Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XII Issue 02

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    Joyful, joyful, we love singing: Teaching foreign language and culture with musical mnemonics
    (Department of German, University College Cork, 2018) Noelliste, Erin; Noelliste, Joseph; Schewe, Manfred; Even, Susanne
    Mnemonics have long been considered a useful tool for enhancing short- and long-term recall. For example, most American children learn the alphabet by singing the letters to the tune of Twinkle, Twinkle, Little Star, and many elementary school students memorize states and capitals by utilizing songs written specifically for this purpose. The present paper discusses how musical mnemonics can enhance teaching of foreign language and culture through the writing of new lyrics to well-known tunes. The paper presents popular mnemonic devices used in German L2 classrooms and provides a step-by-step compositional framework using syllabic structure for the creation of original mnemonic songs for new topics in any language.
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    Improving communicative competence through mime: Bringing students’ ‘out-of-school’ literacy practices into Japanese university EFL oral communication classes
    (Department of German, University College Cork, 2018) Nfor, Samuel; Schewe, Manfred; Even, Susanne
    This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.
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    (Department of German, University College Cork, 2018) Schewe, Manfred; Even, Susanne; Schewe, Manfred; Even, Susanne
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    Recommendations for promoting a performative teaching, learning, and research culture in Higher Education
    (Department of German, University College Cork, 2018) Jogschies, Bärbel; Schewe, Manfred; Stöver-Blahak, Anke; Schewe, Manfred; Even, Susanne
    The twenty-first century is the century of the performative.1 Claire Colebrook (2018) A performative teaching, learning, and research culture can emerge wherever an academic discipline enters into a constructive dialogue with the performing arts. Many challenges of the 21st century (see the Sustainable Development Goals of the UN)2 require creative solutions. Creativity is, however, not yet sufficiently promoted at universities, thus an artistic reorientation in teaching and research is imperative. As early as 2006, at the UNESCO World Congress in Lisbon and again in Seoul in 20103, there were calls to strengthen the role of the arts in education. Implementation of these recommendations has, however, been very limited thus far. Studies in cognitive science show that performative teaching and learning cultivates a deeper understanding of content and improved long-term retention of knowledge.4 In fact, it has been shown that the use of performative teaching and learning approaches leads to more creative, better learning outcomes; students relate more strongly to their studies and drop-out rates decrease. In addition, overall willingness to learn within the university context has been documented, as well as increased complexity and closer connection to practice in higher education, thus affording graduates better job placement opportunities. At the ...
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    Embodied movement awareness: Articulating structure and flow across and through disciplines
    (Department of German, University College Cork, 2018) O'Gorman, Róisín; Schewe, Manfred; Even, Susanne
    This workshop was based on many years of movement practices in theatre (with a specialized focus on somatic movement). Furthermore, it was based in larger research concerns around engaging movement at all levels of teaching and learning—not just as a means of getting from a to b, but as an overlooked and undervalued epistemology. This work also moves across disciplinary boundaries and allows for rich transdisciplinary concerns to work together connecting individual sensibilities to larger socio-political issues. The workshop offered methods of movement research from two recent projects. One project linked theatre students with archaeology students and focused on embodiment of skeletal structures and local landscapes. The other project engaged students from across a wide range of disciplines along with young children, teenagers and adults alongside professional dancers in the Cork iteration of the Global Water Dances ( project which linked individual bodies of water to larger questions of global water ecologies and social justice. The workshop offered a brief framework of these practices and epistemologies but the workshop was primarily a movement based exploration. A crucial point of introduction however, was that it is not about accomplishing some kind of virtuosic movement pattern which focusses on external aesthetics. Instead, ...