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|a 9781402093708
|9 978-1-4020-9370-8
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|a 10.1007/978-1-4020-9370-8
|2 doi
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|a NX280-410
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|a 700.71
|2 23
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|a O Toole, John.
|e author.
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|a Drama and Curriculum
|b A Giant at the Door /
|c by John O Toole, Madonna Stinson, Tiina Moore.
|h [electronic resource] :
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| 264 |
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|a Dordrecht :
|b Springer Netherlands,
|c 2009.
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| 300 |
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|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
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|a text file
|b PDF
|2 rda
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| 490 |
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|a Landscapes: the Arts, Aesthetics, and Education ;
|v 6
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| 505 |
0 |
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|a Acknowledgments. Preface by John O Toole -- Part One Background and context. One Strange bedfellows: drama and education by John O Toole. Two Curriculum: the house that Jack built by John O Toole and Madonna Stinson -- Part Two Theories and practices. Three Drama and language by John O Toole and Madonna Stinson. Four Drama for development and expression by John O Toole. Five Drama as pedagogy by John O Toole. Six Civil wars by John O Toole. Seven The three pillars of art by John O Toole -- Part Three Drama in action in contemporary curriculum. Eight Doorway politics: cracking an education system by John O Toole and Madonna Stinson. Nine Drama as macro-curriculum: peeking behind the closed doors of drama syllabus development by Madonna Stinson. Ten The History Centre: a micro-curriculum by Tiina Moore. Eleven Pasts, present and futures: which door next? by John O Toole and Madonna Stinson.
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| 520 |
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|a Written by drama practitioners/theorists, this book critically investigates the long, complex and ambivalent shared history of drama (and theatre) and education, formal and informal. The broad sweep takes in key historical and contemporary figures and their influences on drama education practice, including the speech and drama movement, drama- and theatre-in-education, drama therapy and psychodrama, and emergent forms such as Applied Theatre. In its journey through play in the early years to the play on the stage, the book identifies and explains drama s four paradigms of purpose: for language, for development, as pedagogy and as art-form. It shows how these interweave in highly intricate ways to provide different kinds of learning for different contexts, and how they sometimes become tangled in practice and theory, in the constant efforts of drama and theatre practitioners to get drama established in the curriculum, and keep it there.
|
| 650 |
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0 |
|a Education.
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| 650 |
# |
0 |
|a Curriculum planning.
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| 650 |
1 |
4 |
|a Education.
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| 650 |
2 |
4 |
|a Arts Education.
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| 650 |
2 |
4 |
|a Curriculum Studies.
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| 700 |
1 |
# |
|a Stinson, Madonna.
|e author.
|
| 700 |
1 |
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|a Moore, Tiina.
|e author.
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| 710 |
2 |
# |
|a SpringerLink (Online service)
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| 773 |
0 |
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|t Springer eBooks
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| 776 |
0 |
8 |
|i Printed edition:
|z 9781402093692
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| 830 |
# |
0 |
|a Landscapes: the Arts, Aesthetics, and Education ;
|v 6
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| 856 |
4 |
0 |
|u https://ezaccess.library.uitm.edu.my/login?url=http://dx.doi.org/10.1007/978-1-4020-9370-8
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| 912 |
# |
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|a ZDB-2-SHU
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| 950 |
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|a Humanities, Social Sciences and Law (Springer-11648)
|