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

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Now showing 1 - 5 of 12
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    Intercultural and lifelong learning based on educational drama
    (Department of German, University College Cork, 2013) Kondoyianni, Alkistis; Lenakakis, Antonis; Tsiotsos, Nikos; Schewe, Manfred; Even, Susanne
    This paper is an attempt to propose multidimensional research projects and therefore it is addressed to researchers and theatre/drama-pedagogues. Our principal aim of this paper is to suggest ways to investigate the role of drama both as a methodology in itself in the fields of education and lifelong learning, and as a means suitable for implementation in many other arenas. Our focus on alternative dramatic forms such as puppetry, dramatised narration and creative writing in role, enhances the implication of a rather broad spectrum of prospective participant groups beyond students, such as immigrants, prison convicts and the elderly. We also aim at the facilitation of the involvement of all people who seek ways of improving their professional competence and who could benefit from the implementation of drama techniques in workplaces such as museums, public libraries, and in some sectors of the tourism industry. We firmly believe that the role of educational drama deserves to be consolidated in many areas of social science and social work.
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    (Department of German, University College Cork, 2013) Schewe, Manfred; Even, Susanne; Schewe, Manfred; Even, Susanne
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    Shakespeare in Styria
    (Department of German, University College Cork, 2013) Aita, Sean; Schewe, Manfred; Even, Susanne
    This paper offers a professional theatre practitioner’s reflections on directing learners between ages of 16 and 21, and whose first language is not English, in a production of Shakespeare’s Twelfth Night in Murau, Austria, in July 2011. Drawing on links between the theatrical rehearsal and production process and John Biggs’ 3P learning model the author argues in support of performative approaches to L2 study. Suggesting that Shakespeare’s dramaturgy provides uniquely rich and varied pedagogical resources for the L2 learner, the paper presents a case for the use of theatrical performance by students as an element of ESL study.
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    Using drama-in-education to facilitate active participation and the enhancement of oral communication skills among first year pre-service teachers
    (Department of German, University College Cork, 2013) Athiemoolam, Logamurthie; Schewe, Manfred; Even, Susanne
    This study provides an evaluation of a program in drama-in-education aimed at enhancing the English oral communication skills among a cohort of 63 first year intermediate phase (English second language) teachers and to establish to what extent they would be prepared to use such creative approaches in their classes as potential teachers. The data for this in-depth qualitative case study was collected through observation of their dramatic presentations, informal interviews with them based on their drama-in-education experiences and written accounts of their learning. The findings suggest that the potential of drama-in-education to enhance oral communication skills amongst English second language trainee teachers is phenomenal. A number of trainee teachers also indicated that they would definitely implement drama in education in their classes as potential teachers, since their exposure to this technique had contributed to the development of their critical and creative skills and their confidence.
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    Home Before Night
    (Department of German, University College Cork, 2013) Leonard, Hugh; Schewe, Manfred; Even, Susanne
    In this rubric we present various perspectives on theatre – historical and contemporary, intercultural and culture-specific, unexpectedly weird, unusually suspenseful, disturbedly gripping, fascinatingly enigmatic … In this autobiographical text, Irish author Hugh Leonard remembers moments from his youth that triggered his curiosity for theatre and set the course for his later career as a playwright/dramatist. Every morning when you came in, you signed the attendance book, and Mr Drumm would carry it off to his own table to mark the names of the latecomers in red ink. One day, he made to pick up the book, then looked closely at it. ‘Come here and sign your name, Mr Kennedy,’ he said.‘Oh, I signed me name,’ Mr Kennedy said without budging from his chair, and sure enough Jack had seen him bending over the book with a pencil in his hand. ‘You did not sign your name,’ Mr Drumm said. ‘You will come here and do so now.’ ‘Oh, I signed it right enough,’ Mr Kennedy said happily. A redness was spreading into Mr Drumm’s face. ‘And I tell you you did not. Now sign this book or be marked absent.’ Mr Kennedy just grinned as if he was too cute ...