Channel - Arts
1/29/2024 2:14:07 PM
Channel Videos
10. Participation
Default Presenter
5/15/2015 9:18:04 AM
16. Preparation to shake and shake
Using techniques of animation this, and the following two videos, introduce you to selected parts of Meyerhold’s étude, the slap.
It builds on your experience working with sticks and balls, using the same threefold biomechanical rhythm. But now the focus is on your body and its ability to move rhythmically and stylistically.
Default Presenter
5/15/2015 9:27:36 AM
18. The slap and return to neutral
Using techniques of animation, this video focuses on the last two actions of the étude the Slap.
Default Presenter
5/15/2015 9:34:19 AM
19. How to document a training exercise
This video sets the scene for three kinds of documentation: writing, still images, moving images. At the end Jonathan invites you to look at some historical examples of these kinds of documentation and consider how best you would like to record your experiences.
Default Presenter
5/15/2015 9:38:25 AM
22. Panel Discussion - Currency Today
In the final part of the panel our experts discuss the place of Meyerhold’s work in the 21st Century and consider the cultural specificity of the term Biomechanics.
Default Presenter
5/15/2015 9:44:22 AM
24. Anna Fenmore - Case Study
Dr Anna Fenemore describes the range of performers she works with and supports as well as the variety of traditions she embraces in her own training and approach to making contemporary performance.
Anna is a lecturer and Postgraduate Research Tutor in the School of Performance and Cultural Industries at the University of Leeds. Her teaching expertise is in physical and devised performance.
Default Presenter
5/15/2015 9:48:14 AM
4. The growth of Actor Training
The 20th century saw huge developments in the training of actors, across the world, but focused perhaps most intensively in Europe.
In this video Jonathan introduces you to some of these developments, organised into traditions of actor training, geographically and culturally.
Default Presenter
5/15/2015 9:05:45 AM
An assessment framework of communicative Arabic proficiency considering its diglossic nature Rahaf Alabar, Goldsmiths, University of London
The study proposes an assessment framework of communicative Arabic proficiency considering its diglossic nature. It explores the concept and components of communicative Arabic proficiency (CAP) in relation to the Arabic varieties, and its potential testing norm and constructs. Semi-structured interviews were conducted with nine assessment stakeholders who fall into three categories; assessor teachers, teachers and learners of Arabic as a foreign language at the (UKHE) context. The findings highlight a) aspects like social appropriacy, grammatical accuracy, cultural and bi-dialectical knowledge to be the major attributes of CAP. b) the socio-linguistic, cultural/intercultural, bi-dialectical competence, and interactional competences as the different components that CAP comprises; c) interaction and culture/inter-culture as the potential different constructs through which learners’ CAP could be measured. And d) the diversity of participants’ opinions regarding the description of Arabic native speaker and the disagreement amongst them about the appropriate assessment norm; the educated native speaker or an L2 user. The research findings reflect various opinions mainly regarding three topics of those under scrutiny; testing MSA and/or the colloquial, culture meaning and
assessment approaches, in addition to the educated native speaker/ or an L2 user as a norm of proficiency assessment.
Through examining the research findings in the light of the relevant literature, the UKHE context and the learners’ needs, a languacultural assessment framework of CAP was proposed. The distinctive aspects of it are; proposing a situated assessment approach of MSA and the colloquial, an interactional construct and a diglossic competent L2 user as a norm of proficiency assessment.
University of Leeds
3/28/2017 8:07:14 AM
BA English Language and Literature
Dr Julia Snell, Associate Professor in English Language, introduces her second year students to discussions surrounding language variations in the UK. Dr Snell and her students spend the seminar discussing how language varies in relation to social class, gender and age. This seminar is one of many that forms part of the teaching for the module ‘Language in Society’.
Dr Julia Snell
9/11/2014 2:00:00 PM
Continental Popular Music and Cultural Polices in Contemporary Britain with Jo Nockels
Leeds Humanities Research Institute (LHRI) workshop convened by Dr Isabelle Marc, and chaired by Professor David Platten.
