Search results

1

Creativity in Somebody Else's Shoes

100%

Witerska K.

Creativity. Theories – Research - Applications

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2015

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vol. 2

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issue 2

227-236

EN

The paper describes creativity in role context and how drama features and techniques can stimulate creative thinking. The first part of the article concerns the role of drama as a stimulator by encasing the participant in fiction. Aspects of development are also taken into account and the areas of differences in the use of drama at various stages of development, and thus at different stages of education are highlighted. The second part of the paper is devoted to drama techniques - heuristics based on taking on a role. The last part of the article describes how drama stimulates the process of solving problems and delineates its specificity.

2

Bolesław Leśmian’s lost drama Vasilij Buslaev: more than just a bibliographical problem

100%

Pachocki D.

pl.it / rassegna italiana di argomenti polacchi

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2017

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issue 8

68-76

EN

The complex and mysterious story of Bolesław Leśmian’s drama Vasilij Buslaev has led some scholars to doubt the very existence of the piece. The correspondence of Maksim Gor’kij may help to solve the mystery. The authoritative Russian writer acted as a reviewer when the decision to accept or reject this play for print was to be taken. Once Gor’kij had read the manuscript, the piece was returned to the author, who was informed that it would not be published. Unfortunately, its fate thereafter remains unknown.

3

Ambiwalencja jako próba odzyskania autentyzmu w reprezentacji Szoa. Przykład Arnošta Goldflama

88%

Firlej A.

Poznańskie Studia Slawistyczne

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2023

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issue 24

27-41

EN

The starting point for this research is the crisis in discourse and pedagogy related to the representation of the Holocaust, as well as the crisis of empathy in its perception, signaled by, among others, Ernst van Alphen. With the passage of time increasing numbers of representations appear that push the boundaries of inappropriateness, requiring new approaches and new scientific findings. The Czech playwright Arnošt Goldflam, a representative of the second generation of survivors and at the same time an artist associated with the independent culture of the 1960s and 1970s, uses the category of ambivalence in his plays about the Holocaust, which may be considered as flirting with inappropriate representations of Shoah, leading to a convincing attempt to overcome its crisis.

4

Madame de Sade Yukio Mishimy: krew europejskich rycerzy, koronki przedrewolucyjnych dam, japońska scena i bomba atomowa

75%

Tokarski B.

Slavia Occidentalis

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2017

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issue 74/2

39-49

PL

Madame de Sade, a shingeki play by Yukio Mishima, first published and performed in 1965, still enjoys huge popularity all over the world. In my work, I consider the meaning of the drama and the connections between the Japanese and the European theatre, Marquis de Sade’s philosophy, the French Revolution and the history of Japan. I ask questions about the drama’s popularity and the possibilities for its modern staging.

5

Process Drama as a Medium of Creative Teaching and Learning in EFL Classroom

63%

Gałązka A.

The New Educational Review

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2006

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vol. 9

93-108

EN

Drama is an art form, a practical activity, and an intellectual discipline highly accessible to young people. In education, it is a mode of learning that challenges students to make meaning of their world. Through students’ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. In drama students draw on their knowledge and experience of the real world. Drama has the capacity to move and change both participants and audiences and to affirm and challenge values, cultures and identities Drama can develop students’ artistic and creative skills and humanize learning by providing lifelike learning contexts in a classroom setting that values active participation in a non-threatening, supportive environment. Drama empowers students to understand and influence their world through exploring roles and situations and develops students’ non-verbal and verbal, individual and group communication skills. It develops students’ intellectual, social, physical, emotional and moral domains through learning that engages their thoughts, feelings, bodies and actions. In the paper I will demonstrate process drama and how it may be used as a creative medium of teaching English as a foreign language.

6

Sumienie „Judasza z Kariothu” – o uniwersalności dramatu Karola Huberta Rostworowskiego

51%

Droś A. L.

Kultura i Wartości

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2020

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issue 29

DE

Im Artikel wurde die Universalität des Dramas Judas aus Karioth von Karol Hubert Rostworowski in Anlehnung an die Darstellung der Psychologie und des gewissensbezogenen Verhaltens des Protagonisten. Die Universalität von Judas gründet auf der Situation, in der sich die Hauptfigur – vor die Wahl zwischen Heldentum oder Schande gestellt – befand. Das Drama von Judas ist auch bedeutsam vom Gesichtspunkt des inneren Konfliktes in einem Menschen, der in einer Gruppe lebt, die an anderen Werten festhält als er selbst, und der keinen Kompromiss eingehen kann. Judas von Karol Hubert Rostworowski ist ein Werk, in dem die dargestellten Konflikte von Anbeginn an bestehen und ihren deutlichsten Ausdruck während der tragischen Ereignisse im vorigen Jahrhundert bekamen.

