UCC Journals (Univ. College Cork)
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Rezension: Vaßen, F. (2021). „einfach zerschmeißen“. Brecht Material: Lyrik – Prosa – Theater – Lehrstück. Mit einem Blick auf Heiner Müller. Schibri.
Get PDFRezension: Conte, D. & Thiem, A. (Hrsg.) (2021): Literatur performativ: Spanische Lyrik der Gegenwart / Literatura performativa: poesía española actual. LIT-Verlag.
Get PDFThe Social Art of Language Acquisition: A Theatre Approach in Language Learning for Migrants and its Digitization in the Corona Lockdown
Get PDFToday\u27s challenges and developments ? migration flows, globalization, diversification of educational pathways – clearly indicate that language teaching can no longer only take place within the framework of school and vocational training. Outside the context of schools, approaches which combine language learning with other goals of development or that are linked to concrete objectives appear most promising. A particularly challenging field is teaching languages to adult refugees, since language courses can seldom address the learning culture, the different learning speeds and key competencies adequately. In the wake of the current Corona crisis, the problem is becoming more pressing. By digitalization of language courses, there is the danger that people with better prerequisites benefit more from the offered courses than those more in need, and the gap between people with higher or lower learning success will widen further. The article uses the practical example JobAct Sprachkultur, which is a German programme for job placement, based on a combination of theatre methods, language learning and social work, to investigate the extent to which theatre methods can contribute to reducing educational inequality in the language acquisition of adult refugees/migrants. Based on a document analysis and qualitative spotlight surveys with the trainers of the program, the potentials and limitations of the theatre approach and its digital implementation can be shown
Theater der Unterdrückten – analog und digital! : Theoretische Schnittstellen von Theaterpädagogik, Medienbildung und Politischer Bildung und ihre praktische Umsetzung
Get PDFMedienbildung, Politische Bildung und Theaterpädagogik teilen einige wesentliche Gemeinsamkeiten, sowohl in struktureller Hinsicht als auch in Bezug auf ihre Ziele. Der Beitrag erörtert diese Schnittstellen anhand grundlegender pädagogisch-didaktischer Literatur und stellt dar, dass es sowohl in der Politischen Bildung, der Medien- wie auch in der Theaterpädagogik um eine Ermächtigung Lernender geht, sich gegen ungleiche Machtverhältnisse (in der analogen und digitalen Welt) zur Wehr zu setzen und selbst gestalterisch tätig zu werden. Neben der theoretischen Erörterung dieser Verbindungen werden praktische Konzepte für den Unterricht präsentiert
Rezension: Hensel, A. (2020). Fremdsprachenunterricht als Ereignis. Zur Fundierung einer performativ-ästhetischen Praxis. Schibri-Verlag.
Get PDFDie in Buchrezensionen vertretenen Ansichten und Meinungen sind die der jeweiligen Rezensent:innen und reflektieren nicht notwendigerweise die Position von SCENARIO
Drama-in-Education for Critical Historical Thinkers: A Case Study in the Greek Context
Get PDFThe case study presented in this article refers to the connection of drama-in-education and critical thinking in history, in order to highlight the importance of drama for the teaching of history in primary schools in Greece. The research plan adopted is quantitative and qualitative, and the research strategy applied is that of case study. For the purposes of this study, four scenarios based on drama-in-education techniques were designed and applied on a sample of forty-three primary students. The analysis of the findings show that the students’ understanding of historical contexts and objectives of historically active subjects was encouraged by drama-based instruction
The Literature-Enactment-Process : Exploring narratives through performative conventions
Get PDFThis project promotes reading literature for students through a new approach termed the Literature-Enactment-Process (LEP) where students can gain access to and comprehend narratives and associated topics of inquiry through a range of phases, with drama-based conventions as a pivotal point. As a pedagogical tool, these performative strategies are embedded in a larger approach that combines individual and collaborative comprehension processes. The LEP seeks to explore literature interactively, in that the student’s individual views, the perceptions of others, and the text details are equally taken into account. Teaching literature should not remain restricted to correctly answering interpretative questions. If teachers demand only one “right” interpretation, learners are deprived of the enrichment and multiple meanings texts can generate. Students must be motivated to think and learn for themselves and for a world which is constantly changing, often to the detriment of our natural environment. For this purpose, the Literature and Ecology (LITECO) workshop was designed to fuse the study of literature and ecological learning using and exemplifying the LEP. At the University of Graz, the Literature-Enactment-Process was tested with current and future teachers as well as language arts students and positively evaluated as an interdisciplinary teaching approach for the (foreign) language classroom in secondary education
(No) Drama with grammar: A case study of a performative approach to teaching English conditional clauses to young adolescent learners
Get PDFThis Window-of-Practice contribution is based on my Master’s thesis written in the Department of Foreign Language Education in Innsbruck, Austria. It discusses a performative approach to teaching grammar in EfL contexts. “Performative” is used as an umbrella term to describe different forms of language teaching that derive from the performing arts (Schewe, 2013). The motivation behind this topic lies in my enthusiasm for drama and the conviction that a drama-based approach applied to language learning is efficient, motivating and sustainable. The contribution provides insights into the methodology and procedure of a case study that investigates effects of drama-based teaching. The case study was performed in 2017 at an upper secondary school in Austria, where English learners were taught English conditional clauses via a drama-based approach. The study, including a control group, a mixed-method, pre-and post-test design, yields quantitative and qualitative data on effects of drama-based teaching. Despite the lack of significant differences in test results between treatment and control groups, the study provides evidence that a performative approach applied to grammar teaching is successful and related to fun, increased motivation and positive group dynamics
Perfect disguises: Building an evidence base for improvisational drama techniques
Get PDFDutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions