Museum theatre & live interpretation
|
|
- Dorcas Gilmore
- 7 years ago
- Views:
Transcription
1 Museum theatre & live interpretation 1
2 The context: 2 decades of change in museums UK and worldwide Shift in focus from curating to audience Education and social inclusion now high on the agenda the very purpose of a museum is being interrogated just as wider debates take place about nationality, citizenship, heritage (incl. whose heritage? ) many museum directors now see their galleries as sites for experiment, debate, and as bases from which to reach out into the community Drama seen as 1 way of stimulating those debates - its fictionality highlighting the constructedness of many of the narratives the museums tell through their exhibits But, a contested practice: e.g. drama fictionalises, diverts attention, can trivialise and can be expensive
3 from the Port Arthur Historic Site (19 th cent. penal colony in Tasmania) Visitor Information Brochure: Frequently asked questions : Why don t staff dress up in costume? Many visitors have enjoyed this style of presentation at other sites and say that they would welcome it at the Port Arthur Historic Site. But Port Arthur is a real place with a dark and difficult history. Dressing staff up in convict and other costumes could turn the experiences of those who were imprisoned here into light entertainment, which we do not think is appropriate.
4 Museum theatre & live interpretation Some snapshots from USA, UK, Australia and Sweden 4
5 Living history Colonial Williamsburg, Virginia 5
6 Re-enactment of an 18 th cent. trial of witches (Williamsburg) 6
7 Plimoth Plantation, Massachusetts 1 st person interpretation 7
8 8
9 9
10 3 rd person the Indian settlement outside the plantation stockade 10
11 Sovereign Hill, Ballarat, Australia 11
12 12
13 The Young National Trust Theatre (theatre in education programmes at country houses until 2000) 13
14 The Victorian Schoolroom at Wigan Pier 14
15 National Maritime Museum, Greenwich, London: The Gunner s Tale
16 This Accursed Thing Manchester Museum The traders barter over slaves 16
17 17
18 This Accursed Thing The slave trader confronts his audience 18
19
20
21 21
22 22
23 from the Port Arthur Historic Site (19 th cent. penal colony in Tasmania) Visitor Information Brochure: Frequently asked questions : Why don t staff dress up in costume? Many visitors have enjoyed this style of presentation at other sites and say that they would welcome it at the Port Arthur Historic Site. But Port Arthur is a real place with a dark and difficult history. Dressing staff up in convict and other costumes could turn the experiences of those who were imprisoned here into light entertainment, which we do not think is appropriate.
24 PERFORMANCE, LEARNING AND HERITAGE - an investigation into the uses and impact of performance as a medium of interpretation, learning and engagement in museums and at historic sites, (funded by the Arts & Humanities Research Council) University of Manchester: Centre for Applied Theatre Research
25 Main research methods Longitudinal research: visitor groups observed, interviewed and re-visited over a 12 month period for each case study, to test perception, engagement, recall, and learning outcomes Focus groups and one-to-one interviews of range of visitor types (school groups, family groups, independent visitors); and actors, education officers, policy makers Comparative case study research Action Research and Experimental Research (related to the commissioned performance) Questionnaire surveys Video and stills-camera recordings complemented by a broader mapping of developments in museum theatre practice in the UK and abroad
26 Research findings a selection 1. IMPACT OF PERFORMANCE Performance has long term impact on audience members this can be for positive or negative reasons however. When performance is offered as part of a museum experience, it is more frequently mentioned in the narratives of visitors than other aspects of their visits, especially over the longer term. Memory is often aided by recall of the performance s immediate surrounds (the site as set ) and artefacts (often seen as props ). More could be made of these links. There is no one-size-fits-all style or method of performance. There are innumerable ways in which performance can be employed by institutions. But visitor response is more appreciative when there is a clear alignment of the goals of the site with a suitable method of performance.
27 2. Learning through performance Well-designed & executed performance is among the most powerful of interpretive techniques & can enhance the visitor s appreciation and critical understanding of the subject matter. It has been used to great effect in dealing with challenging and difficult content within heritage environments. It is especially effective for instigating, framing and hosting debate and dialogue, and can give people a new-found appreciation of the complexity of the heritage. Performance can give voice to, and celebrate, the experiences of marginalised individuals or communities excluded from the grander narratives of conventional history.
