Warren Hartman fonds, 1970, 1972-1996, 1998, n.d.

Warren Hartman was born in 1942 in Toronto, Ontario. He received a B.A. in Fine Arts and Drama from Brock University in 1981 and a Masters of Arts in Humanities at the State University of New York at Buffalo in 1987. In the 1950s he did considerable work as a child-actor both in theatre and television. From 1953 to 1961 he was in the New Play Society under the direction of Dora Mavor Moore. His last two years there were spent as a scholarship student. From 1963 to 1966 he did an apprenticeship with Suzanne Mess, Head of Costume Design at The Canadian Opera Company in Toronto. In 1976 Warren attended a Master Class in Scenography at the Banff School of Fine Arts with Josef Svoboda. In the spring of 1970 Warren was a guest designer at Brock University and from 1970 to 1972 he remained at Brock as resident designer and special lecturer. During this time he was also an instructor and costume designer at Sheridan College in Oakville. It was in 1972 that he became the designer-in-residence at Brock University. From 1984 he held the position of Associate Professor at The Department of Fine Arts at Brock University until the fall of 1996. Some of the highlights of Warren’s career also include: stage managager with the Street Hat Players in Port Carling, Ontario, 1960-1961; a freelance designer for over 100 shows; costume coordinator(production manager) for the Canadian Opera Company, 1964 -1970; resident costume designer for The Canadian Opera Company, 1965- 1970; founder and artistic director of Dei Gelosi Campagnia, St.Catharines, Ontario, 1970-1973; freelance director of some thirty-five shows; co-producer for Quebec City Summer Stock Company, Quebec City, Quebec, 1975; a consultant with Alberta Culture for the Provincial Government of Alberta, 1986-1987 and associate artistic director at Theatre Network, Edmonton, Alberta, 1986-1987. Warren Hartman was the recipient of the Jean Chalmers Award for contributions to Canadian Theatre for persons 25 years of age or under, in 1965. He was a founding member of Associated Designers of Canada and was affiliated with Canadian Actors Equity. Warren Hartman died on Feb. 11, 1998 several days after suffering a massive stroke. A memorial service was held at Brock University in May of 1998 and a bursary fund was established in his name.

The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study

Previous research has suggested that drama has positive effects on learners' oral communication and anxiety; however, it is unclear which dimensions, or to what extent, they are affected by drama. This research narrows the investigation by examining how a drama-based EFL program impacts three dimensions of oral communication: fluency, comprehensibility, and accentedness, and one anxiety factor - foreign language speaking anxiety (FLSA) -, over time. Speech samples were collected from EFL learners in a treatment and a control group, and subsequently assessed by untrained Canadian-born raters. FLSA levels were measured through questionnaires and interviews. Pre- and post-test analysis indicate that learners in the treatment group made significant gains in oral fluency while oral fluency among learners in the control group remained unchanged. There was a significant reduction in FLSA levels among learners in both groups. Finally, qualitative analyses suggest that drama activities, among others, enhance learners' comfort levels in speaking English.

How are Girls' Attitudes Toward Cyberbullying Affected by Drama for Social Intervention?

This is a study exploring teenaged girls’ understanding and experiences of cyberbullying as a contemporary social phenomenon. Participants included 4 Grade 11 and 12 girls from a medium-sized independent school in southwestern Ontario, Canada. The girls participated in 9 extracurricular study sessions from January to April 2013. During the sessions, they engaged with Drama for Social Intervention (Clark, 2009; Conrad, 2004; Lepp, 2011) activities with the intended goal of producing a collective creation. Qualitative data were collected throughout the sessions using fieldnotes, participant journals, interviews, and participant artefacts. The findings are presented as an ethnodrama (Campbell & Conrad, 2006; Denzin, 2003; Saldaña, 1999) with each thematic statement forming a title of a scene in the script (Rogers, Frellick, & Babinski, 2002). The study found that girl identity online consists of many disconnected avatars. It also suggested that distancing (Eriksson, 2011) techniques, used to engender safety in Drama for Social Intervention, might have contributed to participant disengagement with the study’s content. Implications for further research included the utility of arts-based methods to promote participants’ feelings of growth and reflection, and a reevaluation of cyberbullying discourses to better reflect girls’ multiple avatar identities. Implications for teachers and administrators encompassed a need for preventative approaches to cyberbullying education, incorporating affective empathy-building (Ang & Goh, 2010) and addressing girls’ feelings of safety in perceived anonymity online.

El drama del alma, algo sobre México y Maximiliano, poesía en dos partes con notas en prosa y comentarios de un loco por José Zorrilla

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El gran galeoto ; drama en tres actos y en verso

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Después de la muerte : drama en tres actos original y en verso

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El poder de las tinieblas : (drama en cinco actos)

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Resurección : drama en tres actos y un prólogo, inspirado en la novela del mismo título y Conde León Tolstoi ; arreglo escénico en prosa de Gonzalo Jover y Julio Ayuso

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El drama de la calle de la paz

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La lucha por la existencia : drama en cinco actos y seis cuadros

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La juventud de los mosqueteros : Drama en cinco actos, dividido en dos partes y catorce cuadros

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El hombre que ha visto al diablo : drama en dos actos y en prosa

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El gran galeoto ; drama en tres actos y en verso

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Alma y vida : drama en cuatro actos

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Realidad : Drama en cinco actos y en prosa

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