Jo Nockels
12/12/2014 2:55:00 PM
Continental Popular Music and Cultural Polices in Contemporary Britain with Simon Warner
Leeds Humanities Research Institute (LHRI) workshop convened by Dr Isabelle Marc, and chaired by Professor David Platten.
Dr Simon Warner
12/12/2014 3:00:00 PM
Digital story by tara miller
Default Presenter
2/1/2018 10:28:20 PM
Facets of Classics (Literature): The Ragged Pyrrhus and Hamlet's Revenge
Facets of Classics is a series of workshops for A-Level students of philosophy, history, languages and literature, who do not have the opportunity to study classics at school. The workshops are designed to help students apply the skills they have learnt in other disciplines to studying classical material, in order to empower them to take on a new subject at university. The workshops are designed to draw key connections between a subjects they already study and classics.
The literature workshop, "The Ragged Pyrrhus and Hamlet's Revenge", sees students unlock the secrets of Shakespeare's most famous tragedy by unravelling the classical references in his reeling revenge speech. In this video Maria Haley, the workshop leader, explains more about the session content.
Maria Haley
8/8/2016 9:47:59 AM
Facets of Classics (Philosophy): The Meaning of the Golden Mean
Facets of Classics is a series of workshops for A-Level students of philosophy, history, languages and literature, who do not have the opportunity to study classics at school. The workshops are designed to help students apply the skills they have learnt in other disciplines to studying classical material, in order to empower them to take on a new subject at university. The workshops are designed to draw key connections between a subjects they already study and classics.
The philosophy workshop, "The Meaning of the Golden Mean", designed with clear connections to the A-Level syllabus, gives students an overview of ancient epistemology, before delving into ethics. Here we ask learners to solve modern problems with ancient wisdom. In this video Maria Haley, the workshop leader, explains more about the content.
Maria Haley
8/8/2016 9:43:53 AM
First Mehri children's ebook
Modern South Arabian Languages ebook
Default Presenter
2/15/2018 3:15:07 PM
G. Kress & T. van Leeuwen Public Lecture @Leeds 15May2017
In a unique joint public lecture at the University of Leeds, Professor Gunther Kress and Professor Theo van Leeuwen walk us through the origins and development of their research, which founded the field of Multimodality and Social Semiotics, and discuss open directions for future research in multimodal studies. Each of them also introduces their most recent theorizing and work on questions around the issue of mode(s) (Gunther Kress) and semiotic technology (Theo van Leeuwen).
For information on activities and events on multimodality at the University of Leeds, see our blog: https://mmodalityleeds.wordpress.com/
And our Multimodality Satellite within Language@Leeds: http://www.latl.leeds.ac.uk/research-satellites/multimodality/
Elisabetta Adami
5/15/2017 3:05:16 PM
Hervin Fernández-Aceves: International Medieval Congress at 25
"Someone who can feel proud not only of my own work, but of the big house that's hosting this massive gathering."
Hervin Fernández-Aceves is a PhD student in the Institute for Medieval Studies. Ahead of the 25th annual International Medieval Congress in 2018, he speaks about his experiences of the IMC and hopes for the future of medieval studies.
Default Presenter
4/5/2018 9:42:41 AM
HIST230101 05/11/2015 16:00 Roger Stevens LT 05 (7.05)_11/5/2015
University of Leeds
11/5/2015 4:02:00 PM
How to mix vinyl records
Default Presenter
1/8/2016 5:51:06 PM
How to use Transcription Desk
A brief introduction to Transcription Desk. Covering how to create an account, select a manuscript, and the processes involved in transcribing the letters of Branwell Bronte.
Default Presenter
4/14/2016 3:05:24 PM
Huiyi Bao: International Medieval Congress at 25
"It's like a carnival!"
Huiyi Bao (Fudan University) talks about her impressions of her first International Medieval Congress, ahead of the 25th annual IMC in 2018.