28 3. Interactivity interaction and participation are hugely memorable aspects of performances that aid (most) audience members recall of facts, sites and artefacts. They can also greatly enhance people s understanding of the heritage, their emotional response to it, and their desire to repeat the experience (i.e. re-visit) The experience is usually enhanced by some form of induction and de-briefing as a way of introducing and closing the performance (without closing down the questions raised) incorporation of moments of genuine challenge within the performance un-settlement tacit permission to opt in and out at any point.
29 4. Visitors and Audiences the quality of engagement and the extent of the learning generated by performance depends not just on the novelty of the experience, nor just on the quality of the performance itself, nor the volume of information conveyed, but, at least as much, on the way the experience is framed. There are complex and ongoing transitions that take place, from visitor to audience, to participant and to learner, and back again, in museum performance. How do we facilitate these transitions?
30 5. Institutional context Visitors are able to integrate their experience of performance into the larger experience of their visit if the connections to sites/collections/artefacts are made explicit. This not only aids recall of the performance itself, but of the other encounters had on site also. This is often not well facilitated by museum management. sustainability and publicity are major issues not being suitably addressed by a majority of sites under observation. Lack of adequate publicity sends a negative signal to visitors about the worth of the activity as perceived by the institution.
31 The research has inevitably generated more questions than we began with. More research is needed! 31
32 Key questions that might be asked when designing performance events in museums or historic sites: How do we induct visitors into the performance event (and the rules of the game - the contract )? How do we frame the event (re-enactment, story-telling, etc)? What are the moments of inspiration/surprise/ revelation (the wow factor)? What are the points at which the audience/their preconceptions are unsettled, or challenged? And how is this managed? How/when do we ensure opportunities to exercise choice to opt in or out of the contract and agency? How do we ensure opportunities to de-brief & to make connections with the rest of the site/the exhibitions/subject matter? What place does empathy have in the process? how important is it to induce empathic engagement with characters in the piece? if it is, how do we ensure that it enlarges rather than narrows understandings?
33 PERFORMANCE, LEARNING AND HERITAGE University of Manchester: Centre for Applied Theatre Research
34 Engagement How do people respond to the site? The eventness of the performance? And their positioning as audience (or participant)? As a result of performance, do they exert an increased sense of ownership over the spaces, the institutions and the stories on offer? How do they respond to opportunities for debate and dialogue? Does this translate into thinking and talking about current issues? How do people recognise and respond to the rules of interaction? How do these differ by type of interaction? Does interaction help with the retention of information and/or increase understanding
35 How do people respond to unsettling or challenging experiences? Can they be alienating rather than engaging? How is choice about how and when to interact articulated? Who controls the interaction? Who decides when it ends? Do people show evidence of increased empathetic engagement with the history they are being presented with? What can observations and footage tell us about the physicality of engagement in the moment?
36 36
37 I didn t understand what motivated them [sailors at Battle of Trafalgar] or that that allowed them to have such a victory, if such a thing is a victory in war. I didn t understand that, I didn t consider that. I certainly do now. [NMM_I_PP2_60] Often it is kind of a curiosity element that you are seeing something tangible about what you know already. [NMM_I_PP2_59] I think the things that I gained from the exhibition or the enthusiasm to gain something from the exhibition was spurred by the theatre piece. [NMM_I_PP2_60]
38 Charting Audience Response
39 39
40 The holding up of... the manila ring. That was a really powerful moment of concrete imagery, where they were saying: this is the life of a person, and this is what a person was worth. [MM_I_PP1_73] Before the play I couldn t understand why people did it [slavery], but once we had that scene where we asked him [the slave trader] questions and he gave answers, you start to understand why they did it. It was still wrong, but you understood the motives behind it; they weren t just cold hearted. They actually had reasons for doing it and stuff. INT: And do you think that that s important... Yeah, cause if you re trying to persuade someone against it, then if you use the other person s arguments, then it makes your arguments stronger. So that s good. [MM_S_PP2_154]
North Carolina Essential Standards Kindergarten Theatre Arts. Communication. Analysis. Aesthetics
North Carolina s Kindergarten Theatre Arts Note on Numbering/Strands: C - Communication, A - Analysis, AE Aesthetics, CU - Culture Communication K.C.1 K.C.2 Use movement, voice, and writing to communicate
More informationWhat is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
More informationa. Identify physical qualities that might reveal a character s inner traits in the imagined world of a drama/theatre work.
