Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 1

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    Foreword - Vorwort
    (Department of German, University College Cork, 2021) Even, Susanne; Miladinović, Dragan; Piazzoli, Erika; Schewe, Manfred; Woodhouse, Fionn
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    Review: Stinson, M. (Ed.). (2020). Dramatic encounters: Artistry, community and scholarship in drama teaching. Drama Queensland.
    (Department of German, University College Cork, 2021) Donohoe, Peadar
    The views and opinions expressed in the book reviews are those of the authors and do not necessarily reflect the position of SCENARIO.
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    Shared Experiences: A performative approach to intercultural education
    (Department of German, University College Cork, 2021) Crutchfield, John
    During the academic year 2018-2019, the Department of Languages and Literatures at the University of the North Carolina – Asheville (UNCA) launched a pilot curriculum in Intercultural Education for intermediate-level foreign language students in French, Spanish and German. It was decided early on to adopt a performative/experiential approach, and to accompany the project with an empirical study based on qualitative data. This article lays out the parameters, contexts and challenges of the project itself and summarizes the findings of the accompanying study, including an articulation of questions that remain for future exploration.
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    Process drama in the classroom: A case study of developing participation for advanced EAL learners in an international school
    (Department of German, University College Cork, 2021) McDonnell, Dearbhla; O'Boyle, Aisling
    This paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.
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    Perfect disguises: Building an evidence base for improvisational drama techniques
    (Department of German, University College Cork, 2021) Goodnight, Kristina; de Graaff, Rick; van Beuningen, Catherine
    Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.