Browsing Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XI Issue 02 by Issue Date
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- ItemA passion for the arts(Department of German, University College Cork, 2017) Woodhouse, Fionn; Collins, Mandy; Miladinović, DraganI first met Stefanie Preissner when she signed up as a volunteer leader with Lightbulb Youth Theatre in Mallow, Cork. Having recently begun a BA in Drama and Theatre Studies in University College Cork, Stefanie had the interest in the work that allowed her to quickly become integral to Lightbulb, facilitating workshops and directing performances. We established a good working relationship, devising, writing and directing within the youth theatre before forming our own theatre company, ‘With an F Productions’, allowing us to take on different projects. Stefanie’s move to Dublin, after graduating from Drama and Theatre Studies, allowed her to develop her playwriting skills leading to the writing of ‘Solpadine is My Boyfriend’. This play was subsequently produced by the company enjoying a sell-out run in Dublin before touring internationally to Bucharest, Edinburgh and Australia, and – as a radio play – becoming RTE’s most downloaded podcast. Stefanie has gone on to write for RTE, with the successful series ‘Can’t Cope, Won’t Cope’ now in its second season and is also writing for Channel 4 in the UK and First Look Media in the US. Last year, I hosted Stefanie in the renamed ‘Department of Theatre’ to talk with students ...
- ItemJourneying into the complexities and possibilities of performative pedagogical practice, research and analysis(Department of German, University College Cork, 2017) J. Weltsek, Gustave; Collins, Mandy; Miladinović, DraganIn the United States, there is an obsession with high stakes testing, and performative pedagogues are challenged to prove that their work is valuable to increased scores. Educators who work through performative pedagogies are also expected to articulate the ways the work encourages and supports socio-cultural growth. In this article, the author calls into question trying to validate performative pedagogies based upon what they produce and or do and rather explores the complexities and possibilities of our work made manifest within observable discourses. Data was collected over the course of a year from a process drama with 20 pre-school students. Three students’ stories provided the researcher the opportunity to articulate multiple ways in which student identities began to emerge. An articulation was made possible based upon how individual discourses were observable as students interpreted and acted upon the various social needs within both an institutionalized world of their school and the fictional world of a pioneer journey.
- ItemKingsbury Brunetto, K. (2015). Performing the Art of Language Learning: Deepening the Language Learning Experience through Theatre and Drama. Blue Mounds, WI: Deep University Press.(Department of German, University College Cork, 2017) Morrin, Serafina; Collins, Mandy; Miladinović, DraganIn this book, Kingsbury Brunetto describes her research on the language learning experience through theatre. Doing so, she analyses interviews with undergraduate students, which she collected from two theatre-based language courses (French and Spanish as L2) at different survey dates. The focus lies on the use of language as a social act that demonstrates the multifaceted nature of theatre-based language learning. Language is not only seen as something shown in evident linguistic objects here; rather it is a result of activities in complex contexts. The author wants to find out how learners of a second language function within a theatre-based language learning environment. She tries to understand the complexity of language learning as a socially situated human activity by looking at the perspectives of the participants. The particular charm of the book is that it is structured like a theatre play. Kingsbury Brunetto refrains from classic terms such as "theoretical background" or "research method", and instead entitles the chapters analogously to the procedure for a theatre performance, such as "Playbill", "Before the Curtain Rises" or "The Critics’ Reviews". In the beginning, Kingsbury Brunetto presents her approach to this research by briefly sketching her own background and providing a short insight ...
- ItemTheaterpädagogische Elemente in Fremdsprachenunterricht integrieren – am Beispiel eines Kiswahili-Kurskonzepts(Department of German, University College Cork, 2017) Horstmann, Susanne; Collins, Mandy; Miladinović, DraganDer Artikel beschäftigt sich mit der Frage, wie man Fremdsprachenunterricht so gestalten kann, dass die ursprünglich bei allen Menschen vorhandene Neugier und Lust am Lernen wieder geweckt wird, wie man Aspekte natürlichen ungesteuerten L2-Lernens auch im Fremdsprachenunterricht simulieren kann und wie Spielelemente auch mit spielungewohnten Gruppen so in den Unterricht integriert werden können, dass das Spiel ein wirkliches Spiel wird. Außerdem spielen die Reduktion von Sprechangst und die Förderung von Lernerautonomie insbesondere hinsichtlich bevorzugter Sprachlernwege eine Rolle. Dazu werden im vorgestellten Konzept sowohl Bewegung, Rhythmus, Melodie und Rollen- und Theaterspielelemente genutzt als auch Clownsprinzipien. Die Herangehensweise ist für das deutsche Bildungssystem unüblich und will einen Kontrapunkt zum Anspruch der Ver-Messbarkeit von allem setzen.