CREATING THEATRE Anchor Standard 1: Generate and conceptualize artistic ideas and Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question(s): What
More informationHistory. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)
History Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims
More informationScheme of Work Unit Four Section C Shakespeare
Scheme of Work Unit Four Section C Shakespeare Unit OBJECTIVES: Also: AO2: Demonstrate knowledge & understanding of practical & theoretical aspects of Drama & Theatre, using appropriate terminology AO3:
More informationThere s a Boy in the Girls Bathroom by Louis Sachar
There s a Boy in the Girls Bathroom by Louis Sachar This unit lasts three weeks This book has as its main character Bradley Chalkers, a bad boy who is always in trouble. In this story, we are allowed to
More informationAshton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?
Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your
More informationSpeaking and Listening Materials
Speaking and Listening Materials The speaking and listening materials consist of a teacher s handbook, a book of teaching objectives and classroom activities, a pack of leaflets and posters and a video
More informationFILMS AND BOOKS ADAPTATIONS
FILMS AND BOOKS Reading a book is very different to watching a film. The way that we understand both is also different. We firstly need to think of the ways in which films and books tell their stories.
More informationIntegrating Technology into the Classroom. Trevor Moore. Western Oregon University
1 Integrating Technology into the Classroom Trevor Moore Western Oregon University 2 Introduction: In our ever- evolving world, we have seen the emergence of technology in all aspects of our lives. People
More informationHow To Write a Feature Story
How To Write a Feature Story Popular content of print, electronic and Internet media What Are Feature Stories? Feature stories are human-interest articles that focus on particular people, places and events.
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationShared Solutions: An Overview Special Education Policy and Programs Branch Ministry of Education
Shared Solutions: An Overview Special Education Policy and Programs Branch Ministry of Education Table of Contents 1. Shared Solutions: Overview 2. Understanding Conflict 3. Preventing Conflicts 4. Video:
More informationcontents Introduction page 2 Documentary page 3 Types of documentary page 4 Narrative page 5 Expectations page 6 Observational documentary page 7
contents page 2 page 3 page 4 page 5 page 6 page 7 page 9 Introduction Documentary Types of documentary Narrative Expectations Observational documentary Box office 1 introduction 'There are still, almost
More informationWiltshire Council s Behaviours framework
Wiltshire Council s Behaviours framework It s about how we work Trust and respect Simplicity Responsibility Leadership Working together Excellence Why do we need a behaviours framework? Wiltshire Council
More informationGIVING VOICE TO VALUES: BRIEF INTRODUCTION
GIVING VOICE TO VALUES: BRIEF INTRODUCTION Most of us want to bring our whole selves to work. Yet, experience and research demonstrate that many of us will encounter values conflicts in our careers, when
More informationLiteracy across learning Principles and practice
Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationQ&A with Ilan Chabay Interviewed by Joelle Seligson
Q&A with Ilan Chabay Interviewed by Joelle Seligson It was a case of professional schizophrenia but a very useful one, laughs Ilan Chabay about his varied career path. He has dabbled in the natural sciences,
More informationDiversity is not about them and us. It s about. all of us.
Tate for all Diversity is not about them and us. It s about If you require this booklet in an alternative format please email cheryl.richardson@tate.org.uk or call 0207 8878026. all of us. Tate for all
More informationICF CORE COMPETENCIES RATING LEVELS
coachfederation.org ICF CORE COMPETENCIES RATING LEVELS Adapted from the Minimum Skills Requirements documents for each credential level Includes will-not-receive-passing-score criteria. COMPETENCY 1.
