Students’ attitudes toward the pedagogy of creative drama suggest that students should be approached with this sort of learning at an early age.
Effectiveness of Teaching Science by Drama  [PDF]
Naim Najami, Muhamad Hugerat, Khuloud Khalil, Avi Hofstein
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.101007
Abstract: The present study aims at determining the effect of learning chemical reactions, more specifically, how light and photosynthesis with and without drama affected 180 10th?grade (boys and girls) students’ achievements in Israeli middle schools. Exams were prepared and distributed to the students before each topic was taught in the relevant class (pre-test). Then the topic was taught through drama and by means of conventional teaching, after which the exam was administered once again as a post-test. The findings showed that learning chemistry with drama contributes both to students’ achievements and to their interest in studying chemistry, and it positively affects students’ achievements in tenth grade.
No More The Wasted Breed: Femi Osofisan’s Vitriolic and Ideological Response to Wole Soyinka’s The Strong Breed  [cached]
C. O. Ajidahun
English Language and Literature Studies , 2012, DOI: 10.5539/ells.v2n4p9
Abstract: The paper is a critical inter-textual and a comparative study of Femi Osofisan’s vitriolic and ideological response theme of the scapegoat to both texts and interrogates the divergence between the two texts, which is overtly in his No More the Wasted Breed to Wole Soyinka’s The Strong Breed. The paper notes the centrality of the implied in the thematic analysis of the texts. Such disparity is influenced by the ideological perspectives of both literary giants and of course due to the generational gap between them. The paper juxtaposes the traditional perspective from which Wole Soyinka presents The Strong Breed with the Marxist perception which dominates Femi Osofisan’s No More the Wasted Breed. Apparently, the strong belief of Wole Soyinka in the inviolability of the gods and in the irrevocability of destiny is unarguably well delineated, which Osofisan finds offensive, unpleasant and unacceptable. This is because, to Osofisan, the carrier motif, as portrayed by Wole Soyinka, is retrogressive and oppressive, whereas man should be allowed to hold his destiny in his hands. The paper finally captures Osofisan’s belief that the development and the cleansing of the society should be seen as a collective responsibility of everybody and not the oppressive tasks of a few breeds that have been destined for destruction by the gods.
PHYSICAL DISABILITY AND DRAMA ACTIVITY  [PDF]
Suzana KRAJNC JOLDIKJ
Journal of Special Education and Rehabilitation , 2008,
Abstract: Drama activity presents a great challenge for ado-lescents with physical disabilities, and at the same time it provides them with much experience for life.Adolescents are educated through theatrical activ-ity; they test numerous new roles, develop their attitude towards the art culture, and most of all they get the insight into different life situations, which have not been known to many of them so far. By experiencing different roles, an adolescent gets personal recognition, undergoes a process of personal changing and thus tests his or her per-sonal perceptions of life.As regards drama activity we follow the presump-tion saying that being different is also an advan-tage.The main purpose of the drama activity is gradu-ally realized through the programme: getting to know yourself and the theatre medium in general. Adolescents meet the multilayered communication and public appearance, which helps them in their personal life.
Femi Osofisan’s discourse on Pan-Africanism and reconciliation in Nkrumah-Ni…Africa-Ni and Reel, Rwanda
CO Ajidahun
Tydskrif vir letterkunde , 2012,
Abstract: The paper is a critical appraisal of Femi Osofisan’s ideological perspectives of Pan-Africanism, imperialism and reconciliation as exemplified in his plays especially in Nkrumah-Ni… Africa-Ni and Reel, Rwanda. The paper also explores the playwright’s views on the dynamics of the problems confronting the African continent such as bad leadership, military intervention in politics, imperialism, betrayal, hatred, greed, disunity, poverty, injustice among others. Nkrumah, the play’s eponymous hero in Nkrumah- Ni… Africa-Ni is eulogized as the epitome of Pan-Africanism—a panacea for African recurrent problems. The article further interrogates the justification for the continual meaningless carnage, massacre and genocide in the African continent as dramatized by Osofisan in Reel, Rwanda in a most tragic form and supports the recommendation of the playwright that only true justice and reconciliation can ensure the success of democracy in Africa. In conclusion, the paper notes the splendid literary creativity of Osofisan in transposing history to the stage.
Item-based and cognitive-style-based variation in students' abilities to use metaphoric extension strategies
Jeannette Littlemore
Ibérica , 2004,
Abstract: This article examines the tendency of language learners to use 'metaphoric extension strategies' to work out the meaning of unfamiliar vocabulary. Metaphoric extension strategies exploit the fact that the meaning of words can often be determined by analysing the metaphoric processes that were involved in their formation. For example, the meaning of the word grounded can be worked out by reference to the literal meaning of the word ground. This article describes an empirical investigation into three important factors that might affect students' tendency to employ metaphoric extension strategies: word concreteness; the presence of contextual clues; and the students' cognitive style. The study found that concrete items provoked significantly more metaphoric extension strategies than less concrete items. The presence of contextual clues led to more successful use of context, but did not reduce the students' tendency to employ metaphoric extension strategies. Finally, the students' cognitive styles had a significant affect on their ability to use metaphoric extension strategies: students who habitually process information in images were more likely to use these strategies successfully than students who process information verbally. These findings suggest that it is worthwhile encouraging language learners to use these strategies, but that it is also important to take individual differences into account.
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