Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XI Issue 01

Permanent URI for this collection

https://hdl.handle.net/10468/12669

Browse

Browsing Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XI Issue 01 by Issue Date

Filter results by year or month
Now showing 1 - 12 of 12
  • Thumbnail Image
    Item
    Inhabiting scopus: Navigating modern controversies with performative approaches in a public speaking course
    (Department of German, University College Cork, 2017) Sorensen, Lane; Piazzoli, Erika; Donnery, Eucharia
    COLL-P155 is an undergraduate public speaking course in which students give speeches on modern public controversies such as capital punishment, abortion, immigration, etc; in other words, issues for which many might hold a definite – at times inflexible – bias. In order to mitigate such biases, the concept of scopus, moving out of one perspective to inhabit another (Arthos, 2017a: Lecture 11), is situated in the goals of the speech assignments and combined with the theoretical and practical benefits of drama pedagogy as illustrated by Even (2008). Following a description of the speech assignments is a pedagogical reflection of activities that combine scopus and drama pedagogy to get students up and out of their seats in order to act out frames of mind that might embody perspectives drastically different from their own. From encouraging ad-hominem attacks in fictitious arguments about favorite foods to highlight the counterproductive and harmful nature of alienating language, to acting out a Grimm’s fairytale from the villain’s perspective to encourage empathy with an unpopular position, the lessons of open-mindedness and civility emphasized in these performative activities can be transferred to discourse surrounding real-world controversies.
  • Thumbnail Image
    Item
    Role-play in literature lectures
    (Department of German, University College Cork, 2017) Ní Riain, Isobel; Dawson, Ciarán; McCarthy, Marian; Piazzoli, Erika; Donnery, Eucharia
    The following article draws on research that I carried out as part of a master’s degree in Teaching and Learning in Higher Education in University College Cork (UCC) between 2015-2016. I teach Irish language and literature in the Modern Irish Dept. of UCC. The intervention I used with my students was role-play which is not generally used in the teaching of Irish Literature. My research was an investigation into the learning students associate with the use of role-play in literature lectures. The findings show that while students reported learning many different things from role-play, there was no consensus as to what one could learn from the use of role-play in literature lectures. I am encouraged by the findings and will continue to use role-play in the future.1
  • Thumbnail Image
    Item
    Presenting as performance: Painless practices for presentation in foreign languages
    (Department of German, University College Cork, 2017) Eikel-Pohen, Mona; Piazzoli, Erika; Donnery, Eucharia
    Presenting is a complex task for language learners. It requires them to acquire and read material, extract main points and express them in their own words in the target language, listen to other presenters and react appropriately with good questions and comments – and, of course, speak out loud while presenting. Language learners activate all these skills on a daily basis in the language classroom. However, speaking out loud in front of a group about one specific topic for an extended period of time is usually not part of the daily routine and therefore demands special attention, care, and action. This article models a sequence for preparing, planning, practicing, delivering, and evaluating presentations and briefly discusses the role of visual slides, but focuses on speaking exercises and explains how they strengthen the presenters both as language learners and as performers. Two theater theories form the backbone to these exercises: Konstantin Stanislavski’s “system”, and Keith Johnstone’s improvisation theater concept of status.The article describes each step of a practice sequence, including warm-up exercises, prompts for constructive peer feedback, and rubrics for (self-)evaluation, and reflects on the overall benefits of their inclusion in the language classroom.
  • Thumbnail Image
    Item
    A film documenting the international Scenario Forum Conference 2017
    (Department of German, University College Cork, 2017) Klich, Patricia; Klich, Maciek; Piazzoli, Erika; Donnery, Eucharia
    The film can be viewed on YouTube at: https://www.youtube.com/watch?v=_J5uFayugUQ&feature=youtu.be.
  • Thumbnail Image
    Item
    Foreword
    (Department of German, University College Cork, 2017) Piazzoli, Erika; Donnery, Eucharia; Piazzoli, Erika; Donnery, Eucharia
  • Thumbnail Image
    Item
    Collaborators and hecklers: Performative pedagogy and interruptive processes
    (Department of German, University College Cork, 2017) Campbell, Lee; Piazzoli, Erika; Donnery, Eucharia
    Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation.
  • Thumbnail Image
    Item
    Theatre in “Steppenwolf”
    (Department of German, University College Cork, 2017) Linehan, Uschi; Piazzoli, Erika; Donnery, Eucharia
    Once more I stood in the round corridor, still excited by the hunting adventure. And everywhere on all the countless doors were the alluring inscriptions: The series of inscriptions was endless. One was This seemed to me to be worth looking into and I went in at this door. I found myself in a quiet twilit room where a man with something like a large chess-board in front of him sat in Eastern fashion on the floor. At the first glance I thought it was friend Pablo. He wore at any rate a similar gorgeous silk jacket and had the same dark and shining eyes. ‘Are you Pablo?’ ‘I am not anybody,’ he replied amiably. ‘We have no names here and we are no persons. I am a chessplayer. Do you wish for instruction in the building up of the personality?’ ‘Yes, please.’ ‘Then be so kind as to place a few dozen of your pieces at my disposal.’ ‘My pieces – ?’ ‘Of the pieces into which you saw your so-called personality broken up. I can't play without pieces.’ He held a glass up to me and again I saw the unity of my personality broken up into many ...
  • Thumbnail Image
    Item
    Notes on the third Drama in Education Days 2017
    (Department of German, University College Cork, 2017) Göksel, Eva; Giebert, Stefanie; Piazzoli, Erika; Donnery, Eucharia
