Russian Matreshka

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Russian Matreshka.

Good morning ladies and gentlemen! My name is Elena , I am from Russia. I am glad to be here today and make a presentation for you. The topic of my presentation is a Matreshka. I chose this topic as Matreshka is a traditional Russian souvenir, a doll, a toy and children played with such a toy even hundred years ago in Russia. Also Matreshka is a symbol of Russia, and considered to be one of the phenomenon in the world folk art. It is very popular not only with the connoisseurs of the language, history and culture of country but also by those who just begin their acquaintance with Russia. Nowadays, it is ok to find Matreshkas in every souvenir shop, in any house, especially if there is a small child in the family. So, every Russian person has to know about Matreshka and how it is produced. I think it will be also interesting for you to listen to this information and to look at this Russian doll. My presentation will be just an explanation of the process of making a Matreshka and it will last for about 5 min. If you have any questions, I will be glad to answer them at the end of me speech.

It is hard to imagine now that only about one hundred years ago Matreshka has not existed at all. The first one appeared only at the end of the 1th century when a new artistic trend known as Russian style appeared. The legendary Matreshka was made in the workshop Childrens Education . Owner gathered in his studio highly qualified creative toy makers who had talent, initiative and fantasy.

A famous predecessor and prototype of Russian nesting doll was brought to Russia from the Island of Honshu (Japan), by the way the Japanese claimed that the first doll of such type was made by uknown Russian monk. It was a figurine of a good-natured bold headed old man, Buddhist sage. Now this figurine is kept in the Artistic Pedagogical Museum of Toys in Sergiev Posad (Russia). But whatever the case, Russian craftsmen liked the idea, and Matreshka was born. A professional artist named Sergei Malyutin made the first sketches of Matreskha at the beginning of the 180s

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In provincial Russia the name Matrena was a very popular female. It was associated with the image of a mother of a big family who was very healthy and had a portly figure. Even now Matreskha is considered to be a symbol of motherhood and fertility. A mother doll with numerous dolls-children perfectly expresses the oldest symbol of human culture.

So, now about the process of making Matreshka

First, it is important to choose the proper type of wood. Because of its softness, linden wood is generally chosen, less often alder or birch. After the trees are cut down, usually in early spring, they are stripped of most of their bark, leaving just enough to prevent the wood from cracking while it dries. The logs are then left stacked for several years so that they can enjoy proper circulation of air as they dry.

The cutting of the wood needs to be done at the right time, when it is neither too dry nor too damp. Only an expert can determine when it is just right. Then the wood is processed and cut according to necessary shape and size. The next step, each Matreshka is diveded in two parts in the middle, horizontally. Then empty space is cut out inside these two pieces. The same procedure is used for all Matreshka doll. The smallest Matreshka doll in the series is made first. The number of Matreshka dolls held one within the other varies from to 60. The largest Matreshka may be as tall as its maker! When each Matreshka is finished, it is covered with a starchy glue that fills in any hollows in the surface. The final drying begins, and the Matreshka doll is polished to a smooth surface to enable the painter to spread the paint evenly. Then the Matreshka is given its inimitable style.Every Real Painter has his own style. The painter creates unique work. The painter puts a part of own soul and love into work. After the pictures are ready, dolls are covered by the several layers of the lacquer. The lacquer adds glint to the doll and defends the pictures. Each locality developed its own style and form of decoration. Different themes are featured flowers, churches, icons, folktales, family themes, even political leaders and celebrities.

An artist named Sikorskii was one of the first whose Matreshkas became popular with the public. His dolls bring the highest prices, with individual sets costing as much as ,000 US dollars. His success stimulated other artists, and during the past nine years, Matreshka-making has been given an energetic push.

And in conculsion, Id like to say that Matreshka is both sculpture and painting, image and soul of Russia.. Thank you for your attention. Do you have any questions?