Default Presenter
4/5/2018 9:51:09 AM
Integration of digital education tools in Arabic language teaching and learning - the SAMR model Mohamed Amer, ILI Cairo, Egypt and Q&A session
By analyzing the Net Generation’s motivation to use the digital technology and identifying the activities that are involved in the process we can pinpoint the essential characteristics that guide the best practice for integrating the digital tools and resources in teaching and learning.
Those tools are generally characterized by one or more of the following attributes:
• adaptive to individual preferences
• providing opportunities for collaboration and sharing
• offering sense of community
• profiling individuals according to their contributions
• maintaining stealth user assessment and giving ranking
• community recognition and individual motivation
• activity tracking and reporting on demand
Supplementing our teaching with digital tools in a way that lacks to any of those attributes will only result in offering variety of materials format and activities without getting out of the traditional classroom box.
This presentation will showcase a mobile friendly web application that provides teachers and students with a platform for hosting structured and collaborative activities to practice reading and listening of media Arabic web content.
The application implements the SAMR model higher levels of modification and redefinition. Both the application and activities try as much as possible to create a small learning community with collaboration, sharing and ranking functions. The presentation will showcase a live demo of the application as well as an overview of other related implementations and projects.
University of Leeds
3/28/2017 8:07:14 AM
Janet Watson LaNatSEA Resources 2
Default Presenter
3/12/2018 10:01:55 AM
Janet Watson LaNatSEA Resources 4
Default Presenter
3/12/2018 10:14:24 AM
Languages for All - Charlotte (Advanced German)
Default Presenter
9/5/2017 3:15:41 PM
Linking Arabic language to the CEFR to assign a clear academic progress pathway Amira Mills and Najwa Kadhim, Kings College London
The demand for studying Arabic has increased in the recent years. In order to meet this demand, Arabic language as a full degree, joint honours or an evening course has appeared as an option on most if not all of the UK universities list.
In the process, several courses were introduced at different levels. It was therefore important to link the language to the CEFR to assign a clear academic progress pathway. While it is easy for most of the other languages, Arabic represents us with a challenge. The language consists of two main components: the standard modern form used in the academic field and most of the printed materials, news and media, and several other varieties in the communicative area.
Another challenge was setting up the assessment criteria and credit levels. Several points had to be taken into consideration when assessing the different language skills, such as minimum number of words, whether the spoken variety can be accepted in oral assessments and if so which form of variety, how much of the grammatical structure should be observed in these varieties.
University of Leeds
3/28/2017 8:07:14 AM
Lisa Fagin Davis: International Medieval Congress at 25
"Multiple kinds of medievalists are at home here."
Executive Director of the Medieval Academy of America Lisa Fagin Davis talks about the role and importance of the International Medieval Congress, ahead of the 25th annual IMC in 2018.
Default Presenter
4/5/2018 10:28:32 AM
MA Applied Theatre and Intervention
Default Presenter
10/29/2015 2:59:22 PM
MA Culture, Creativity and Entrepreneurship
Default Presenter
10/29/2015 2:26:11 PM
MA Performance Design
Default Presenter
10/29/2015 3:02:13 PM
Marianne O'Doherty: International Medieval Congress at 25
"I think it's been formative in making me into an interdisciplinary and international scholar."
Former staff member, regular delegate and Leeds alumna Marianne O'Doherty (University of Southampton) talks about what the International Medieval Congress has meant to her over the years.
Default Presenter
4/5/2018 10:05:35 AM
Meet PhD student Adam Strickson
The University of Leeds and Opera North partnership gave Adam the opportunity to develop an Opera libretto for his PhD based on Japanese cinema.
Adam Strickson
4/30/2012 3:50:00 PM
Music And Technology
Default Presenter
12/4/2015 12:14:30 PM
Professor Barker Peruvian research film, 1926
A digital copy of a 1926 research film created in support of the research of Professor Aldred F. Barker (1868-1964). The film is associated with the publication 'The prospective development of Peru: sheep-breeding and wool-growing country, 1927 (The University of Leeds). Professor Barker was the third Head of the Department of Textile Industries. ULITA - an Archive of International Textiles, ref ULITA2017.280
ulita.leeds.ac.uk
5 minutes 15 seconds. Digital transfer from nitrate. Original copy deposited at British Film Institute (BFI) National Archive.
