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

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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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    Developing the artistry of the teacher in Steiner/Waldorf Education (Part II): Foreign Language Teacher Education at Freie Hochschule Stuttgart (Waldorf Teachers College)
    (Department of German, University College Cork, 2022) Lutzker, Peter; Lutzker, Peter; Rawson, Martyn
    After describing the general Steiner/Waldorf teacher education program in the previous article (Part I), this article will examine the additional courses specifically required for teaching English as a foreign language. It considers Rudolf Steiner’s concept of a specific ‘sense for language’ as a basis for a performative approach to foreign language teaching and learning and discusses the implications of research on linguistic-kinesic behaviour for foreign language learning and for teacher education at Freie Hochschule Stuttgart (Waldorf Teachers College). It describes performative approaches to teaching poetry and prose fiction and explains the central role which both authentic literature and different forms of informal learning play in Steiner/Waldorf foreign language teaching and learning. Finally, it discusses a Steiner/Waldorf approach to teaching literature rooted in an understanding of teaching as an art.
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    Going performative in education – the artistry of teaching: On the focus of Waldorf education in this issue, based on a personal review
    (Department of German, University College Cork, 2022) Schewe, Manfred; Lutzker, Peter; Rawson, Martyn
    It is a hot summer day in 1979. As a student teacher (English/German studies) at the Carl von Ossietzky University of Oldenburg at the time, I am taking part in a seminar on the subject of alternative schools. The lecturer suggests leaving the stuffy room and holding the lecture under a tree by the Haare, a nearby river. In the shade of a mighty oak tree, our discussion circles around pedagogical concepts of what were then called alternative schools, including the Glocksee School in Hanover, the Laboratory School in Bielefeld, the Danish Tvind Schools and also the Waldorf Schools. A controversial discussion arose about whether it would make more sense for us future teachers to bring about a change in the state school system from within – in the style of Rudi Dutschke's idea of the march through the institutions – or to try to do so from the outside, for example by teaching in an alternative school.
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    Mainstream ELT and Steiner Education: Exclusivity or complementarity?
    (Department of German, University College Cork, 2022) Maley, Alan; Lutzker, Peter; Rawson, Martyn
    The article discusses MELT (Mainstream English Language Teaching) in relation to the author’s perception of Waldorf education. It first attempts a definition of performance. It goes on to describe the recent history of MELT with particular regard to performative and creative elements. It then considers those teacher qualities needed for successful in-depth learning and relates this to performance. The major differences between Steiner and MELT are then set out, in particular the encroachment of regulation on MELT. It argues that, while MELT may be imperfect in many ways, not least in the current preference for control, it has nonetheless produced a rich variety of creative work much of which is compatible with Waldorf philosophy and practice. Waldorf likewise has much to offer MELT in helping to restore physical, emotional and spiritual aspects which it currently neglects. It suggests there would be mutual benefit in a better knowledge and understanding between MELT and Waldorf systems.
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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.