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Acting Out brings together two short books (the autobiographical I>How I Became a Philosopher and To Love, To Love Me, To Love Us) by Bernard Stiegler, the fruit of the discipline he developed in prison and of the passion he brings to his political, philosophical, and technical diagnoses of contemporary life.
In Acting It Out, you’ll discover how to use drama in your ELA and social studies classrooms to boost student participation and foster critical thinking. With years of experience supervising arts integration programs in Chicago Public Schools, authors Juliet Hart, Mark Onuscheck, and Mary T. Christel offer practical advice for teachers in middle and high schools. Inside, you’ll find... Group activities to improve concentration, harness focus, and engage students of all abilities and learning styles in teamwork Close reading exercises that encourage students to think critically and build personal relationships with the text Strategies for integrating active approaches to dramatic literature, such as improvisation and scene work Ideas for using dramatic literature as a springboard for studying history and interdisciplinary studies Annotated reading lists that highlight each play’s content and recommended uses in ELA or social studies Throughout the book, you’ll also find handy tools such as reflection questions, handouts, and rubrics. By implementing the strategies in this book and allowing students to step into different roles from a text, you’ll improve reading comprehension and energize your classroom!
Minimize problem behavior and maximize student success! Acting-out behavior by students manifests in ways that make classroom management and teaching very challenging. Building on a model using seven phases of acting-out behavior presented in the first edition, the newly updated edition draws on new research in applied behavior analysis, sound instructional principles, and functional behavior assessment to deliver a clear roadmap for educators to design interventions in a clear, systematic, and achievable matter. Features include: Managing each phase of the acting-out cycle—from structuring the classroom, to handling escalated behavior, to recovery Case studies that distill concrete action steps from the book’s concepts Checklists, tools, resources, and templates for applying the book’s principles to any classroom
In this volume, teachers from urban, suburban, and rural districts join together in a teacher-inquiry group to challenge homophobia and heterosexism in schools and classrooms. To create safe learning environments for all students they address key topics, including seizing teachable moments, organizing faculty, deciding whether to come out in the classroom, using LGBTQ-inclusive texts, running a Gay-Straight Alliance, changing district policy to protect LGBTQ teachers and students, dealing with resistant students, and preparing preservice teachers to do antihomophobia work. Book Features: Examples of antihomophobia teaching across elementary, secondary, and university contexts, and discussions of the consequences of this work. Concrete discussions of how to start a teacher-inquiry group, and the challenges and rewards of engaging in teacher activism. A comprehensive annotated bibliography of texts that address homophobia and heterosexism.
Six one-act plays by six Newbery Medal-winning authors.
Dear ____________________, I know I can never really tell you about my summer at Camp Pine Haven. Since nobody here knows the real me I've decided to become a new person. I've gotten a fresh start as a loud, funny girl named J.D. (So much cooler sounding than Judith Duckworth!) I've made a point of picking activities Judith would NEVER choose, finding friends Judith would never talk to, and saying things Judith would never say. I just wonder how far I'll have to go to keep up the act. Sincerely, JD
This volume explores a relational pattern that occurs during one type of speech event -- classroom "participant examples." A participant example describes, as an example of something, an event that includes at least one person also participating in the conversation. Participants with a role in the example have two relevant identities -- as a student or teacher in the classroom, and as a character in whatever event is described as the example. This study reports that in some cases speakers not only discuss, but also "act out" the roles assigned to them in participant examples. That is, speakers "do," with each other, what they are talking about as the content of the example. Participants act as if events described as the example provide a script for their interaction. Drawing on linguistic pragmatics and interactional sociolinguistics, the author describes the linguistic mechanisms that speakers use to act out participant examples. He focuses on the role of deictics, and personal pronouns in particular, in establishing and organizing relationships. The volume also presents a new methodological technique -- "deictic mapping" -- that can be used to uncover interactional organization in all sorts of speech events. Drawing on the philosophy and sociology of education, the volume discusses the social and educational implications of enacted participant examples. Educational theorists generally find participant examples to be "cognitively" useful, as devices to help students understand pedagogical content. But enacted participant examples have systematic relational consequences as well. The volume presents and discusses enacted participant examples that have clear, and sometimes undesirable, social consequences. It also discusses how we might adjust educational theory and practice, given the relational implications of classroom participant examples.
Cabinet cards were America’s main format for photographic portraiture throughout the last quarter of the nineteenth century. Standardized at 6½ x 4¼ inches, they were just large enough to reveal extensive detail, leading to the incorporation of elaborate poses, backdrops, and props. Inexpensive and sold by the dozen, they transformed getting one’s portrait made from a formal event taken up once or twice in a lifetime into a commonplace practice shared with friends. The cards reinforced middle-class Americans’ sense of family. They allowed people to show off their material achievements and comforts, and the best cards projected an informal immediacy that encouraged viewers to feel emotionally connected with those portrayed. The experience even led sitters to act out before the camera. By making photographs an easygoing fact of life, the cards forecast the snapshot and today’s ubiquitous photo sharing. Organized by senior curator John Rohrbach, Acting Out is the first ever in-depth examination of the cabinet card phenomena. Full-color plates include over 100 cards at full size, providing a highly entertaining collection of these early versions of the selfie and ultimately demonstrating how cabinet cards made photography modern. Published in association with the Amon Carter Museum of American Art. Tentative exhibition dates (postponed due to COVID-19): Amon Carter Museum of American Art: August 2020 Los Angeles County Museum of Art (LACMA): 2021
Guskin is an "acting doctor" whose clients include Kevin Kline, Glenn Close, James Gandolfini, Bridget Fonda, and dozens more. Now Guskin reveals the insights and techniques that have worked wonders for beginners as well as stars.