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The Beginning of Time

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Our society changes over time, but much of the information which was important in the past, is still in tact today as well, in some cases even more significant. This is shown true in Plato's "Allegory of the Cave". Plato's primary messages still describes our political and physiological matters of today, even though the dialogue of his writing may be complex and difficult to interpret, for language usage has changed over the years.

Plato's home of Athens, which was once an independent city state with a great deal of power, suffered terrible defeat and humiliation in the Peloponnesian War. Class politics had turned the oligarchs and democrats against each other, making the power of the government constantly changing. In today's society, we still suffer from disorder and turmoil. One specific example is the United States struggling with terrorism. Our country has tried to deal with making our homeland safe again and uniting as one stronger nation, while still trying to prevent future attacks. But, while we practice democracy like Athens did at some points, we do allow our women to vote and everyone has a say in what happens with our government and how it is run, by voting. We also have many rights, which are in the Constitution, freedom of speech being a major one. In Athens if you disagreed with the government then you could be executed, like Socrates was in B.C. Since Plato admired and respected Socrates, his death helped Plato question Athens government and search for the improvement of society.

In writing, "The Allegory of the Cave", Plato makes many strong points in helping us to understand the principles of politics and philosophy dealing with society. One point is that the ability to learn is already in yourself and is your choice whether or not you use it, and you must choose to ascend to make yourself change. "Whereas, our argument shows that the power and capacity of learning exists in the soul already" (Pg. 4). Not only does this quote suggest that every individual can change if he has the desire to do so, but also, it takes the whole soul to find the true meaning of knowledge. One of the strongest points that Plato makes in the "Allegory of the Cave" is that an individual should not go back to what he was before, and be selfless and use the knowledge that they have acquired, to help others. "They must continue to ascend until they arrive at the good; but when they have ascended and seen enough we must not allow them to do as they do now" (Pg. 44). The prisoners should not remain in the reality world, for they must come down to help others see the light and attain the knowledge they must learn. "They remain in the upper world, but this must not be allowed; they must be made to descend again among the prisoners in the den" (Pg. 44). As individuals attain higher knowledge, they must come back down to the cave and use their insight to help those who won't or can't see the light for themselves. Plato tries to show that a society cannot be happy if anyone is above everyone else, because happiness lies within the whole State. The knowledge is not simply to help or please them, but it is about bring the State together as one.

Plato's ideas are very significant and can relate to my life. An example would be my role as a senior captain on the Varsity Softball team in high school. If myself and the other seniors hadn't shown leadership then our team would not have come together. It is vital that I show teammates how to fix what they are doing wrong and show them what to do to improve to make themselves better. If I were to keep my knowledge to myself then our team wouldn't improve and never come together as one. We all needed to have the same knowledge of the game, so that we know each other's capabilities so that we could succeed in winning. This proves that Plato's points have relevance in everyone's lives; it is just a matter if you are willing to accept it and show others what you know.

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Although Plato's "Allegory of the Cave" had many strong points and valuable lessons to learn, there is one idea that is most meaningful to me. "You must contrive for your future rulers another and a better life than that of a ruler, and then you may have a wellordered State; for only in the State which offers this, will they rule who are truly rich, not in silver and god, but in virtue and wisdom, which are the true blessings of life" (Pg. 45). This passage is saying that as a ruler, you must make your people have a better life, or as good a life, as you have. If you have that, then you will have a society, which can work together, because everyone is full of virtue and wisdom. The reason why I will remember this is because rich doesn't mean that you have money necessarily, but you can be rich in different ways, one way being rich of virtue and wisdom. This is a line that can teach everyone how to better his or her lives and come together as a State, or society.

Plato's writing describes the function that reason has to keep an honorable civilization together. His ideas about government and justice are shown in his writing, and include a mental picture of an idyllic political community.

