Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 16 Issue 1

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https://hdl.handle.net/10468/13458

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    Performative arts, drama & theatre in education: A digital glossary
    (Department of German, University College Cork, 2022-07) Schewe, Manfred; Vassen, Florian
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    Inviting performance into the English foreign language classroom
    (Department of German, University College Cork, 2022) Sievers, Ulrike; Lutzker, Peter; Rawson, Martyn
    In this article the foreign language classroom in a Waldorf school is described as a space inviting active performative participation. It gives examples spanning the lower, middle and particularly the upper school, in which performative methods and creativity are specifically encouraged. The aim is to involve the whole child and young person not only in reproducing but in producing actions in and through the foreign language, using methods such as enacting stories and pictures, producing and playing scenes, translating prose texts into scripts for plays, radio plays and story boards for film.
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    Developing the artistry of the teacher in Steiner/Waldorf Education (Part I)
    (Department of German, University College Cork, 2022) Lutzker, Peter; Lutzker, Peter; Rawson, Martyn
    This article examines different concepts underlying Steiner/Waldorf teacher education and how they are put into practice. It explains how teaching understood as an art can be seen as a leitmotif going through an entire course of studies. It elucidates the central role which pedagogical anthropology plays in Steiner/Waldorf teacher education and the specific contribution of Rudolf Steiner’s understanding of Anthroposophy in this context. The prominent role which the study and practice of different arts plays in Steiner/Waldorf teacher education programs is explained and the reasons for the inclusion of artistic practice in teacher education are discussed. The understanding in Steiner/Waldorf teacher education programs of how teacher education is then transformed into a teacher’s classroom practice is examined including its role in providing a basis for a teacher’s pedagogical intuitions.
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    L2 teaching and learning in Waldorf schools – why performative?
    (Department of German, University College Cork, 2022) Rawson, Martyn; Lutzker, Peter; Rawson, Martyn
    This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.
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    Foreword - Vorwort: Special Issue on performative teaching and learning in Steiner/Waldorf L2 pedagogy
    (Department of German, University College Cork, 2022) Lutzker, Peter; Rawson, Martyn; Lutzker, Peter; Rawson, Martyn