EN

In the article there is presented the universality of Karol Hubert Rostworowski’s drama Judas of Karioth based on the presentation of the psychological profile and conscience behavior of the main character. Judas’s universality was built on the situation in which there found himself, the main character facing the choice of heroism or dishonor. Judas’ drama is also important from the point of view of conflict arising in a man living in a group that values other than himself and the lack of compromise. Judas of Karol Hubert Rostworowski is a drama that has lasted since the dawn of time, and received the most explicit character during the tragic events of the last century.

PL

W artykule przedstawiono uniwersalność dramatu Karola Huberta Rostworowskiego Judasz z Kariothu w oparciu o przedstawienie sylwetki psychologicznej i zachowania sumieniowego głównego bohatera. Uniwersalność Judasza zbudowana została na sytuacji, w której znalazł się główny bohater, stanąwszy przed wyborem bohaterstwa albo hańby. Dramat ten jest również istotny z punktu widzenia konfliktu powstałego w człowieku, żyjącym w grupie wyznającej inne wartości niż on sam i braku możliwości kompromisu. Judasz Karola Huberta Rostworowskiego jest dramatem, który trwa od zarania dziejów, a najbardziej wyraźnego charakteru otrzymał podczas tragicznych wydarzeń ubiegłego wieku.

7

Der revolutionäre Dichter. Johannes R. Bechers ästhetische Rezeption der Russischen Revolution

45%

Eichhorn K.

Convivium. Germanistisches Jahrbuch Polen

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2019

131-145

PL

Artykuł analizuje dwie fazy recepcji Rewolucji Październikowej w twórczości JOHANNESA R.BECHERA. Podstawą są dwie wersje dramatu Arbeiter Bauern Soldaten, pierwsza z roku 1919, druga z roku 1924. Okres pierwszy charakteryzuje się w światopoglądzie BECHERA rewolucyjnym entuzjazmem. Wówczas ideologii komunistycznej wtóruje charakterystyczny dla ekspresjonizmu patos przebudzenia i przełomu. Kilka lat później można dostrzec, że tematowi Rewolucji Październikowej paradoksalnie towarzyszą konotacje autobiograficzne przy jednoczesnym wzmocnieniu argumentacji na rzecz procesu kolektywizacji.

EN

The article examines two phases in JOHANNES R. BECHER’S response to the Russian Revolution and its aesthetic consequences, by looking at the two versions of his play Arbeiter Bauern Soldaten (Workers Peasants Soldiers; 1919/1924). In the first phase, BECHER expresses his enthusiasm for the revolution and combines communist ideology with the expressionistic pathos of awakening into a new and groundbreaking future. In the second phase, the topic of the Russian Revolution is, paradoxically, more autobiographically-shaped, and it is accompanied by stronger arguments in support of collectivism.

DE

Der Artikel untersucht die zwei Phasen der ästhetischen Rezeption der Russischen Revolution bei JOHANNES R. BECHER anhand der zwei Fassungen des Dramas Arbeiter Bauern Soldaten von 1919 bzw. 1924. In der ersten Phase, BECHERS unmittelbarer Revolutionsbegeisterung, tritt die kommunistische Ideologie an die Seite des expressionistischen Aufbruchspathos, dem sie eine Richtung verleiht. In der zweiten Phase nimmt die Auseinandersetzung mit der Russischen Revolution paradoxerweise stark autobiographische Züge an – obwohl BECHER gleichzeitig das Moment des Kollektivismus argumentativ stärkt.

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1 Convivium. Germanistisches Jahrbuch Polen

1 Creativity. Theories – Research - Applications

1 Kultura i Wartości

1 Poznańskie Studia Slawistyczne

1 Slavia Occidentalis

1 The New Educational Review

1 pl.it / rassegna italiana di argomenti polacchi

1 Droś A. L.

1 Eichhorn K.

1 Firlej A.

1 Gałązka A.

1 Pachocki D.

1 Tokarski B.

1 Witerska K.

1 2023

1 2020

1 2019

2 2017

1 2015