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English imaginative journeys

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maginative journeys is not only a concept, it's the foundation of creativity and the mechanism of ingenuity. It transports us to parallel dimensions of fantasy, imagination, speculation and inspiration. Imaginative journeys shape and broaden our understanding of the world and ourselves. Two texts which clearly depict the notion of Imaginative journeys is "Daffodils" by Williams wordsworth and "The lime tree bower my prison" by coldridge, both composers use various techniques to convey the concept of imaginative journeys and broaden our understanding of the world and ourselves.

Daffodils is a dazzling and insightful text to utilize when exploring the concept of journeys as the composer has clearly demonstrated the concept of imaginative journeys through various techniques and better helps responder to understand the concept at hand. Daffodils is a delightful, romantic text, which stimulates the imagination making the responder feel engulfed by the beauty presented by the imagery of this imaginative journey. This poem has an imaginative and romantic approach towards it and takes the responder on a fantastical, imaginative voyage. Daffodils explores imaginative journeys through an abundance of figurative language, which he uses to stimulate the imagination of the responder to have a more vivid approach on the voyage he is taking us on for example personification, 'fluttering and dancing in the breeze,' which the composer uses to give his imagery extra dimension and give the responder a more life like approach to the imaginative journey which he is portraying. He reinforces this effect with similes and metaphors ' I wandered lonely as a cloud' and 'golden daffodils' to further pursue his notion of imaginative journeys by giving us a greater concrete incentive so we may really empathize with the text. Another path the poet approaches in illustrating his concept of imaginative journeys is through aural devices such as the manipulation of tone and the emphasis on rhyme and rhythm. The poet uses tone and first person narration to make this text more personal, to emphasize to the responder the emotions felt through out this journey as the poem starts with a somber tone 'I wandered lonely as a cloud" and finishes with then my heart with pleasure fills. The emotional change although is an inner journey it is an imaginative journey to the viewer as we build an emotional connection and imagine the feelings of the persona. The rhyme scheme of ababcc and rhythmic techniques emphasize the attractiveness of the imagery and give the poem a sense of fluidity like that of the fluidity of a physical journey, this subconsciously creates a sense of walking on a journey through our imaginations.

We can undoubtedly see the concept of imaginative journeys being portrayed in Daffodils and how the composer manipulates different techniques in conveying his notion of imaginative journeys. We can equally evidently see the notion of imaginative journeys in the lime tree bower as he begins with a concrete experience and is left behind, while his friends embark on a physical journey and he discovers that he may travel the same road even more beneficially through his imagination. Like wordsworth coleridge also takes us on an imaginative journey through his intense and emotional imagery and both use the concept of nature to manipulate its beauty and burn visual images of the beauty which they perceive in our imaginations.

Coleridge like wordsworth also applies great emphasis on imagery, really getting down to the roots of the descriptiveness, making his imagination almost realistic for us 'the roaring dell, o'erwooded, narrow, deep, and only speckled by the mid day sun' informing the responder of his fantastical journey whilst simultaneously giving reader mechanism to travel the journey alongside him. Unlike wordsworth, coleridge has explored imaginative journeys through blank verse poetry he does not use any specific structural devices which suggests a more naturalness to the poem, however both styles depict the notion of imaginative journeys effectively. Coleridge has written in conversational form, whereas, wordsworth has written in first person, but both derive that emotional connection with the responder by making the text more personal. Coleridge uses the structure of a reflective poem thus making it more personal to really appeal to the responder's emotions and get the responder involved along the journey. The tone which is evident in the lime tree bower highlights the personas emotions such as with a falling cadence in the lime tree bower 'well they are gone' this helps the responders imaginative journey also feel the same emotions as the persona as they are both on the journey simultaneously.

After the scrutiny of both poems we can indisputably observe the motivation, which provoked me to include this poem in my portfolio as it lucidly portrays the concept of imaginative journeys and shapes and broadens our understanding of the world and ourselves.

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Sad Times

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Sad Times

You ask me if, I remember what happen the day of the accident. I pause and take a big gulp. It was a bright day. I can still picture all the students cheering. it was the biggest game of the season, and we were down by six, with only 0 seconds to go.

