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

Permanent URI for this collection


Recent Submissions

Now showing 1 - 5 of 12
  • Item
    Frankenstein’s Heirs
    (Department of German, University College Cork, 2013) Davids, Jens-Ulrich; Schewe, Manfred; Even, Susanne
    The auditorium, as Peh saw through the slit between the curtains, was two thirds full. There had to be more than 200 people in the audience. His actors crowded in from behind so that they could look out, too; he all but fell into the curtain and rolled under it and off the stage, which would have sent him tumbling across the ramp and finally coming to rest at the feet of the first row of seats. That was where most of the former board of trustees were sitting now, like referees at a figure skating event. Would they grant him ten points, and thus the new job? In the second row he saw his favorite colleagues, those who had always attended his plays. He turned around. “Oh man, all my housemates are sitting out there.” “Well, sure, you gave them free tickets!” “Let me have a look, too”, said Anton. “Nobody will come for you anyway”, said Kit, “Or does Attac go to the theater?” “You have no idea.” Anton, Anton. The heartache and head worry that guy had caused him with his talk of revolution. But now, Peh thought, pacified, now everything was coming together harmonically. Anton had ...
  • Item
    Radio role-play – the use of a simulated radio studio in TEFL
    (Department of German, University College Cork, 2013) Zdarek, Karel; Schewe, Manfred; Even, Susanne
    This paper aims to present a particular role-play technique called radio role-play developed specifically for the use in ELT classrooms. The technique is defined within the context of drama education and language teaching, and characterized in terms of its unique features. Practical examples from teaching practice are provided. Any kind of teaching material (text/recording) can serve as an input for radio role-play. The content is contextualized within the fictional broadcast studio as the students take on roles of a host and their guest(s) – usually characters from the textbook articles, recordings, or any other teaching material. The setting of a radio studio is unique in terms of its close relation to a real studio setting – sitting down at a table, facing the partner, possible use of microphones, jingles, soundscapes, etc. At the same time the setting provides protection, a sense of anonymity and safety, which results in high engagement levels. In practice, the radio role-play is organized as pair or group work, and the tasks are performed simultaneously. The outcomes of preliminary qualitative research (probe) carried out with high-school students aged 17-18 at B2 level are presented.
  • Item
    Die Rolle von kooperativem Lernen und Dramapädagogik in Bezug auf das fremdsprachliche Handeln: Aktionsforschung zum DaF-Theaterprojekt Entre Bastidores mit den Physikern an der Universidad de Salamanca
    (Department of German, University College Cork, 2013) Birnbaum, Theresa; Schewe, Manfred; Even, Susanne
    Inwieweit kann die Verbindung von kooperativem Lernen (KL) in Theaterprojekten mit der Methode der Dramapädagogik (DP) Wege zum fremdsprachlichen Handeln eröffnen? Am Beispiel des Deutsch-als-Fremdsprache (DaF)-Theaterprojektes Entre bastidores mit den Physikern an der Universidad de Salamanca stelle ich hier eine Aktionsforschung im Bereich der Projektarbeit und des dramapädagogischen Fremdsprachenunterrichts vor. Der ethnografischen Fallstudie lag der Anspruch zugrunde, den Einsatz von Theaterprojekten im DaF-Kontext auf empirischer Ebene zu fundieren, um daraus Handlungsschritte für zukünftige Projekte dieser Art abzuleiten. Ziel der Arbeit war es, die didaktische Gestaltung des Projektes mit Hilfe eines Fragebogens mit offenen Fragen aus der Perspektive der Teilnehmenden (TN) sowie einer Leiterin und einer Beobachterin zu reflektieren. Es ging darum, darzustellen, wie sprachliches Handeln in der Fremdsprache erfolgte und welche Rolle dabei die methodischen Ansätze des KL und der DP spielten. Es wurde dabei von der These ausgegangen, dass sich die Öffnung des Projektes über den institutionellen Rahmen hinaus in einen Lebenskontext sowie die Funktionalisierung der Sprache innerhalb einer projektorientierten und dramapädagogischen Gruppenarbeit positiv auf die Motivation und damit auf den Sprachlern- und Handlungsprozess auswirkten. Das Ergebnis der Studie bildet ein Thesenkatalog mit 17 Hypothesen zum kooperativen und dramapädagogischen Lernen innerhalb des hier vorgestellten Theaterprojektes.
  • Item
    Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture
    (Department of German, University College Cork, 2013) Schewe, Manfred; Schewe, Manfred; Even, Susanne
    This overview article initially focuses on early connections between dramatic art, teaching, learning, and living, followed by a brief account of how Great Britain took on a pioneering role with regard to the establishment of drama as a school subject, method and educational sub-discipline. It then focuses on how drama pedagogy in foreign language teaching and learning has developed as a specific field of research and practice since the 1970s, acknowledging the important contributions to the field made by scholars and practitioners from outside Great Britain. An overview of current practice in the field is given by presenting different (small-scale and large-scale) forms of staging language, literature and culture. The article concludes by proposing a model for a „Performative Fremdsprachendidaktik“ (Performative Foreign Languages Didactics) and by arguing that in the future “performative” be used as an umbrella term to describe forms of foreign language teaching and learning that derive from the performing arts.
  • Item
    (Department of German, University College Cork, 2013) Schewe, Manfred; Even, Susanne; Schewe, Manfred; Even, Susanne