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

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Now showing 1 - 5 of 12
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    (Department of German, University College Cork, 2011) Schewe, Manfred; Even, Susanne; Schewe, Manfred; Even, Susanne
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    Prelude at the Theatre
    (Department of German, University College Cork, 2011) von Goethe, Johann Wolfgang; 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 … The following extract is taken from Johann Wolfgang von Goethe’s tragedy FAUST (first published in 1808). A conversation between a theatre director, a writer (and a “merry person“) revolves around a fundamental question: to what extent should the audience’s desire for entertainment be the deciding factor when staging plays? Goethe worked on Faust nearly two centuries ago, but the text is still of high topicality nowadays, particularly in the face of increasing pressure on educational and cultural institutions. Indeed, the justification of performances is often intricately tied to measurable success (i.e. audience size). Apart from this we are looking at a downright pedagogical question: what plays should be staged, by which means, and to what end? MANAGER — DRAMATIC POET — MERRY-ANDREW MANAGER You two, who oft a helping hand Have lent, in need and tribulation. Come, let me know your expectation Of this, our enterprise, in German land! I wish the crowd to feel itself well treated, Especially since it lives and lets me live; The posts are set, the booth of boards completed.
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    Lola reruns in the classroom: Dramatic improvisations on the film Run Lola Run for intermediate German instruction
    (Department of German, University College Cork, 2011) M. Nelson, Erika; Schewe, Manfred; Even, Susanne
    This paper presents an approach of how student-created dramatic reenactments and improvisational renditions of the German film Run Lola Run (Lola rennt, Tom Tykwer 1998) can serve as important vehicles to foster transcultural and communicative, student-centered competence in intermediate German language instruction, based on successful implementation in two intermediate college German courses. By performing improvised scenes, inspired by key scenes of the film, students learn to closely interpret and engage with the film’s themes and motifs beyond the meta-textual level, while sharpening their mastery of situational vocabulary, cultural nuance, and linguistic structures of the German language. This film in particular, with its focus on repetition and variation, offers especially suitable material for facilitating students’ awareness of language as a tool with which to access imaginative and interpretative potentials, as well as to express integral aspects of culture itself. The approach presented here also includes suggested materials, methods, and ideas to enhance understanding on the textual and performative levels and incorporate at the intermediate level of the curriculum, particularly for the Independent User level (B1 and B2)2 who has a basic grasp of the German language yet desires to develop greater linguistic flexibility and aptitude.
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    Die Welt – ein (virtuelles?) Lebensdorf
    (Department of German, University College Cork, 2011) Vecchione Grüner, Sabina; Unterstab, Sigrid; Schewe, Manfred; Even, Susanne
    Im letzten Schuljahr begann für die Schüler/innen der Klasse 2E des Gymnasiums Francesco Petrarca in Triest in ihrem Deutschunterricht ein neues Abenteuer: Sie bekamen die Möglichkeit, ein Theaterstück in der Fremdsprache zu entwickeln. Aus ihren eigenen Ideen beim Szenischen Improvisieren, angeleitet durch ihre Lehrerin und eine Theaterpädagogin aus Deutschland, entstanden einzelne Szenen und dann die Geschichte für ein ganzes Stück. Zum Proben, Organisieren von Auftritten und Theaterreisen agierten sie immer mutiger in der Fremdsprache und benutzten dafür die ihnen eigenen modernen Kommunikationsformen.
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    The compatibility of drama language teaching and CEFR objectives – observations on a rationale for an artistic approach to foreign language teaching at an academic level
    (Department of German, University College Cork, 2011) Fonio, Filippo; Genicot, Geneviève; Schewe, Manfred; Even, Susanne
    The elaboration of the rationale proposed here finds its roots in an examination of the CEFR (Common European Framework of Reference for Languages) parameters. We are notably interested in highlighting the importance of artistic practice – and in particular of drama performance – in the context of foreign language learning. We are thus proposing here considerations concerned with the estimation of artistic practice as a specific way of teaching and learning foreign languages. Our usual target group consists of Bachelor and Master students interested in learning Italian through drama techniques but whose subject is not primarily Modern Languages (non-specialist students). By proposing a set of standard skills that match CEFR parameters with artistic pedagogy training, we intend to promote valuable criteria for teachers, learners and examiners in order to promote language learning through artistic practice syllabi.