Thelma Ecord Busbee Papers - Accession 29

Thelma Ecord Busbee (1910-2004) was a Civic leader and club woman from Columbia, South Carolina. The Thelma Ecord Busbee Papers consist of correspondence, reports, constitutions, financial records, program notes, and other papers relating to her many club and civic activities. The collection covers the South Carolina Federation of Women’s Clubs (1950-1959), The South Carolina Status of Women’s Conference (1961-1968), the Richland-Lexington Tuberculosis Association (1961-1964), South Carolina Alert, Inc. (1961-1962), the Palmetto Outdoor Historical Drama Association (1965-1968), the South Carolina State Library Board (1967-1968), the Lexington County Hospital Auxiliary (1970-1972), and the South Carolina Council for the Common Good (1966).

London and its celebrities.

The Last War of the Roses, an historical drama (p. [205]-360)

Shakespeare's King Richard the Second; with introduction, and notes explanatory and critical ...

Mode of access: Internet.

The works of William Shakespeare : the plays edited from the folio of MDCXXIII, with various readings from all the editions and all the commentators, notes, introductory remarks, a historical sketch of the text, an account of the rise and progress of the English drama, a memoir of the poet, and an essay upon his genius /

Publisher's advertisement (12 p.) at beginning of v. 2.

The works of William Shakespeare : the plays edited from the folio of MDCXXIII, with various readings from all the editions and all the commentators, notes, introductory remarks, a historical sketch of the text, an account of the rise and progress of the English drama, a memoir of the poet, and an essay upon the genius /

Mode of access: Internet.

The works of William Shakespeare ; the plays edited from the folio of MDCXXIII, with various readings from all the editions and all the commentators, notes, introductory remarks, a historical sketch of the text, an account of the rise and progress of the English drama, a memoir of the poet, and an essay upon his genius /

Mode of access: Internet.

The works of William Shakespeare; the plays ed. from the folio of MDCXXIII, with various readings from all the editions and all the commentators, notes, introductory remarks, a historical sketch of the text, an account of the rise and progress of the English drama, a memoir of the poet, and an essay upon the genius;

Mode of access: Internet.

Shakespeare: his life, art, and characters. With an historical sketch of the origin and growth of drama in England.

"First published 1872."

The works of William Shakespeare : the plays ed. from the folio of 1623, with various readings from all the eds. and all the commentators, notes, introductory remarks, a historical sketch of the text, an account of the rise and progress of the English drama, a memoir of the poet, and an essay upon his genius /

Mode of access: Internet.

Shakespeare : his life, art, and characters : With an historical sketch of the origin and growth of the drama in England /

Mode of access: Internet.

Mary of Magdala; an historical and romantic drama in five acts,

Mode of access: Internet.

ICTs for creative practice in drama : creating cyberdrama with young people in school contexts

This study explores young people's creative practice through using Information and Communications Technologies (ICTs) - in one particular learning area - Drama. The study focuses on school-based contexts and the impact of ICT-based interventions within two drama education case studies. The first pilot study involved the use of online spaces to complement a co-curricula performance project. The second focus case was a curriculum-based project with online spaces and digital technologies being used to create a cyberdrama. Each case documents the activity systems, participant experiences and meaning making in specific institutional and technological contexts. The nature of creative practice and learning are analysed, using frameworks drawn from Vygotsky's socio-historical theory (including his work on creativity) and from activity theory. Case study analysis revealed the nature of contradictions encountered and these required an analysis of institutional constraints and the dynamics of power. Cyberdrama offers young people opportunities to explore drama through new modes and the use of ICTs can be seen as contributing different tools, spaces and communities for creative activity. To be able to engage in creative practice using ICTs requires a focus on a range of cultural tools and social practices beyond those of the purely technological. Cybernetic creative practice requires flexibility in the negotiation of tool use and subjects and a system that responds to feedback and can adapt. Classroom-based dramatic practice may allow for the negotiation of power and tool use in the development of collaborative works of the imagination. However, creative practice using ICTs in schools is typically restricted by authoritative power structures and access issues. The research identified participant engagement and meaning making emerging from different factors, with some students showing preferences for embodied creative practice in Drama that did not involve ICTs. The findings of the study suggest ICT-based interventions need to focus on different applications for the technology but also on embodied experience, the negotiation of power, identity and human interactions.

Solo life to Second Life : the design of physical and virtual learning spaces inspired by the drama classroom

This paper explores the design of virtual and physical learning spaces developed for students of drama and theatre studies. What can we learn from the traditional drama workshop that will inform the design of drama and theatre spaces created in technology-mediated learning environments? The authors examine four examples of spaces created for online, distance and on-campus students and discuss the relationship between the choice of technology, the learning and teaching methods, and the outcomes for student engagement. Combining insights from two previous action research projects, the discussion focuses on the physical space used for contemporary drama workshops, supplemented by Web 2.0 technologies; a modular online theatre studies course; the blogging space of students creating a group devised play; and the open and immersive world of Second Life, where students explore 3D simulations of historical theatre sites. The authors argue that the drama workshop can be used as inspiration for the design of successful online classrooms. This is achieved by focusing on students’ contributions to the learning as individuals and group members, the aesthetics and mise-en-scene of the learning space, and the role of mobile and networked technologies. Students in this environment increase their capacity to become co-creators of knowledge and to achieve creative outcomes. The drama workshop space in its physical and virtual forms is seen as a model for classrooms in other disciplines, where dynamic, creative and collaborative spaces are required.