More informationEarly Years Foundation Stage Framework 2012 An overview with recommendations for music-making
Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Commissioned by Sound Connections in June 2012 from Linda Bance (MA Music Ed) for the London Early Years Music
More informationProgression in recount
Progression in recount Purpose Recounts (or accounts as they are sometimes called) are the most common kind of texts we encounter and create. Their primary purpose is to retell events. They are the basic
More informationExpeditionary Learning at King Middle School. June 18, 2009
June 18, 2009 King Middle School Expeditionary Learning Planning Group 2009 Planning Steps, June 18, 2009 1. Develop a compelling topic: that targets the content and skills that students need to know at
More informationUsing Computer Simulations to Teach Organizational Change. Dr. Tracy Thompson
Using Computer Simulations to Teach Organizational Change Dr. Tracy Thompson Using Computer Simulations: Learning Objectives To introduce computerized simulations as a means for teaching organizational
More informationYear 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
More informationUnit 3: Acting Skills
Unit 3: Acting Skills Level: 1 and 2 Unit type: Optional specialist Guided learning hours: 60 Assessment type: Internal Unit introduction Do you know what kind of training every actor needs in order to
More informationTHE HISTORY OF FRANKENSTEIN
THE HISTORY OF FRANKENSTEIN Mary Shelley s novel, FRANKENSTEIN, first appeared in 1818. Since then the story has been retold and adapted for the stage, on film, on radio, on television and in comics. There
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationKnowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors)
Knowledge and Understanding of the World Knowledge and Understanding of the world Science K&U4 Ask questions about why things happened and how things work To talk about what they see To make recordings
More informationThe Life Story Interview
The Life Story Interview Dan P. McAdams, Northwestern University Revised 1995 Introductory Comments This is an interview about the story of your life. We are asking you to play the role of storyteller
More informationCOMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL 1. Ethics and Standards
ICF CORE COMPETENCIES RATING LEVELS Adapted from the Minimum Skills Requirements documents for each credential level (Includes will-not-receive-passing-score criteria- gray background) COMPETENCY ACC LEVEL
More informationDirectors Briefing: The future of the boarding school in a changing global economy
Directors Briefing: The future of the boarding school in a changing global economy This paper summarizes the key highlights of the Directors Briefing hosted by Cambridge Education Group in December 2014.
More informationADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE
Assignment #1: THE FOLK TALE To tell a folk tale that is entertaining and enjoyable for a specific age group. To use vivid imagery and voice to enhance the tale. TIME : 7 to 9 minutes : The purpose of
More informationSomeone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading
English in my home Someone at the door Unit 1a Electricity meter reading 1 Contents Unit 1a Electricity meter reading teacher s notes Electricity meter reading learner resources Electricity meter reading
More informationEvaluation Essay Movie Review
Evaluation Essay Movie Review Everybody goes to the movie, it seems, to be entertained, but how many go to study movies as works of art. That is what movie reviewing involves: seeing a film as more than
More informationThe Competent Communicator Manual
The Competent Communicator Manual Speech 1: The Ice Breaker For your first speech project, you will introduce yourself to your fellow club members and give them some information about your background,
More informationA STUDY GUIDE KAREN BLIXEN. Biography. Research Tasks
A STUDY GUIDE KAREN BLIXEN Biography To say that Karen Blixen was an extraordinary woman is an understatement. Born in 1885 in Denmark, she was already widely travelled by the age of 15, having lived in
More informationBusiness Benefits of Volunteering
Business Benefits of Volunteering An introduction to skills based volunteering Mari Frengstad TABLE OF CONTENT: Executive Summary... 3 Introduction... 5 What skills are key to Hammerson s success?... 5
More informationEXAMS Leaving Certificate English
EXAMS Leaving Certificate English Theme Language focus Learning focus Learning Support Language Support Exams: English Key vocabulary for exam questions, type and structure of questions. Understanding
More information2015 UCISA Award for Excellence Entry
Institution Name: University of Leeds Originating Department: IT Contact Name (and email address): John Grannan j.k.grannan@leeds.ac.uk, Sally Bogg, s.l.bogg@leeds.ac.uk Project Title: IT Help Desk Continual
More informationCommunications Strategy
Communications Strategy 2014-2017 Classification: Internal/Stakeholder 1. Introduction Good communication is central to the perception of City Property (Glasgow) LLP and our credibility. It is at the core
More informationAPPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs
APPENDIX A: ACTFL GUIDELINES APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs 261 APPENDIX A: C: METHODOLOGY ACTFL GUIDELINES FOR INNOVATIVE INSTRUCTION IN K-12 Figure
More informationRead the Directions sheets for specific instructions.
