UCC Journals (Univ. College Cork)
Not a member yet
1278 research outputs found
Sort by
Wie wirkt Dramapädagogik im Fremdsprachenunterricht? Ein Leitfaden zum Aufbau, zur Durchführung und Auswertung von Experimentalstudien
Get PDFObwohl zahlreiche Annahmen zur Wirkung dramapädagogischer Methoden für die Fremdsprachenlehre vorliegen, existieren bislang nur wenige empirische Belege für deren Effektivität. Dieser Beitrag stellt einen Leitfaden zur Planung und Durchführung von Experimentalstudien vor, über die interessierte (Nachwuchs-)Forscher*innen und Studierende die fremdsprachlichen, theaterästhetischen und personal-sozialen Erträge von Dramapädagogik in Schule und Universität untersuchen können. Experimentalstudien erlauben es, kausale Einflüsse dramapädagogischen Handelns auf Lernende zu untersuchen. Der Beitrag zeigt, dass bei Planung und Durchführung einer Experimentalstudie der Anschluss an den Forschungsstand, das Aufstellen von Forschungsfragen, die Auswahl der Intervention(en), Testverfahren sowie Studienteilnehmenden und deren zufällige Zuweisung zu Dramapädagogik- und Vergleichsgruppe von großer Bedeutung sind
Rezension: Fremdsprache Deutsch 62 (2020): Performative Didaktik. Berlin: ESV.
Get PDFDie in Buchrezensionen vertretenen Ansichten und Meinungen sind die der jeweiligen Rezensentinnen und Rezensenten und reflektieren nicht notwendigerweise die Position von SCENARIO
Drama and critical intercultural language pedagogy
Get PDFThis article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. This project focused on how critical intercultural language pedagogy impacts how and what methods of performative language teaching drama and language practitioners employ in the English as an Additional Language (EAL) class through engaging aspects of a Youth Participatory Action Research methodology (YPAR) and through taking a Mantle of the Expert approach in a process drama. The article uses Tania Cañas’s Manifesto “10 things you need to consider if you are an artist not of the refugee and asylum seeker community- looking to work with our community” to situate how this project sought to examine ethical process when working with language minoritized youth in the context of English language learning in the United States. Cañas (2015) argues that artists need to examine how their project methodologies promote equitable exchange, as well as how their participation frameworks situate power. In relation to the above points in Cañas’s Manifesto, the article discusses findings from the research project, and examines how effectively the project considered equitable exchange and power dynamics within the context of language learning. Findings relate how drama practitioners and language teachers must critically reflect on and focus their students’ choice and decision-making throughout the process, as well as seek to meaningfully incorporate students’ linguistic capacities in both English and their first languages
Process drama in the classroom: A case study of developing participation for advanced EAL learners in an international school
Get PDFThis paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased
Review: Stinson, M. (Ed.). (2020). Dramatic encounters: Artistry, community and scholarship in drama teaching. Drama Queensland
Get PDFThe views and opinions expressed in the book reviews are those of the authors and do not necessarily reflect the position of SCENARIO
Bericht: Zeit für die Künste, eine führende Rolle zu übernehmen: Zur Podiumsdiskussion „Performatives Lehren und Lernen“ im Rahmen der „Sommerlichen FaDaF-Literaturtage“
Get PDFIm folgenden Bericht werden zentrale Ideen aus der Podiumsdiskussion „Performatives Lehren und Lernen“ skizziert, die im Rahmen der digital durchgeführten „Sommerlichen FaDaF-Literaturtage“ (2. bis 4.9.2021) am Abschlusstag der Veranstaltung am 4.9.2021 stattfand. Es diskutierten dabei Dr. Alexandra Hensel (Göttingen), Dr. Anastasia Moraitis (Duisburg-Essen), Prof. em. Dr. Manfred Schewe (Cork) und Dr. Anke Stöver-Blahak (Hannover), moderiert von Dr. Nils Bernstein (Hamburg). Einig war man sich in der Aussage, dass die Künste im Fremdsprachenunterricht und das Performative in Lernsettings lebenslangen Lernens mit allen Zielgruppen eine zentrale Rolle spielen müssen
Getting Them Back to Class: A Project to Engage Refugee Children in School Using Drama Pedagogy
Get PDFThe paper presents aspects of a drama based six months’ project with refugee children during their first period of schooling in Greece. The project1 aimed to investigate whether drama sessions could facilitate second language learning, strengthen children’s participation in classroom communication and enhance interaction among pupils and teachers with few shared language resources in an attempt to provide them with positive experiences.Drama strategies were used to provide a joyful and welcoming environment and boost children’s communication skills. In most cases, drawing and painting, music and art were also used to support the drama activities. According to the research results, the children made use of various linguistic and non-linguistic resources (mother tongue, English, Greek, gestures, facial expressions, body movements, eye contact etc.) for interaction and self-expression and they developed positive feelings towards their classmates, their tutors and schooling. The language, which was produced through drama, was employed within a social context and was appropriate to the specific participants, setting and topic. Thus, the students were engaged in purposeful and meaningful communication. The findings from this case study highlight the beneficial effect of drama pedagogy on refugee children’s second language learning and on their socialization in the school environment
Faust
Get PDFIn dieser Rubrik Texte ums Theater stellen wir historische und zeitgenössische, kulturübergreifende bzw. -spezifische, unvermutet schräge, ungewöhnlich spannende, verstörend mitreißende, faszinierend schillernde etc. Perspektiven aufs Theater vor.The rubric Texts around Theatre features historical and contemporary cross-cultural and culture-specific perspectives on theatre – unexpectedly funky, un-usually enthralling, disturbingly fascinating
Triptych: Ethical quandaries in personal storytelling for teaching and research
Get PDF“Triptych,” a reflection in poetic form, does not provide or ponder easy solutions to ethical dilemmas in personal storytelling (true personal stories shared in classrooms and/or performed in public forums), but illuminates a few issues tellers, teachers, and researchers may encounter as they strive to nurture and develop true stories that give voice to a diversity of lived experiences
Shared Experiences: A performative approach to intercultural education
Get PDFDuring the academic year 2018 – 2019, the Department of Languages and Literatures at the University of North Carolina - Asheville (UNCA) launched a pilot curriculum in Intercultural Education for intermediate-level foreign language students in French, Spanish and German. It was decided early on to adopt a performative/experiential approach, and to accompany the project with an empirical study based on qualitative data. This article lays out the parameters and contexts of the project itself and summarizes the findings of the accompanying study, including an articulation of questions that remain for future exploration. The article closes with a broader reflection on the place of such work in foreign language study and in the modern university, as well as in the context of the present (as of this writing) corona-virus pandemic