"Set hike!", I yelled. My teamates were tumbling like pins in a bowling game, but I saw one guy. It was Stevey McBrian, the worst player on our team. He was running to the touchdown line and I was running out of time. So I passed it. That pass felt like a school day that would never end. Suddenly the crowd got quiet as the ball was flying.

"Beep, Beep!" the alarm beeped.

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"Nice, Max", you say. "Maybe we can talk more tommorow."

I just nod.

I go back to my room and look out the window. The parking lot had only one brown car today, but usually at this time they would have atleast three cars. Seems like I have no life in this foresaken hospital. The only enjoyment is T.V. So I turned it on, and flipped to ESPN. Heh, they were talking about me. 18 year old, high school football player loses scholarship, because of an alcohol relative accident. They said I would be one of the greatest, but I doubt that was true because I know people that are ten times better then me. But they werent as smart as me. I was supposed to goto college, but I lost my only way of getting there. And I cant even pay for college because Im unemployed. I couldnt take it anymore so I turned off the television.

It was 1018 and I was late to my meeting with Mr. Persher. So I decided to find someone to help me out. As I was trying to push my way to Mr. Pershers office, a beutiful brown hair girl came out of room 0. She looked like she was in her early twenties. She started to walk toward me. My heart started to beat faster and faster, as she got closer. For one second, I thought I had a heart attack.

"Hi", I blurted out.

She just smiled.

"Can you do me a favor?", I asked.

"Sure", she said with a cheerful voice.

"Can I ask you whats your name?" I asked.

"My name is Mary", she said.

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"Heh, nice name." I laughed.

"Whats so funny?" Mary asked.

"My Aunt with hair a beard, is named Mary."I laughed

Heh, this was probally my first laugh after the accident. She started to push my wheel chair faster and faster, after that. I dont remember being so happy after the accident. But all this stopped suddenly. She asked me what happen to my legs!

It was after the big game. My friends, and I had a couple drinks. To tell the truth, probally seven. I remember my best friend telling me not to drive, but I did. After thinking about it, he was like an older brother. He always wanted the best for me. We were planning to look for jobs the next day. But something terrible happened. I broke down in tears, just thinking about it.

"You dont have to talk anymore", she whispered.

"Thanks" I said softly.

It was 10 when I got to Mr. Pershers office. He looked kind of suprised when I entered the room, but calm too. Just his usual self. Like always he was reading a book.

"Oh, Hi Max, didnt think you would make it" he said.

"Im sorry, next time Ill get here faster" I yelled.

"Whats wrong Max?" Mr. Persher asked.

"I remember the accident." I whisper

You just smile, like if you were expecting me to tell you everything. But I do tell you.

We were driving down the interstate at 75 miles per hour. I remember the music was loud and rain was louder. It rained really hard that night. The night before the accident I checked the weather channel. They said winds would be blowing forty miles per hour. I promised myself I wasnt going anywhere the next day. If it didnt rain I would of probally never gotten into this accident.

But I suddenly lost control of the car. It mostly became blurry after that. Felt kind of like a roller coaster. The police said I spun five times until stopping. They say Im lucky, but I dont think so.

"Wheres my friends?", I asked the police.

But all they pointed to was just a couple yellow sheets. When they told me to identify their bodiesI just fell onto the ground and cried. I saw their faces, and thought what would they of been in life. One could of been a great doctor, actor, artist, lawer, and etc. I kept on thinking that the whole night. I was responsible for my friends deaths. At that point I wished I was dead, but court was worse. We had to sit on those hard seats for over 6 hours a day. It felt like I was sitting on some torture chair. The minutes felt like

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hours but the hours felt like years. Every time a witness would goto the stand I cried. Even my favorite teacher came. But I was way to embarrased to even look at him. I was supposed to goto college, that was my goal since I started school, and now I lost it.