- ItemAssessing performative competence in German ELF-classrooms – The task of teachers and learners(Department of German, University College Cork, 2017) Bosenius, Petra; Collins, Mandy; Miladinović, DraganWhen it comes to categorizing what pupils in a German English language classroom do when they are taking over roles and enacting scenes, a variety of terms is usually applied, e.g. acting-out, role-play, scenic play, drama-based education, scenic improvisation, to name but a few. Drama in English Language Teaching (ELT) enables pupils to change perspectives and put themselves into the shoes of other personae thereby learning English in a holistic and creative manner that equally appeals to all senses. The question arises how teachers (and learners) can assess drama activities in an EFL-context. In order for assessment formats to yield conclusive insights into the achievements to be gained in performative EFL-classrooms, the former have to be based upon a sound understanding of the essential elements the construct of performative competence comprises. Therefore, firstly a definition of performative competence will be presented and practical examples of drama activities related to different school levels within the German school system will be provided. Secondly, the teacher’s tasks during drama activities in the EFL-classroom will be discussed, and thirdly, the agents and goals of assessing drama activities in ELT will be outlined before one generic assessment sheet will be introduced and analysed in detail.
- ItemOvercoming shyness: Promoting leadership and communication through English drama camp in Japan(Department of German, University College Cork, 2017) Shiozawa, Yasuko; Donnery, Eucharia; Collins, Mandy; Miladinović, DraganThe purpose of this paper is to describe how drama-based pedagogies can meet Japanese university EFL students learner-needs within a short time-frame. It first describes the cultural and educational contexts of Second Language Acquisition (SLA) in Japan in general terms, before specifically outlining the aims and methodology of the 2014 and 2015 summer drama camps. The paper then moves into the crux, that of the aims, student profiles, methodology and results of the 2016 summer drama camp, which focused on the theme of homelessness. The paper concludes by arguing the validity for the more widespread adoption of drama-based pedagogies in the Japanese university EFL context.
- Item“You are contagious”: The role of the facilitator in fostering self-efficacy in learners(Department of German, University College Cork, 2017) Smith, Anne; Collins, Mandy; Miladinović, DraganThis article argues that improvised role-play can raise learners’ levels of self-efficacy, which in turn increases their likelihood of using language learned beyond the workshop space. It argues that the physicality of the facilitator plays a key role in developing the self-efficacy of learners, using evidence drawn from the study of two Creative English groups with differing outcomes in terms of the use of English beyond the sessions.Creative English is a national, community-based applied theatre programme in the UK, which teaches adult migrants the English they need for everyday situations such as talking to doctors and landlords through drama. It works with those with low levels of English, including those who may have no prior experience of formal education.The article identifies kinaesthetic approaches to facilitating a learner in role, which help to lower the affective filter, and support learner progression in a mixed ability group. It examines the role the body plays in accelerating the creation of a supportive group dynamic, and where it can support and interfere with the likelihood of applying the language and confidence developed in real life.
- ItemLes pratiques artistiques dans l’apprentissage des langues. Témoignages, enjeux, perspectives, LIDIL special issue, ed. by Filippo Fonio and Monica Masperi, 52/2015 ; Approcci teatrali nella didattica delle lingue. Parola, corpo, creazione, LEND special issue, ed. by Filippo Fonio and Monica Masperi, 45/2016(Department of German, University College Cork, 2017) Bonelli, Francesco; Collins, Mandy; Miladinović, DraganThe special issues of the journals LIDIL (2015) and LEND (2016), edited by Filippo Fonio and Monica Masperi (Université Grenoble Alpes), give a welcome contribution to the field of foreign language learning through drama and the arts. These two volumes are the result of a common research project, carried out by the co-editors since 2012, within the organisation in Grenoble of the conference Les pratiques théâtrales dans l’apprentissage des langues: institutionnalisation et enjeux de formation au niveau européen. As the co-editors assert in both introductions, the main aim of the research project was to put together various experiences and reflections, originating from different academic contexts and countries, in order to answer to the following crucial questions concerning foreign language teaching and learning through drama- and arts-based approaches (LIDIL 6-7, LEND 9): a) What role can the performing arts and drama-based activities play in secondary school and academic courses? b) In what forms may they be introduced and taught? c) How can such practices be integrated into courses and curricula for foreign language students? d) What connection can be established between these practices and CEFR’s action-oriented approach? e) How can we overcome the suspicion often raised in certain institutional contexts of ...