Read the Directions sheets for specific instructions. SUMMARY Parent Guide During this activity, your child will create a piece of mail and you and your child will visit a post office in your neighborhood.
More informationPersonal Narrative Writing
CHAPTER 6 Teaching Genres Using BEW A personal narrative tells the audience my story. This type of story must include a well-planned story line, with details that occur in chronological order, character
More informationPicture games. 1. What do you see? A picture says a thousand words and the camera does not lie - or does it? Instructions
A picture says a thousand words and the camera does not lie - or does it? THEMES GEN. HUMAN RIGHTS MEDIA DISCRIMINATION COMPLEXITY Themes Complexity Level 1 Group size Time Overview Related rights Objectives
More informationAppraise me? Coach Me!
Appraise me? Coach Me! Workshop Resources Presenters: Kerry Mitchell Jan Hill www.educationgroup.co.nz Table of Contents Twelve Core Elements of Employee Engagement...3 GROWTH Model...4 GROWTH Mind-Set
More informationWhanganui Reputation Management Strategy
Whanganui Reputation Management Strategy 1 P age Whanganui District Council Strategy Originator: Charlotte Almond, Group Manager Strategy and Development Contact person for enquiries: Charlotte Almond,
More informationIdentify appropriate resources for long term, effective communication
GSM Communications Strategy Interim (3 month) CDO Report June 2014 Drawing up a communications strategy to enable our community development work is an art, not a science and there are lots of different
More informationFundamentals Explained
Fundamentals Explained Purpose, values and method of Scouting Item Code FS140099 July 13 Edition no 2 (103297) 0845 300 1818 Fundamentals Explained This document contains detailed information on Fundamentals
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationACTIVITY 15 Set Goals and Plan for Action
Title: Focus: Time: Guiding Question: Connections: Rationale/ Background: ACTIVITY 15 Set Goals and Plan for Action Self-assessment: What do I know about myself? 2 lessons @ 50-60 minutes A snapshot view:
More informationUsing remote access technologies
Using remote access technologies Lessons learnt from the Remote Access to World Heritage Sites St Kilda to Uluru Conference September 2012 Policy Brief 4 POLICY BRIEF / UK NATIONAL COMMISSION FOR UNESCO
More informationSkills across the curriculum. Developing communication
across the curriculum Developing communication Developing communication Schools should provide opportunities, where appropriate, for learners to develop and apply communication across the curriculum through
More informationIntroduction to Interactive Journaling Facilitation Notes
Introduction to Interactive Journaling Facilitation Notes SESSION ONE Learning Objectives - Address common questions about the design and application of Interactive Journals - Review some of the evidence-based
More informationGOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION
This includes: 1. Leader Preparation 2. Lesson Guide GOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION LESSON OVERVIEW Exploring the first two chapters of Genesis provides
More informationWrite the key elements of the plot in a story you have read.
F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets
More informationExplanation of Teaching Continuum (Adapted from Wolfinger, 1984)
Explanation of Teaching Continuum (Adapted from Wolfinger, 1984) 1. Exposition Exposition includes those verbal methods in which some authority or expert (textbook, speaker, film, video, fact sheet) presents
More informationThe RESPECT Project : Training for SUPPLIERS. Module 7. Negotiation skills
The RESPECT Project : Training for SUPPLIERS Module 7 Negotiation skills 1 ORAL COMMUNICATION WITH BUYERS During # Negotiations # Follow up with customers RESPECT Training for Suppliers - Module 7 - Negotiation
More informationPerformance Management Consultancy
Performance Management Consultancy Facilitating performance improvements through an effective performance management process What are the challenges? While every organisation has performance management
More informationConflict Management Styles Center for Student Leadership Resources
Conflict Management Styles Center for Student Leadership Resources The proverbs listed below can be thought of as descriptions of some of the different strategies for resolving conflict. Proverbs state
More informationGET THINKING. Lesson: Get Thinking Museums. Teacher s notes. Procedure
Level: Intermediate + Age: Teenagers / Adult Time: 90 minutes + Language objectives: collocations, understanding vocabulary in context Key life skills: learner autonomy, giving feedback, social responsibility
More informationHOW TO WRITE A FILM ESSAY
HOW TO WRITE A FILM ESSAY Introduction Paragraph State the title and director of the film. Use words from the question to outline the topic of the essay. State the three points you will make in the main
More informationLesson 3. The Novel ASSIGNMENT 8. Introduction to the Novel. Plot. Character
The Novel ASSIGNMENT 8 Read the following Introduction to the Novel and the background to The Call of the Wild by Jack London. Then read pages 1 24 in the novel. When you finish your reading, study the
More informationThe plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.
FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationForm: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist
Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening
More informationMasterclass Series. Sales Training Courses
Masterclass Series of Sales Training Courses Testimonials I always enjoy how I feel after a durhamlane workshop empowered and motivated to attack my sales objectives. Cost effective and very good value
More informationVAK Learning Styles Self-Assessment Questionnaire
Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to
More informationShaping The Workplace Of The Future insights from the 2008 symposium WALKING IN YOUR CUSTOMER S SHOES: ORGANIZATION
WALKING IN YOUR CUSTOMER S SHOES: USING PERSPECTIVE TAKING TO CREATE A CLIENT-CENTRIC ORGANIZATION Contributors: Seymour Adler, Ph.D., executive vice president, aon consulting Miriam Nelson, Ph.D., senior
More informationPreventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice
Preventing bullying: a guide for teaching assistants SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants 2 Introduction This guide is based
More informationOur Country s Good. Social, Historic and political Context http://www.youtube.com/watch?v= jog38f2kabw&safe=active
Our Country s Good Social, Historic and political Context http://www.youtube.com/watch?v= jog38f2kabw&safe=active And remember There is loads more here- http://www.bgsperformingarts.com/ourcountrys-good.html
More informationCOURSE OUTLINE. OUTCOMES On completing the course you should be able to:
PROGRAMME HANDBOOK SUMMER STUDY ABROAD MODERN SHAKESPEARE: LONDON & STRATFORD-UPON AVON SUMMER 2016 Course Handbook Summer Study Abroad Modern Shakespeare: London & Stratford-upon-Avon Teaching Institution
More informationReading and Taking Notes on Scholarly Journal Articles
Reading and Taking Notes on Scholarly Journal Articles Set aside enough time in your schedule to read material thoroughly and repeatedly, until you understand what the author is studying, arguing, or discussing.
More informationThen a web designer adds their own suggestions of how to fit the brand to the website.
Branding Small to Medium-Sized Businesses For small businesses, the idea of branding can start with a desire to present a uniform image to the world. The challenge comes when the brand is created without
More informationMotivation: Igniting Exceptional Performance
Motivation: Igniting Exceptional Performance T raining Leader s Guide Coastal Training Technologies Corp. 500 Studio Drive Virginia Beach, VA 23452 Table of Contents Motivation: Igniting Exceptional Performance
More informationNational Quali cations SPECIMEN ONLY
H National Qualications SPECIMEN ONLY SQ11/H/01 Drama Date Not applicable Duration 2 hours Total s 40 SECTION 1 s Attempt ONE question. SECTION 2 s Attempt this question. Write your answers clearly in
More informationMaryland 4-H Public Speaking Guide
Maryland 4-H Public Speaking Guide Thomas Hutson, 4-H Youth Development Extension Educator Maryland Cooperative Extension Talbot County Equal access/opportunity programs 1 Talbot County 2 3 4 5 6 7 4-H
More informationPrimrose Hill Primary School Literacy Policy: A baseline for outstanding practice
.. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each
More informationFAO Competency Framework
FAO Competency Framework FAO Competency Framework Acknowledgements FAO is grateful to the UNAIDS Secretariat, which has kindly permitted FAO to re-use and adapt the explanatory text on competencies from
More informationLa Haine. Despite all this, audiences loved it and ten years later a special anniversary edition has been released at the cinema.
La Haine La Haine was premiered at the Cannes Film Festival in 1995 to great critical acclaim. Matthew Kassovitz was awarded Best Director and five times as many copies of the film were produced as would
More informationGrade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
More informationCase Writing Guide. Figure 1: The Case Writing Process Adopted from Leenders & Erskine (1989)
Case Writing Guide Case writing is a process that begins with the decision to use a case and ends with the use of the case in class. The entire sequence of steps in the process can be found in Figure 1.