When the jury said I was guilty, I just paused for a moment. It felt like I died at that moment. Everything felt silent after that. Hearing that I would have to stay in jail for a year made me think. Everything I was going to miss. Just because of my mistake, but seeing my friends mother crying was worse then me going to jail.

Now Im here in this hospital wanting to goto college, and still unemployed.

"I feel so sorry for you" you say.

"I feel sorry too" I whisper.

THE

END

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Veiled Sin

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Veiled Sin. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Veiled Sin paper right on time.

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Have you ever caught yourself trying to hide the truth from those most closest to you? Everyone has some dark secret to hide from the world, and it naturally wants to be buried. In Nathaniel Hawthorne's The Minister's Black Veil, Mr. Hooper does the exact opposite by hiding his face with a black veil that shows his sin. This black covering is an emblem that represents not only his sin, but the sin of all who view it. There are three elements to the symbolism in the story; Rev Hooper, the black veil and his wife Elizabeth.

Mr. Hooper "had the reputation of a good preacher" and was well liked by the community, that's why his actions affected the community the most (157). When he first wore the black veil the parishioners were amazed and startled, even though the cause "appears significantly slight" (157). By hiding his face with the crape he outwardly hides sin, his face representing the hidden sin. The specific features of his face would then allude to the different aspects of the sin he hides. He is unable to look upon his face without "horror" and "his whole frame shudders" when he catches a glimpse of it (160). Mr. Hooper being aware of the depravity of his soul only wishes to help others realize their own depraved nature. He serves as a symbol of the pious community, the Mr. being the most exemplified figure. It can be inferred then, that if he is the community, his face is not only his sin, but sin as a whole. The decision to cover his face is an outward admittance to guilt and the shame involved.

The veil is "two folds of crape" close enough to the face that it reacts to every breath, and most accurately symbolizes the desire to hide one's sin (157). When Mr. Hooper realizes his own sin he resists the natural instinct to hide it and instead outwardly shows it with the veil. Like everyone else he has something to hide, yet this man is viewed as pious because he willingly admits and shows his sin. The community reacts negatively and despises the black veil; "how strange that a simple black veil, […], should become such a terrible thing" (15). The community did not understand why they reacted as they did, but Mr. Hooper was fully aware. What the people did not see, or chose not to see, in Mr. Hooper's outward display of hidden sin was their buried sins. He saw "on every visage a Black Veil" and seemed only concerned with their salvation when bringing it to their attention (165). They were to stricken by shame, and desired so much to retain their own pious reputations and shunned the good Mr. Hopper. The veil then became a wall between the Mr. and the world. When he passed in the streets, "the gentle and timid would turn aside to avoid him" and the children would stop their play (16). The veil was not without any decent side effect; one such effect was that it made him an "efficient clergyman." He "became a man of awful power, over souls that were in agony for sin" (16). He had a clear purpose for serving, and was steadfast in resolution to keep it on. When coaxed to remove it on his death bed, Mr. Hooper strongly resisted stating that "there is an hour to come when all of us shall cast aside our veils" (165). With death at his bed, he still was aware of the sin that existed, and looked forward to a place beyond where he can cast away his veil without shame.

Mr. Hooper touched many people with his message, and all though his life was lonely and tragic, he was able to help others. Elizabeth, his wife, reflects the clarification that comes from truth about sin when it is accepted. In the beginning, se is the only one brave enough to question him regarding the black veil. She was the one person in the village "unappalled by the awe with which the black veil had impressed" (161). She begged him, as his wife, to remove the crape, but he could not oblige. Then finally she realized why he wore it, "like a sudden twilight in the air, its terrors fell around her" (16). She could not accept it though, just as the community could not even bear to even look at it. He explained to her that it being "a mortal veil it is not for eternity," but she was too stricken by the fear she left (16). Elizabeth returned and stayed with him through the years, her "affection had endured […] amid the chill of age, and would not perish, even at the dying hour" (164). One of the few beside him at his last moments, she understood the silent message he preached with his black veil.

