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

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Now showing 1 - 5 of 9
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    Journeying into the complexities and possibilities of performative pedagogical practice, research and analysis
    (Department of German, University College Cork, 2017) J. Weltsek, Gustave; Collins, Mandy; Miladinović, Dragan
    In the United States, there is an obsession with high stakes testing, and performative pedagogues are challenged to prove that their work is valuable to increased scores. Educators who work through performative pedagogies are also expected to articulate the ways the work encourages and supports socio-cultural growth. In this article, the author calls into question trying to validate performative pedagogies based upon what they produce and or do and rather explores the complexities and possibilities of our work made manifest within observable discourses. Data was collected over the course of a year from a process drama with 20 pre-school students. Three students’ stories provided the researcher the opportunity to articulate multiple ways in which student identities began to emerge. An articulation was made possible based upon how individual discourses were observable as students interpreted and acted upon the various social needs within both an institutionalized world of their school and the fictional world of a pioneer journey.
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    Kingsbury Brunetto, K. (2015). Performing the Art of Language Learning: Deepening the Language Learning Experience through Theatre and Drama. Blue Mounds, WI: Deep University Press.
    (Department of German, University College Cork, 2017) Morrin, Serafina; Collins, Mandy; Miladinović, Dragan
    In this book, Kingsbury Brunetto describes her research on the language learning experience through theatre. Doing so, she analyses interviews with undergraduate students, which she collected from two theatre-based language courses (French and Spanish as L2) at different survey dates. The focus lies on the use of language as a social act that demonstrates the multifaceted nature of theatre-based language learning. Language is not only seen as something shown in evident linguistic objects here; rather it is a result of activities in complex contexts. The author wants to find out how learners of a second language function within a theatre-based language learning environment. She tries to understand the complexity of language learning as a socially situated human activity by looking at the perspectives of the participants. The particular charm of the book is that it is structured like a theatre play. Kingsbury Brunetto refrains from classic terms such as "theoretical background" or "research method", and instead entitles the chapters analogously to the procedure for a theatre performance, such as "Playbill", "Before the Curtain Rises" or "The Critics’ Reviews". In the beginning, Kingsbury Brunetto presents her approach to this research by briefly sketching her own background and providing a short insight ...
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    A passion for the arts
    (Department of German, University College Cork, 2017) Woodhouse, Fionn; Collins, Mandy; Miladinović, Dragan
    I first met Stefanie Preissner when she signed up as a volunteer leader with Lightbulb Youth Theatre in Mallow, Cork. Having recently begun a BA in Drama and Theatre Studies in University College Cork, Stefanie had the interest in the work that allowed her to quickly become integral to Lightbulb, facilitating workshops and directing performances. We established a good working relationship, devising, writing and directing within the youth theatre before forming our own theatre company, ‘With an F Productions’, allowing us to take on different projects. Stefanie’s move to Dublin, after graduating from Drama and Theatre Studies, allowed her to develop her playwriting skills leading to the writing of ‘Solpadine is My Boyfriend’. This play was subsequently produced by the company enjoying a sell-out run in Dublin before touring internationally to Bucharest, Edinburgh and Australia, and – as a radio play – becoming RTE’s most downloaded podcast. Stefanie has gone on to write for RTE, with the successful series ‘Can’t Cope, Won’t Cope’ now in its second season and is also writing for Channel 4 in the UK and First Look Media in the US. Last year, I hosted Stefanie in the renamed ‘Department of Theatre’ to talk with students ...
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    (Department of German, University College Cork, 2017) Collins, Mandy; Miladinović, Dragan; Collins, Mandy; Miladinović, Dragan
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    Overcoming shyness: Promoting leadership and communication through English drama camp in Japan
    (Department of German, University College Cork, 2017) Shiozawa, Yasuko; Donnery, Eucharia; Collins, Mandy; Miladinović, Dragan
    The purpose of this paper is to describe how drama-based pedagogies can meet Japanese university EFL students learner-needs within a short time-frame. It first describes the cultural and educational contexts of Second Language Acquisition (SLA) in Japan in general terms, before specifically outlining the aims and methodology of the 2014 and 2015 summer drama camps. The paper then moves into the crux, that of the aims, student profiles, methodology and results of the 2016 summer drama camp, which focused on the theme of homelessness. The paper concludes by arguing the validity for the more widespread adoption of drama-based pedagogies in the Japanese university EFL context.