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

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    Foreword
    (Department of German, University College Cork, 2017) Piazzoli, Erika; Donnery, Eucharia; Piazzoli, Erika; Donnery, Eucharia
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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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    (Re)living moments with momentum: Scenario Forum Conference 2017
    (Department of German, University College Cork, 2017) Sorensen, Lane; Piazzoli, Erika; Donnery, Eucharia
    After passing through the northeastern gate of University College Cork (UCC), my colleagues and I walk the bridge over the river Lee and onto a campus that, were it not for the beautiful wet, grey stone of its buildings and walkways, could just as well be some arm of an enchanting forest near the heart of the city. Although it is my first time here, the verdant space that opens up before me is both new and familiar; my eyes see a place they haven’t seen before, but in my mind echo years of conversations and expectations that mark this campus as a bastion of performativity. What a fitting venue for the vibrant palette of talks, workshops, panel discussions, and theater performances that graced the 2017 SCENARIO Forum International Conference, held May 25-28, 2017 in Cork, Ireland to mark the 10-year anniversary of the journal's inception! Brainchild of the online SCENARIO journal's co-founders, Susanne Even (Indiana University-Bloomington, USA) and Manfred Schewe (UCC), and aided by the talents of its advisory board members, Eucharia Donnery, Micha Fleiner, Dragan Miladinovic, Róisín O'Gorman, and Erika Piazzoli, as well as a number of volunteers who put the help in helpful, this conference brought a ...
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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: https://www.youtube.com/watch?v=_J5uFayugUQ&feature=youtu.be.
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    Virtual frontiers: How online spaces are redefining the value and viability of performative foreign language learning
    (Department of German, University College Cork, 2017) Van Halsema, Catherine; Piazzoli, Erika; Donnery, Eucharia
    This paper will seek to contrast the rapidly growing commercial industry of digitally-mediated foreign language education with the gradually diminishing support for foreign language programs in American universities. After first analyzing evidence that justifies the need for foreign language education at the university level, it then digs deeper to locate the characteristics of those most successful online classroom models. It will finally draw on theories of language, teaching, and performativity in an effort to explore how digital spaces have and will shape the relationship between instructor and student and the performance of foreign language learning.