Instead of treating modernism principally as a thing of the past, this volume highlights modernism as an impulse that can be carried forward to the present, re-embodied and re-encountered in theatrical performance. It demonstrates how modernist impulses spark contemporary theatre in electric and dynamic ways, continuing the modernist imperative to 'make it new' and to engage meaningfully with the complicated situation of living in the contemporary world. Through a diverse set of contributions from scholars and theatre practitioners, this book examines the legacy of modernism on the world stage in acts of remembrance, restaging, transmission and slippage. It investigates both well-known and less familiar aspects of modernist theatre history, engaging topics such as the revival of the first Black American musical, feminist and disability-led reinterpretations of canonical modernist plays, the use of modernist-inspired performance practice in contemporary university arts education and the continually contested meaning and importance of the avant-garde.

Performance and Professional Wrestling is the first edited volume to consider professional wrestling explicitly from the vantage point of theatre and performance studies. Moving beyond simply noting its performative qualities or reading it via other performance genres, this collection of essays offers a complete critical reassessment of the popular sport. Topics such as the suspension of disbelief, simulation, silence and speech, physical culture, and the performance of pain within the squared circle are explored in relation to professional wrestling, with work by both scholars and practitioners grouped into seven short sections: Audience Circulation Lucha Gender Queerness Bodies Race A significant re-reading of wrestling as a performing art, Performance and Professional Wrestling makes essential reading for scholars and students intrigued by this uniquely theatrical sport.

Performance and Professional Wrestling is the first edited volume to consider professional wrestling explicitly from the vantage point of theatre and performance studies. Moving beyond simply noting its performative qualities or reading it via other performance genres, this collection of essays offers a complete critical reassessment of the popular sport. Topics such as the suspension of disbelief, simulation, silence and speech, physical culture, and the performance of pain within the squared circle are explored in relation to professional wrestling, with work by both scholars and practitioners grouped into seven short sections: Audience Circulation Lucha Gender Queerness Bodies Race A significant re-reading of wrestling as a performing art, Performance and Professional Wrestling makes essential reading for scholars and students intrigued by this uniquely theatrical sport.

The term Talking and Thinking Floorbook (TM) reflects their purpose which is to encourage thinking skills through talking and listening together in a group, so that children are consulted and can then influence the opportunities taking place.They create a child centred approach, which records the evidence of the process of play and the learning that comes from it.Consultation with children is important because;* it creates a closer match between the child and the curriculum it is experiencing.* it builds self esteem and positive attitudes when the learner is involved in the decision making.* it increases intrinsic motivation, that stays with a child throughout life.* children have a right to be treated with respect. As individuals, we can show respect by valuing their thoughts and opinions.The initial thoughts, evidence of the process of play and a summary of ideas are collated in a Talking and Thinking Floorbook(TM), that can reflect the progression over the learning journey.

Just being outside doesn't always guarantee a connection to the natural world. An awareness of the environment needs to be embedded within the curriculum, and with climate change and sustainability being such important and urgent issues, this book is a timely and much needed resource for early years and primary educators. Introducing nature pedagogy - an approach that seeks to respect and support the rights of children and the planet together. Nature pedagogy encourages all educators to embrace eco-logical choices and to use nature as the location, resource and context for learning. The author draws on international research and case studies to offer a way forward, to embed green teaching and a nature-based pedagogy in practice and transform teaching with young children.

Just being outside doesn't always guarantee a connection to the natural world. An awareness of the environment needs to be embedded within the curriculum, and with climate change and sustainability being such important and urgent issues, this book is a timely and much needed resource for early years and primary educators. Introducing nature pedagogy - an approach that seeks to respect and support the rights of children and the planet together. Nature pedagogy encourages all educators to embrace eco-logical choices and to use nature as the location, resource and context for learning. The author draws on international research and case studies to offer a way forward, to embed green teaching and a nature-based pedagogy in practice and transform teaching with young children.

This series provides an insight into the knowledge you require to facilitate learning occuring in outdoor environments, taking the natural elements as a guide. Content includes: Case studies with Possible Lines of Development (PLODs); curricular links; developing skills; Benefit Risk Assessment; with introduction and summary by Claire Warden. For anyone working with 3-11 year olds outside.

This book explores the connection that very young children have to Nature. Each chapter celebrates a natural element such as mud. Practical ideas are detailed for taking children under three outside to play. Its aim is to support and guide the carer and practitioner to consider the potential of an outdoor area for children under three and how you can respond to their motivations to create a natural environment full of awe and wonder.

This series provides an insight into the knowledge you require to facilitate learning occuring in outdoor environments, taking the natural elements as a guide. A combination of children's voices and progression points share the approach of teaching and learning, which in 2011 received three accolades and was described as 'inspirational and sector leading'. Simple, clear and easy to use for anyone working with children from 3 - 11 years old outside. Both practical and academic guidance on the acitivity of Wood Whittling.

An inspiring new series of books that takes away any barriers to teacing and Learning in natural environments, inside, outside and beyond. Highly accessible for anyone working with children from 3 to 11 years old. The series is designed to offer support to staff to raise their own knowledge and skills to empower them to use authentice experiences to deliver a broad curriculum, whilst celebrating children's voices as guides to the potential learning possibilities. It provides information, curricular links and progression in learning with benefit risk assessments all in one place. A must have for all who are learning outside the classroom. A5, Full colour photographs throughout with a Foreword by Tim Gill.