Default Presenter
4/11/2018 8:44:26 AM
Professor Sita Popat discusses her REF 2014 impact case study
Professor Sita Popat, Head of the School of Performance and Cultural Industries talks about her exciting collaboration with KMA Creative Technology Ltd, and integrating movement and performance with projection and interactive technologies.
Professor Sita Popat
12/11/2014 10:40:00 AM
Resurgence Of Vinyl
Default Presenter
12/8/2015 10:05:51 AM
Roundtable 1_7/2/2015
University of Leeds
7/2/2015 9:04:44 AM
Roundtable 3_7/2/2015
University of Leeds
7/2/2015 2:53:13 PM
Roundtable 4_7/3/2015
University of Leeds
7/3/2015 8:54:44 AM
Roundtable podcast Soft Power Cinema and the BRICS
Roundtable podcast Soft Power Cinema and the BRICS - Professor Stephanie Dennison
Default Presenter
3/29/2018 10:28:29 AM
Study Abroad and Work Placement Years for Leeds historians
History students at Leeds discuss their Study Abroad and Work Placement years while studying at Leeds. Find out more: https://www.leeds.ac.uk/arts/info/20041/school_of_history
Default Presenter
12/16/2016 11:39:19 AM
The Application of the Integrated Approach to the Teaching of Arabic Diglossic Vocabulary
In this paper, I argue that Arabic diglossia is represented in the native speaker’s mind (Giolfo and Sinatora, 2011) through mental categorisations of the different functions that the language varieties fulfil. I also rely on recent findings showing that Standard and Colloquial Arabic vocabularies are neurophysiologically separated (Khamis-Dakwar and Froud, 2014) in the speaker’s mind. This reconceptualisation of diglossia greatly affects the field of the Teaching of Arabic as a Foreign Language (TAFL). It implies that it is necessary to teach both the formal and the colloquial varieties, and that students of Arabic need to develop linguistic skills that allow them to perform a native-like diglossic level of differentiation. Since vocabulary is the major contributor to proficiency and the strongest predictor of proficiency ratings (Iwashita et al., 2008), the development of diglossic vocabulary is the requisite for proficiency in Arabic. Inasmuch as it implies a potential overload for students, it is necessary to make sure that they are able not only to enlarge their vocabulary quickly and efficiently, but also to reduce the efforts required to memorise it. This can be achieved through cognitive linguistic approaches based on explicit vocabulary instruction, focus on form and focus on phonetic variation between formal and vernacular Arabic. Moreover, diglossic vocabulary building can be accelerated by drawing students’ attention on regular changes that occur comparatively within word patterns and features of both varieties.
References
Giolfo, M.E.B., Sinatora, F. (2011). “Rethinking Arabic Diglossia. Language Representations and Ideological Intents” in P. Valore (ed.), Multilingualism. Language, Power and Knowledge. Edistudio, Pisa, pp. 103-128.
Iwashita, N., Brown, A., McNamara, T. and O’Hagan, S. (2008). “Assessed Levels of Second Language Speaking Proficiency: How Distinct?”. Applied Linguistics 29. 24-49.
Khamis-Dakwar, R., Froud K. (2014). “Neurocognitive modeling of the two language varieties in Arabic Diglossia” in R. Khamis-Dakwar and K. (eds.) Perspectives on Arabic Linguistics XXVI: Papers from the annual symposium on Arabic Linguistics. John Benjamins, New York, 2012. pp. 285–302.