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Each face has a façade, a mask, and each person is an actor in the theatre of life. Mr. Hooper was faithful enough to realize his own sin, and strong enough to show it outwardly to the world in hopes of helping others confess their sins. His efforts were not well accepted because while he was revealing his own sins others were taking notice of theirs as well.

Please note that this sample paper on Veiled Sin is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Veiled Sin, we are here to assist you. Your cheap research papers on Veiled Sin will be written from scratch, so you do not have to worry about its originality.

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APARTHEID

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Apartheid

"Apartheid is the social and political policy of racial segregation and discrimination enforced by the white minority government in South Africa from 148 until the early 10s. The word apartheid means 'separateness' in the Afrikaans language, and it described the rigid racial division between the governing white minority population and the nonwhite majority population." The National Party introduced apartheid as part of their campaign in the 148 elections, and when they won, apartheid became the governing political policy for South Africa until the early 10s. The practice of segregation in South Africa; however, extends to the beginning of white settlement in South Africa in 165. When the National Party came into control, varied practices of racial segregation were installed and made into a uniform set of national laws.

The Population Registration Act of 150 made the achievement of the apartheid policy possible. This act put all South Africans into three different categories Bantu (black Africans), white, and Coloured (of mixed race). A fourth category of Asians was later added. There were also a series of laws in the 150s that elaborated the system of apartheid. "The Group Areas Act of 150 assigned races to different residential and business sections in the urban areas, and The Acts of 154 and 155 restricted nonwhite residents to specific areas. These laws further restricted the already limited right of black Africans to own land, entrenching the white minority's control of over 80 percent of South African land." One apartheid restriction required all blacks to carry a "pass book" stating their legal residence and workplace. This was extremely repressive, and those that were stopped by police without their proper papers could be summarily expelled to the countryside. In 15; however, the government passed the Natives (Abolition of Passes and Coordination of Documents) Act. This new law tightened pass regulations, renamed the passes reference books, and required women to carry them for the first time.

There were also other laws that prohibited most social contracts between the races. "The Prohibition of Mixed Marriages Act of 14 barred interracial marriages, and the Immorality Act of 150 prohibited sexual relations between different races. The 15 Reservation of Separate Amenities Act permitted the systematized permitted the systematic segregation of train stations, buses, movies theaters, hotels, and virtually all other public facilities, and barred the courts from overturning such restrictions." Private schools for black persons were closed so black children were forced to attend a separate, inferior education system.

"The government continued to implement new apartheid regulations in the 160s, 170s, and 180s. The Bantu Laws Amendment Act of 164, for example, gave the government complete authority to banish black from any urban area and from white agricultural areas." During the 170s, the government stripped thousands of blacks of their South African citizenship when it granted "nominal independence to their homelands." In the 180s the government eased some apartheid regulations such as pass laws, but then ordered more systematic enforcement of restrictions on squatting. This had the same effect as restricting black residence in the cities.

Apartheid took out a huge human cost. While trying to create completely segregated residential areas, the South African government destroyed thousands of homes. Because of this, tens of thousands of people were forced to live in small substandard houses in bleak townships and poor service neighborhoods. Black families also broke apart because of limits of blacks in urban areas. Sometimes, one parent might have a permit and another may not causes a family member to stay behind.

Black political groups, sometimes supported by small numbers of sympathetic whites, opposed apartheid using a variety of methods. "Antiapartheid groups such as the African National Congress (ANC), Pan-Africanist Congress (PAC), and the United Democratic Front relied on tactics such as strikes, demonstrations, sabotage, and other forms of violence. Nevertheless, resistance usually resulted in severe reprisals by the government. Many international organizations and groups were in total opposition to apartheid. "In 174 South Africa was expelled from the United Nations General Assembly, and in 177 the United Nations imposed a arms embargo on South Africa. In 185 the widespread international sanctions campaign culminated with sever nee sanctions imposed by the governments of the United States and the United Kingdom."

