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

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https://hdl.handle.net/10468/11670

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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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    Report: Going digital under duress - Notes on the 6th Drama in Education Days 2020: Drama in language teaching and learning
    (Department of German, University College Cork, 2021) Göksel, Eva; Giebert, Stefanie
    In this conference report, we look back on our first digital conference, a challenge which ultimately came with many silver linings. Among the highlights: The online setting made our event more inclusive, with approximately 100 participants from across the globe attending the four-day drama event. This report highlights the keynotes, workshops, and talks shared at the 2020 Drama in Education Days.