Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XIII Issue 02

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https://hdl.handle.net/10468/9280

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    Performative arts and pedagogy: An Irish perspective
    (Department of German, University College Cork, 2019) Ó Breacháin, Annie; O'Gorman, Róisín; Piazzoli, Erika; Schewe, Manfred; Woodhouse, Fionn
    This report resulted from a number of meetings in the context of The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary (for further details click here). Representatives from five different countries (Austria, Germany, Great Britain, Ireland, Switzerland) have contributed to the project, engaging in an interdisciplinary and intercultural exchange that aims at an increased awareness of (culture-)specific concepts and associated terminologies that are applied in Performative Arts and Pedagogy contexts.
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    Foreword - Vorwort
    (Department of German, University College Cork, 2019) Schewe, Manfred; Even, Susanne
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    Performative arts and pedagogy: A British perspective
    (Department of German, University College Cork, 2019) Elliott, Meretta; Fleming, Mike; Frimberger, Katja
    This report resulted from a number of meetings in the context of The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary (for further details click here). Representatives from five different countries (Austria, Germany, Great Britain, Ireland, Switzerland) have contributed to the project, engaging in an interdisciplinary and intercultural exchange that aims at an increased awareness of (culture-)specific concepts and associated terminologies that are applied in Performative Arts and Pedagogy contexts.
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    Analyzing the degree of consensus in current academic literature on critical pedagogy
    (Department of German, University College Cork, 2019) Villanueva, Catalina; O'Sullivan, Carmel
    Critical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent themes in the selected literature, which are associated with the work of Freire, this paper examines the degree of consensus around Critical Pedagogy’s transformative aim, its associated democratic classroom approaches, and the concepts of conscientization and praxis. Through this analysis, the review distinguishes a number of peripheral discussions that are related to a modern/postmodern debate within the literature. This paper concludes by asserting that there are more points of convergence than of divergence in the various interpretations of Critical Pedagogy available in the articles surveyed. We suggest that the current branching out of Critical Pedagogy has not been rendered devoid of core meanings as an educational tradition, one which holds considerable potential for the field of Applied Drama, and for other forms of performative education.
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    Experimentelle Studien zu Theaterarbeit und Persönlichkeitsentwicklung: Die aktuelle Befundlage
    (Department of German, University College Cork, 2019) Wirag, Andreas
    Dieser Beitrag gibt einen Überblick über aktuelle Studien, die eine Förderung der Persönlichkeit der Teilnehmer/innen durch Theaterarbeit bzw. Theaterspiel (z.B. ihrer Kreativität, Offenheit, Empathie) untersuchen. Der Überblick geht dabei nur auf Untersuchungen ein, die experimentelle Versuchsdesigns nutzen, um die Förderwirkung des Theaterspiels zu überprüfen. Demnach werden Quasi-Experimente und Experimente zum Einfluss der Theaterarbeit vorgestellt. Die Übersicht zeigt, dass bislang wenige (empirisch) belastbare Befunde zur Förderung der Persönlichkeit durch Theaterspiel existieren. Lediglich für ausgewählte Aspekte, z.B. Kreativität und Adaptive Sozialkompetenz, liegen experimentelle Belege vor. Gleichzeitig bestehen viele diskursive bzw. theoretische Annahmen, die eine mögliche Förderwirkung der Theaterarbeit beschreiben und als Forschungsdesiderate für zukünftige empirische Studien verstanden werden können.