PEMBELAJARAN SENI TARI DRAMA DI SEKOLAH DASAR

In Elementary Education Curriculum of 1994, Artistry Education in Elementary School referred as subject of Handicraft and Artistry. Artistry Education in Elementary School comprises the fine arts, artistic of music, and dance art. That third of item coverage have to be mastered and taught by a teacher of Elementary School. In consequence, a teacher of elementary school at least knowing and comprehending three things of related to study of Artistic drama dance, (2) learning of artistic drama dance as education media in elementary school, and (3) the learning function of artistic drama dance in elementary school. The congeniality of artistic drama dance is the beauty, which has been expressed by body rhythmic movements in a room, having storied, player, author and audience elements. There are two basically matter in learning of artistic drama dance in elementary school that is (1) to become the actor candidate and (2) for the maturation of student, constructing growth esthetics, and (3) assisting the life completion. Keywords : learning, artistic, dance, drama, and elementary school

Cookery = Artistry

If variety is the spice of life, Indian cookery has both so It should rate high! To the Western palate, the spices are the most significant feature of Indian dishes and some would feel that we use far too many and mask the subtle natural flavors in food

A Narrative Study of Professional Artistry in Selected Thai Music Teachers

The research question of the study is, çHow is music teachers’ professional artistry in Thai societypolished and expressed? There are three objectives: 1) to study music teachers’ professional artistry inThai society by observing the teaching and learning process and relationship between teachers and students,2) to study the relationship of music teachers’ professional artistry, teachers’ identification, andteachers’ experience.The Narrative Approach was employed to explore the three stories of three music teachers; Prof.PoonpitAmatayakul, DussadeeBuntasnakul, and Assoc. Prof. PichitChaisalee. Semi-structured interview,nonparticipant/participant observation and document review were employed for collecting research data.The research result found that family, music teachers, friends, and musical experience are importantelements influencing music and teacher identification. Professional artistry as a music teacher wasdeveloped by teaching experience. Music and teacher identity are the basis of professional artistry. Allparticipants used 4 dimensions of professional artistry; the art of teaching, problem-solving, communicating,and living. They expressed the professional artistry by employing oral tradition approach, developingartistic creativity, focusing on individual differences, developing and keeping faith, and teachingsocial skill

Everyday Artistry

33 X 88 banner titled Everyday Artistry. The banner is one of nine banners that are a part of the Placemaking in Scioto County, Ohio traveling exhibit. This banner will be on display at the Southern Ohio Museum & Cultural Center from December, 2018 - August, 2019

The Development of an Actor

This thesis is an exploration and reflection of my growth and development as an actor after three years of studies at the University of Arkansas. It includes a statement of artistry, a copy of the program from my thesis performance, a link to my actor website, and a current headshot and resume

THE COMPOSITIONAL AND MUSICAL COMPONENTS OF SPECIAL ARTISTRY IN RHYTHMIC GYMNASTICS

Rhythmic gymnastics is an Olympic sport. Competitive composition in rhythmic gymnastics should not only meeting the requirements of the physical abilities, but being technically perfect and expressively performed by a gymnast as well. Describing the expressiveness of rhythmic gymnast’s performance, the term “special artistry” is used. Special artistry in rhythmic gymnastics means artistry of compositional content, artistry of rhythmic gymnast, shown by athlete during performance of competitional composition and gymnast’s artistic abilities, influencing aesthetical effect of composition performance. The evaluation of judges at competitions often has a subjective character that is why the actual task of research is to make the expert assessment more objective. Particular investigation in general focuses on possible solutions to make alternative judging. Thus special artistry generally is viewed in 4 components – technical, aesthetical, compositional and musical. This paper is focused only on compositional and musical components of special artistry, headlining creation, build and content of composition, its execution and compositional and musical skills of the gymnast. The aim of the research is to define and to classify competitional composition determining components criteria and exponents of special artistry in rhythmic gymnastics. To develop this research there was used the meta-analysis of scientific literature, using researches of the top rhythmic gymnastics, art and music specialists from one data base, with further creation of thematic typology of elements. In total there were screened 961 sources of which 107 qualified and 25 were chosen for further research. Investigating chosen data sources by the appropriated search terms, as a result 15 criteria and 104 exponents in compositional component, and 5 criteria and 4 exponents in musical component of special artistry in rhythmic gymnastics were determined and classified according to the selected structure of special artistry components in rhythmic gymnastics.

Psychological consumption of culinary artistry in the Peak District

This paper is based upon the culture of culinary artistry, consumption and design. The ranges of sources are specific to The Peak District using Chatsworth House as a case study. It will attempt to conceptualise the heritage, sustainability and perception of culinary arts as a medium of culture. Elements of cultural heritage tourism will be incorporated into this paper and conceptualised to culinary arts. “Culture is a fascinating concept. Our favourite analogy is to compare it to a beautiful jewel – hold it to the light, and reveal its multiple dimensions. Culture is not just a tool for coping, but a means for creating awareness and for learning”. Harris and Moran (2001) Data collected through in-depth interviews, a questionnaire survey and observation will be presented and analysed which seeks to address the practical aspects to the theoretical models. The qualitative analysis of data suggests that there are parameters that have an important yet underlying resonance in the consumption of the product; cognition, perception and psychology. The fundamental feature of common sense psychology is the underlying belief system that underlies peoples overt behaviour are causes and that it is these causal patterns and NOT the way in which an activity is performed that represents the ‘real’ meaning of what people do. Initial research highlighted attribution theory as the underlying elements or associated discourses and is supported by Lewis (2006) who highlights Hofstedes definition of culture as the collective programming of the mind that distinguishes one member from the other. A more simplified definition highlighted by Baron and Byrne (2000) defines culture as an organized system of shared meanings, perception and beliefs held by persons belonging to any group. This ‘cultural sensitivity’ is enhanced by utilising its resources to understand the perception and behaviours influenced by the cultural values (organized system or collective programming) of the host and guest (Wood and Botherton 2008)