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

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Now showing 1 - 5 of 12
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    (Department of German, University College Cork, 2017) Piazzoli, Erika; Donnery, Eucharia; Piazzoli, Erika; Donnery, Eucharia
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    A film documenting the international Scenario Forum Conference 2017
    (Department of German, University College Cork, 2017) Klich, Patricia; Klich, Maciek; Piazzoli, Erika; Donnery, Eucharia
    The film can be viewed on YouTube at:
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    Conceptualizing drama in the second language classroom
    (Department of German, University College Cork, 2017) Rose McGovern, Kathleen; Piazzoli, Erika; Donnery, Eucharia
    Abstract: This paper reviews key literature published in English on drama and second language (L2) pedagogy. The author explores (a) the integral role drama has played in 20th and 21st century L2 teaching methodologies; (b) commonly cited approaches to integrating drama and L2 instruction; (c) uses of drama as a means of exploring culture and power relations within society, and; (d) major definitions and categorizations developed in the existing body of literature. To conclude, the argument is made that researchers must clearly explain and define their approaches to drama in L2 instruction and ground these approaches in relevant theories of second language learning.
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    Inhabiting scopus: Navigating modern controversies with performative approaches in a public speaking course
    (Department of German, University College Cork, 2017) Sorensen, Lane; Piazzoli, Erika; Donnery, Eucharia
    COLL-P155 is an undergraduate public speaking course in which students give speeches on modern public controversies such as capital punishment, abortion, immigration, etc; in other words, issues for which many might hold a definite – at times inflexible – bias. In order to mitigate such biases, the concept of scopus, moving out of one perspective to inhabit another (Arthos, 2017a: Lecture 11), is situated in the goals of the speech assignments and combined with the theoretical and practical benefits of drama pedagogy as illustrated by Even (2008). Following a description of the speech assignments is a pedagogical reflection of activities that combine scopus and drama pedagogy to get students up and out of their seats in order to act out frames of mind that might embody perspectives drastically different from their own. From encouraging ad-hominem attacks in fictitious arguments about favorite foods to highlight the counterproductive and harmful nature of alienating language, to acting out a Grimm’s fairytale from the villain’s perspective to encourage empathy with an unpopular position, the lessons of open-mindedness and civility emphasized in these performative activities can be transferred to discourse surrounding real-world controversies.
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    Presenting as performance: Painless practices for presentation in foreign languages
    (Department of German, University College Cork, 2017) Eikel-Pohen, Mona; Piazzoli, Erika; Donnery, Eucharia
    Presenting is a complex task for language learners. It requires them to acquire and read material, extract main points and express them in their own words in the target language, listen to other presenters and react appropriately with good questions and comments – and, of course, speak out loud while presenting. Language learners activate all these skills on a daily basis in the language classroom. However, speaking out loud in front of a group about one specific topic for an extended period of time is usually not part of the daily routine and therefore demands special attention, care, and action. This article models a sequence for preparing, planning, practicing, delivering, and evaluating presentations and briefly discusses the role of visual slides, but focuses on speaking exercises and explains how they strengthen the presenters both as language learners and as performers. Two theater theories form the backbone to these exercises: Konstantin Stanislavski’s “system”, and Keith Johnstone’s improvisation theater concept of status.The article describes each step of a practice sequence, including warm-up exercises, prompts for constructive peer feedback, and rubrics for (self-)evaluation, and reflects on the overall benefits of their inclusion in the language classroom.