South America indeed felt the pressure to dismantle the apartheid system, and in the early 10s President F. W. de Klerk began to do so. Black opposition groups such as the ANC and the PAC were legalized, and some political prisoners, such as ANC leader Nelson Mandela, were ordered to be released. "In 14 a new interim constitution was adopted, and free general elections were held for the first time in South African history. The constitution prohibited racial and other forms of discrimination and established limits on government power to prevent abuses such as those that occurred during apartheid."

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How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century?

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How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 1th century?

In our Drama lesson sessions we have been learning about the Native North American Indians. We watched the film "Dances With Wolves" which was about an American soldier who was sent to a remote outpost, he found that he was all-alone and no-one else was coming to help him. A group of Sioux Indians were settled nearby and they saw him dancing around his campfire with a wolf he had befriended. The soldier went to help the native Indians find the buffalo that they were dependant on for food and clothing and was soon made part of the tribe. He gave them weapons and was soon married to one of their women.

We also gathered information on the Native North Americans in a booklet. In this booklet we added pictures of the different Indian tribes including Sioux and Cheyenne, information on how they lived and objects and remedies that they used. The booklet was a factual reference guide that helped us to gain further knowledge on the lifestyle of the Indians and together with the film added to our study of the culture. The film helped us to look at the lifestyle in a living, dramatic way.

In our Drama lessons we explored the subject of the Indians further using a whole variety of drama techniques to understand and to empathise with these native people. .In one lesson we discussed how the Indians lived in conflict with the white settlers. We got into groups and used the drama techniques of improvisation and mime to show an Indian ritual or an aspect of their lifestyle. Our group chose to show a major part of the lifestyle. We began by using a freeze-frame; this is a frozen picture showing the scene or an event. In our freeze-frame we had used levels to add interest. One person was standing up representing authority and power , while the others were sitting in a circle, they have a lower status in the group so they were set lower. Through the freeze-frame we could capture the way that the native Indians respected each other and their leaders and the way they were calm and orderly.

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In another lesson we were thinking about how the white settlers misunderstood the Native Americans. In pairs we used role-play to discover how the white settlers would talk about the Indians. Role-play is a good technique to use because you have to get into role and stay in role, you have to think very quickly and sustain the role. In my pair we role-played two small children playing "cowboys and Indians", during the exercise I was a cowboy and my partner was an Indian. Half way through we stopped and thought tracked as our characters (this is when you say what the character is thinking at the time the scene is stopped) My thought tracking included " Stupid Indian, I'm so much better than you". This made me really feel how the two characters felt, it also helped as I listened to other thoughts around the room, they showed the difference between the two groups. I could really feel how the Indians were treated and I could feel how the settlers felt about them.

We also used the technique of mime. During a lesson we gave each other Indian names. My Indian name was "graceful teacher" because I like dancing and I always try to help people. We had to mime out our names to the class to guess. Mime is acting without speech or sound, you have to over emphasise your movements and facial expressions. It was a bit like a game of charades. We had to communicate with the class without speaking and this made me think really hard about how hard communication can be. It must have been very difficult for the Indians to communicate with the white settlers. We extended this exercise and acted out a settler entering an Indian camp. We had to add gesture to help our communication. Some gestures are universal to the worlds population such as a smile or a frown but some were special to each culture.

Through using Drama techniques we have been able to explore the subject of Native American Indians. I could begin to empathise with their culture and lifestyle and realise things that I had not realised just by reading the resource booklet or watching the film. I began to feel their pain, anguish and frustration as I acted out the various situations and got a real feeling for the way they lived their lives.

Please note that this sample paper on How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century?, we are here to assist you. Your cheap college papers on How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century? will be written from scratch, so you do not have to worry about its originality.

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