    After two successful conferences (2015 & 2016) at Reutlingen University, the third Drama in Education Days was held at Konstanz University of Applied Sciences, June 30th and July 1st, 2017. The bilingual (English/German) conference focuses on best practice and research in the field of drama and theatre in education in second and foreign language teaching, and is organised by Dr. Stefanie Giebert (Konstanz University of Applied Sciences, Germany) und MA Eva Göksel (Centre for Oral Communication, University of Teacher Education Zug, Switzerland). The two-day event caters to teachers, scholars, and performers working with drama and theatre in language education at all levels – primary through to tertiary. This year’s conference attracted 45 participants from 9 countries including Austria, Canada, France, Germany, Kirgizstan, Spain, Switzerland, the US, and the UK. The conference kicked off Thursday, June 29th, with a hands-on pre-conference workshop, during which Tomáš Andrášik (Masaryk University) demonstrated how improv theatre creates a positive classroom atmosphere and fosters communication skills. In the space of two hours, workshop participants tested out techniques to lower communicative anxiety and to develop public speaking skills. Exercises aimed at building self-confidence in speaking and listening and to empower spontaneous and authentic communication were also presented. ...
  • Thumbnail Image
    Item
    Virtual frontiers: How online spaces are redefining the value and viability of performative foreign language learning
    (Department of German, University College Cork, 2017) Van Halsema, Catherine; Piazzoli, Erika; Donnery, Eucharia
    This paper will seek to contrast the rapidly growing commercial industry of digitally-mediated foreign language education with the gradually diminishing support for foreign language programs in American universities. After first analyzing evidence that justifies the need for foreign language education at the university level, it then digs deeper to locate the characteristics of those most successful online classroom models. It will finally draw on theories of language, teaching, and performativity in an effort to explore how digital spaces have and will shape the relationship between instructor and student and the performance of foreign language learning.
  • Thumbnail Image
    Item
    (Re)living moments with momentum: Scenario Forum Conference 2017
    (Department of German, University College Cork, 2017) Sorensen, Lane; Piazzoli, Erika; Donnery, Eucharia
    After passing through the northeastern gate of University College Cork (UCC), my colleagues and I walk the bridge over the river Lee and onto a campus that, were it not for the beautiful wet, grey stone of its buildings and walkways, could just as well be some arm of an enchanting forest near the heart of the city. Although it is my first time here, the verdant space that opens up before me is both new and familiar; my eyes see a place they haven’t seen before, but in my mind echo years of conversations and expectations that mark this campus as a bastion of performativity. What a fitting venue for the vibrant palette of talks, workshops, panel discussions, and theater performances that graced the 2017 SCENARIO Forum International Conference, held May 25-28, 2017 in Cork, Ireland to mark the 10-year anniversary of the journal's inception! Brainchild of the online SCENARIO journal's co-founders, Susanne Even (Indiana University-Bloomington, USA) and Manfred Schewe (UCC), and aided by the talents of its advisory board members, Eucharia Donnery, Micha Fleiner, Dragan Miladinovic, Róisín O'Gorman, and Erika Piazzoli, as well as a number of volunteers who put the help in helpful, this conference brought a ...
  • Thumbnail Image
    Item
    Vom Leben erzählen: Ein Konferenzbericht zu szenischem Lernen und literarischem Verstehen
    (Department of German, University College Cork, 2017) Klimant, Tom; Piazzoli, Erika; Donnery, Eucharia
    Schulunterricht als artifizieller Raum ermöglicht Lehr-Lern-Konstellationen, die Laborsituationen ähneln und besondere Schutzräume generieren, zugleich fordert er die Lehrenden heraus, die Lebensweltbezüge der Schülerinnen und Schüler nachvollziehbar und erlebbar in das Geschehen einzubinden und so die Membran zwischen Lebenswirklichkeit und Unterricht für Lernende durchlässig zu gestalten. Wolfgang Klafki profilierte in seinen bildungstheoretischen Studien auch diesen Aspekt unter dem Blickwinkel der zu legitimierenden Auswahl eines Unterrichtsgegenstandes (cf. Klafki 2007: 270ff.). In der Praxis erweist sich diese wichtige und vielseits gestützte Forderung nicht immer und als leicht realisierbar. Mit dem Panel begaben sich Lehrende aus Hochschule und Schule im Rahmen des Deutschen Germanistentages in Bayreuth 2016 gemeinsam und in Anlehnung an Konzepte des ‚artistic research’ bzw. ‚practice as research’ auf die Suche nach Möglichkeiten theatraler Erlebens- und darauf basierender Lehr/-Lernräume im Literaturunterricht. Das Panel richtete sich an theoretisch und praktisch Interessierte, die ihre Auseinandersetzung mit literatur- und theaterdidaktischen und mit theaterpädagogischen Konzepten vor allem im schulischen, aber auch im universitären Literaturunterricht erweitern und vertiefen wollten. Zunächst wurde ein Workshop mit allen Teilnehmenden durchgeführt. Ziel war es, Möglichkeiten der Implementierung alltäglicher Erlebens- und Erfahrenswelten von Schülerinnen und Schülern in den Unterricht vermittels theatraler Lehr-Lernrprozesse praktisch zu erproben und das im Theaterspiel Produzierte wiederum literarischen ...
  • Thumbnail Image
    Item
    Conceptualizing drama in the second language classroom
    (Department of German, University College Cork, 2017) Rose McGovern, Kathleen; Piazzoli, Erika; Donnery, Eucharia
    Abstract: This paper reviews key literature published in English on drama and second language (L2) pedagogy. The author explores (a) the integral role drama has played in 20th and 21st century L2 teaching methodologies; (b) commonly cited approaches to integrating drama and L2 instruction; (c) uses of drama as a means of exploring culture and power relations within society, and; (d) major definitions and categorizations developed in the existing body of literature. To conclude, the argument is made that researchers must clearly explain and define their approaches to drama in L2 instruction and ground these approaches in relevant theories of second language learning.