University of Leeds
3/28/2017 7:36:14 AM
The role of clothing in death practice and bereavement
Judith Simpson (research student, School of Design) describing her research into clothing and bereavement using story telling techniques. (Part of a staff workshop led by storyteller Tim Relph in July 2016)
Default Presenter
7/28/2016 10:58:19 PM
Trapped between MSA and Everyday Tasks – Learning Arabic at HEIs in the UK - Melissa Towler - University of Winchester (presented by Saussan Khalil)
Communicative Language Teaching has been changing the way foreign languages are taught since the 1970s. Despite this, and the surge in students opting for Arabic at universities in the West over the past 15 years, many Arabic language departments are not preparing students for communication. In the majority of UK Higher Education Institutions (HEIs), students are taught to speak, listen, read and write in MSA and are expected to pick up a dialect during their year abroad. This study has revealed that some HEIs have introduced regional varieties into the curriculum. However, participants are still dissatisfied with the lack of focus on them and speaking in general. To date, no comprehensive study has investigated the reasons UK students are opting for Arabic or how regional varieties are dealt with in undergraduate degree courses. This study addresses this gap through mixed methods research, drawing on both quantitative and qualitative methods, including questionnaires, interviews and classroom observations. Research on curriculum development suggests that including the student voice in discussions on course content is crucial if students are to be engaged in learning. Findings from this study reveal that students are learning Arabic to converse with L1 speakers and to use their language when travelling to the Arabic-speaking world. Due to the diglossic nature of the Arabic language, students need to draw on two varieties when choosing the appropriate variety in any given situation. Therefore, in this study, it is proposed that regional varieties are incorporated into Arabic undergraduate degree courses.
University of Leeds
3/28/2017 7:36:14 AM
Twitter in Teaching Arabic For Specific Purposes Mahammed Bouabdallah, University of Westminster
In the new era of digital technology, the use of microblogging networks such as Twitter became a common practice among youth learners and digital natives across language classes. In the presence of VLE across all universities, do we really need to add Twitter to language classroom? Researchers suggest that Twitter as a tool outside the classroom can be a good support for language learning. In this study, we discuss the students’ perceptions regarding the use of Twitter in an Arabic for Media classroom, and how Twitter could be used as facilitator to maximise the students’ motivation. The data of this paper is based on a questionnaire that has been given to final year students of Arabic at the University of Westminster. The students took “Arabic for Media” as a major module in their Undergraduate Programmes. Students were asked to answer questions about their usage of and opinion on Twitter, and how they felt about the whole experience. From their answers, it was concluded that Twitter can be used as an effective tool and a practising collaboration among learners of Arabic for specific purposes.
University of Leeds
3/28/2017 8:07:14 AM
Universities Week 2014
If you want to know anything about stem cells, physics, climate change, digital learning culture and more please ask our experts at https://twitter.com/UniversityLeeds/lists/universities-week
University of Leeds
6/11/2014 10:55:00 AM
Using Language Corpora in Developing Arabic Lessons & Syllabuses
Audio recording of the Power-point Presentations given by Dr Rasha Soliman titled "Using Language Corpora to Develop Arabic Lessons and Syllabuses". This was presented in the Arabic Teacher Development Event on the 11th of July 2016 at the University of Leeds.
Dr Rasha Soliman
7/11/2016 12:42:47 PM
Using Special Collections: Lorna
Lorna Goldsmith talks about her experience of using Special Collections for research.
Default Presenter
5/20/2016 12:42:48 PM
Writing Chinese public event: New Writing from East Asia
A selection of author readings and Q & A, held in the morning of Saturday 4 July 2015, in conjunction with Leeds Writers Circle. Featured authors are Jeremy Tiang, James Shea and Murong Xuecun. The venue is the Northern Ballet Theatre in Leeds.
Default Presenter
7/28/2015 2:56:24 PM
Writing the perfect Eurovision song
Musicologist Professor Derek Scott explores the elements that make up a 'perfect' Eurovision Song Contest entry. Professor Scott has analysed over fifty years of Eurovision entries in a bid to investigate the secret to success in the competition. His song, 'Be Nice to Nice People' is based on the findings of his research and incorporates elements which he believes to be key to avoiding the dreaded 'nul-points' and taking the coveted top spot in the biggest music event of the year.\n\nInterview originally recorded in 2011.
Professor Derek Scott
5/10/2013 9:45:00 AM
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