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

Permanent URI for this collection

https://hdl.handle.net/10468/10212

Browse

Recent Submissions

Now showing 1 - 5 of 12
  • Thumbnail Image
    Item
    Foreword - Vorwort
    (Department of German, University College Cork, 2020) Schewe, Manfred; Even, Susanne; Miladinović, Dragan
  • Thumbnail Image
    Item
    “I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessons
    (Department of German, University College Cork, 2020) Geneuss, Katrin; Obster, Fabian; Ruppert, Gabriele
    Finding tools that stimulate creativity, empathy and self-confidence is one of the core challenges of the 21st century. Performative education being one of them, a need for developing convincing performative concepts arises (Jogschies, Schewe & Stöver-Blahak 2018). The improvisational role-playing technique edu-larp constitutes one such tool, combining the training of social and personal skills with the exploration of various themes. An adaptation of this format to institutional settings coined STARS (STudent Activating Role-playing gameS, Geneuss 2019) has been applied in several schools in Bavaria. To ascertain the students’ perspective on their perceived learning, data from 161 quantitative surveys were further augmented by feedback-talks. To gain insight into the teachers’ perspective on how the tool can be implemented in German lessons, which general skills can be trained and what challenges might arise when applied in formal education, we applied a qualitative design grounded upon 7 interviews. It emerges that applying edu-larp in classrooms is perceived as a meaningful tool to treat curricular topics. It also contributes to train social and personal skills, which in turn can lead to self-confident face-to-face interaction. Yet, multiple challenges keep educators from applying the technique.
  • Thumbnail Image
    Item
    Educational drama and theatre pedagogy: An integral part of training English-as-a-Foreign-Language teachers
    (Department of German, University College Cork, 2020) Mages, Wendy K.
    This mixed-methods research documents the integration of educational drama and theatre into a teacher-preparation program for Austrian teachers-in-training who plan to teach English-as-a-foreign-language to Austrian school children. Observations were conducted of the plays developed and performed in English by two cohorts of Austrian teachers-in-training who participated in the teacher-preparation program. Observations were also conducted of the second cohort’s process developing a script based on an English young adult novel, as well as their process of producing and performing the play in English for middle-school and adult audiences. In addition, a survey of participants’ perceptions of the program was conducted. This study investigates how the teachers-in-training responded to the process of creating and performing a play in English, and their perceptions of its benefits and challenges for themselves, as well as for their future students.
  • Thumbnail Image
    Item
    Presence and unpredictability in teacher education
    (Department of German, University College Cork, 2020) Even, Susanne
    The basis of this paper is the talk held at the 7th SCENARIO Symposium at University College Cork on May 4, 2019. It describes the student teacher training program at Indiana University and makes the claim that performative approaches need to be a central part of teacher education. Excerpts of student teachers’ course journals emphasize the need for contextualized learning, the inclusion of physicality, as well as the importance for teachers to be fully present in the classroom and embrace the unpredictability of learning processes.
  • Thumbnail Image
    Item
    Multimodal scaffolding teaching: Role-taking or role-creating in an English as a Foreign Language (EFL) oral communication class in Japan
    (Department of German, University College Cork, 2020) Nfor, Samuel
    This study is an investigation of the impact of multimodal scaffolding teaching through in-class drama workshop tasks among a group of first-year English education major students studying English in an EFL oral communication class at a national university in Japan. Students’ role-play dialogues were video-recorded and transcribed to identify oral communication challenges so as to make informed interventions in a series of drama workshops that were again video-recorded and transcribed after the intervention to assess progress made in addressing the original communication problems. Questionnaires and interviews at the start and end of the study were used to measure students’ enthusiasm and analyse their self-assessment. The findings indicate that scaffolding drama workshops in which students create role-play dialogues engages them in the subject, facilitates their learning, and brings out multimodal features that are necessary for effective oral communication.