More informationEnglish. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
More informationenrich your curriculum
What a great experience for the children, a day they ll remember for a long time. Laura Beighton, Avenue Primary School enrich your curriculum Studio Film School provides specialist filmmaking, animation
More informationGoldsmiths Institute for Creative & Cultural Entrepreneurship (ICCE)
Goldsmiths Institute for Creative & Cultural Entrepreneurship (ICCE) What makes us special is that we work in a transdisciplinary way. Our learners have different backgrounds, experience and expertise,
More informationWho Are You Online? LESSON PLAN UNIT 2. Essential Question How do you present yourself to the world online and offline?
LESSON PLAN Who Are You Online? UNIT 2 Essential Question How do you present yourself to the world online and offline? Lesson Overview Students explore how they and others represent themselves online,
More informationTest your talent How does your approach to talent strategy measure up?
1 Test your talent How does your approach to talent strategy measure up? Talent strategy or struggle? Each year at Head Heart + Brain we carry out research projects to help understand best practice in
More informationMediation Skills in Conflict Resolution
Mediation Skills in Conflict Resolution Presented by the Federal Mediation and Conciliation Service Considerations of Mediator Training Much is common sense Learn skills and approaches No prescribed or
More informationHelping People with Mental Illness
Helping People with Mental Illness A Mental Health Training Programme for Community Health Workers Module E Helping Families Cope with Mental Health Problems Page 1 About this course Helping People with
More informationE/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
More informationEMBEDDING BCM IN THE ORGANIZATION S CULTURE
EMBEDDING BCM IN THE ORGANIZATION S CULTURE Page 6 AUTHOR: Andy Mason, BSc, MBCS, CITP, MBCI, Head of Business Continuity, PricewaterhouseCoopers LLP ABSTRACT: The concept of embedding business continuity
More informationEU Life+ Project: Combining Water and Energy Efficiency. A report by the Energy Saving Trust and Waterwise UK.
: Combining Water and Energy Efficiency A report by the Energy Saving Trust and Waterwise UK. Combining Water and Energy Effi ciency Water in the home External to household Overview The EU Life+ RENEW
More informationIntroduction to The Ten Commandments
Introduction to The Ten Commandments This was a collaborative learning experience for our Nursery, led by Sue Thomson, Children s Minister, St Columba s Church and our Primary 7 teacher, Kara McCurrach.
More informationTeaching guide: AO2 - the ways in which meanings are shaped
Teaching guide: AO2 - the ways in which meanings are shaped AS and A-level English Literature now require students to analyse a range of ways in which meanings are shaped in literary texts. Within this,
More informationLefèvre Trust & Charles de Gaulle Trust. A guide to the programme
Lefèvre Trust & Charles de Gaulle Trust A guide to the programme Contents Page 1. Introduction to the programme 3 2. Planning partnership activity 8 3. Using the partnership progression framework 10 4.
More informationINTERNATIONAL CULTURAL TOURISM CHARTER Managing Tourism at Places of Heritage Significance (1999)
INTERNATIONAL CULTURAL TOURISM CHARTER Managing Tourism at Places of Heritage Significance (1999) Adopted by ICOMOS at the 12th General Assembly in Mexico, October 1999. INTRODUCTION The Charter Ethos
More informationIn 7 Steps towards Your New Brand Positioning
In 7 Steps towards Your New Brand Positioning Copyright 2011, Laube Unternehmenskommunikation, D-82266 Inning a. Ammersee In 7 Steps towards Your New Brand Positioning After a successful start, some B-to-B
More informationThe Most Significant Change: using participatory video for monitoring and evaluation
4 The Most Significant Change: using participatory video for monitoring and evaluation by CHRIS LUNCH Insight is a UK/France-based organisation pioneering the use of participatory video (PV) as a tool
More informationMIME Migrating Memories. - A Case Study from Malmö Museums, Sweden
MIME Migrating Memories. - A Case Study from Malmö Museums, Sweden By Lena Millinger project co-ordinator of MIME Malmö Museums, Malmö, Sweden lena.millinger@malmo.se http://www.migratingmemories.net/
More information