Learning outside the classroom is a key part of early years and primary practice and is on the rise in settings across the world. This book centres on outstanding outdoor practice and how children can learn and develop in natural environments. Focussing on children aged from 2-11 this book contains: A self-evaluation toolkit for educators to reflect on what they're doing now and where to develop to be more effective. Examples of practice from around the world and in various environments, including urban settings. An entire chapter on assessment and planning to help ensure and demonstrate quality of provision. Looking at all the possibilities and approaches, there are models for practice to suit every setting so that everyone can make outdoor learning part of the core teaching and learning objectives. Claire Warden is an educational consultant with an international reputation for pioneering work in education and a focus on children's connection to the natural world. For more details of her work visit www.mindstretchers.co.uk

This series of curriculum and nature-based planning journals are designed to provide both a curriculum framework of ideas and provocations and unique pages to complete that allow room for the development of child-led inquiries. Understanding the learning when we are outside can be a challenge. This series of books provides the support you need to create high quality programs that all of your team can engage with. Ideas stem from case studies and give planning from two angles. The first is as a context for child-led learning, such as the exploration of charcoal as a medium. The second is planning lessons about academic subjects to ensure breadth and balance in your program linking back to the investigation into charcoal. Two options in one book to bring back the joy to planning. The Fascination Series is a way of starting to reveal the opportunities for children to learn with nature, not about it, by not just sitting in it, but by connecting to it. Children will remember these experiences and will start to ponder their significance in terms of the larger issues that face us in modern society, such as sustainability. Enjoy the stories of how children have explored charcoal in mark making, paint, making water filters and much more documented through Claire's world renowned Floorbook(R) approach and start to see the huge amount of learning that takes place in the process of learning with nature.

We all need time to play in puddles. It is a true delight to be on a walk and discover a puddle and explore how deep and wide it is, as well as how big a splash it makes. Puddles are one of the most wonderful play materials that nature can provide. It is wonderful to see children meet a puddle for the first time and observe it with such awe and wonder. The question for us as practitioners and educators is: how do we use something as simple as a puddle to develop complex learning? This series of curriculum and nature-based planning journals are designed to provide both a curriculum framework and pages to complete that allow room for the development of child-led inquiries. Understanding the learning when we are outside can be a challenge. This series of books provides the support you need to create high quality programs that all of your team can engage with. Ideas stem from case studies and give planning from two angles. The first is as a context for child-led learning, such as the exploration of puddles. The second is planning lessons about academic subjects to ensure breadth and balance in your program. The Fascination Series is a way of starting to reveal the opportunities for children to learn with nature, not about it, by not just sitting in it, but by connecting to it. They will take messages from it and start to ponder their significance in terms of the larger issues that face us in modern society, such as sustainability. Enjoy the stories of how children have explored puddles gathered through Claire's world renowned Floorbook(R) documentation and start to see the huge amount of learning that takes place in the process of learning with nature.

Exploring the experiences of early to mid-twentieth century British theatre-makers in Russia, this book imagines how these travellers interpreted Russian realism, symbolism, constructivism, agitprop, pageantry, dance or cinema. With some searching for an alternative to the corporate West End, some for experimental techniques and others still for methods that might politically inspire their audiences, did these journeys make any differences to their practice? And how did distinctly Russian techniques affect British theatre history? Migrating Modernist Performance seeks to answer these questions, reimagining the experiences and creative output of a range of, often under-researched, practitioners. What emerges is a dynamic collection of performances that bridge geographical, aesthetic, chronological and political divides.

The first detailed, student centred introduction to modernist avant garde performance. This textbook introduces you to modernist avant garde theatre. It clearly explains the key terms as well as the major movements, including Expressionism, Dadaism, Futurism, Workers' theatres, Constructivism and the Living Newspaper, and Mass Performance, using a case study approach. It introduces the important traditions and conventions of the modernist avant garde, reassesses theatrical techniques, and provides examples of plays and performances from across Europe and America. There are also chapters on The Modernist Body and on Interdisciplinary Performance. Includes links to visual performance based examples from plays by Elizabeth Robins, Tristan Tzara, Sophie Treadwell, Haillie Flanagan and Antonin Artaud. The book approaches the modernist avant garde both as an area of academic study and as potential raw material for contemporary performance. The first introductory guide to the modernist theatrical avant garde; includes case studies, practical exercises at the end of each chapter, an annotated bibliography and a glossary of performance terms; includes links to performance based explorations of theatrical techniques and provides a springboard for further independent study, both theoretical and practical.

Exploring the experiences of early to mid-twentieth century British theatre-makers in Russia, this book imagines how these travellers interpreted Russian realism, symbolism, constructivism, agitprop, pageantry, dance or cinema. With some searching for an alternative to the corporate West End, some for experimental techniques and others still for methods that might politically inspire their audiences, did these journeys make any differences to their practice? And how did distinctly Russian techniques affect British theatre history? Migrating Modernist Performance seeks to answer these questions, reimagining the experiences and creative output of a range of, often under-researched, practitioners. What emerges is a dynamic collection of performances that bridge geographical, aesthetic, chronological and political divides.

Learning outside the classroom is a key part of early years and primary practice and is on the rise in settings across the world. This book centres on outstanding outdoor practice and how children can learn and develop in natural environments. Focussing on children aged from 2-11 this book contains: A self-evaluation toolkit for educators to reflect on what they're doing now and where to develop to be more effective. Examples of practice from around the world and in various environments, including urban settings. An entire chapter on assessment and planning to help ensure and demonstrate quality of provision. Looking at all the possibilities and approaches, there are models for practice to suit every setting so that everyone can make outdoor learning part of the core teaching and learning objectives. Claire Warden is an educational consultant with an international reputation for pioneering work in education and a focus on children's connection to the natural world. For more details of her work visit www.mindstretchers.co.uk