Scenario: A Journal for Performative Teaching, Learning, Research. Vol. I Issue 01
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Item The use of drama activities in teaching German in a third-level classroom(Department of German, University College Cork, 2007) Borge, Sheree; Schewe, Manfred; Even, SusanneThis article discusses the use of drama activities in teaching German to various groups of students at Cork Institute of Technology in the academic year 2003/2004. The findings are based on action research and reflective practice. It describes the outcomes of the use of drama activities in the first-year classroom, and analyses what might have been done differently in order to achieve a more positive result. It also describes the more successful outcomes of the enactment of two dramatic activities by a second-year German class, and the use of a third drama activity with both second- and third-year students. The latter activity was created in collaboration with a colleague, and the latter’s participation and observations, as well as the students’ observations, formed an integral part of the analysis. The concluding part of the article makes suggestions for further research, and offers some advice to third-level teachers or lecturers who are interested in using drama in similar language classroom environments. This article discusses the use of drama activities in teaching German to various groups of students at Cork Institute of Technology in the academic year 2003/2004. The findings are based on action research and reflective practice. It describes the outcomes of the use of drama activities in the first-year classroom, and analyses what might have been done differently in order to achieve a more positive result. It also describes the more successful outcomes of the enactment of two dramatic activities by a second-year German class, and the use of a third drama activity with both second- and third-year students. The latter activity was created in collaboration with a colleague, and the latter’s participation and observations, as well as the students’ observations, formed an integral part of the analysis. The concluding part of the article makes suggestions for further research, and offers some advice to third-level teachers or lecturers who are interested in using drama in similar language classroom environments.Item And who says it doesn’t make sense? Drama in third-level language classrooms(Department of German, University College Cork, 2007) Weiss, Anna; Schewe, Manfred; Even, SusanneThis article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail.Item Foreword(Department of German, University College Cork, 2007) Schewe, Manfred; Even, Susanne; Schewe, Manfred; Even, SusanneItem “Show, don’t tell!”(Department of German, University College Cork, 2007) Matthias, Bettina; Schewe, Manfred; Even, SusanneWhile the field of drama and theater continues to inspire many foreign language teachers, improvisational theater has not received more than passing attention as a resource providing interesting warm-ups and games to be used periodically in our classroom. This article makes a case for using the format of an improvisational theater workshop in beginning foreign language teaching. The example of a three-week experimental workshop in January 2006 suggests that improvisational theater and systematic work with its basic directive ‘Show, don’t tell!’ encourage students to communicate in a foreign language environment before they may feel prepared to do so in the target language itself. Physical engagement with a situation opens up communicative possibilities, and it eventually enables students to overcome cognitive and psychological barriers to successfully move towards greater linguistic proficiency and communicative freedom. While the field of drama and theater continues to inspire many foreign language teachers, improvisational theater has not received more than passing attention as a resource providing interesting warm-ups and games to be used periodically in our classroom. This article makes a case for using the format of an improvisational theater workshop in beginning foreign language teaching. The example of a three-week experimental workshop in January 2006 suggests that improvisational theater and systematic work with its basic directive ‘Show, don’t tell!’ encourage students to communicate in a foreign language environment before they may feel prepared to do so in the target language itself. Physical engagement with a situation opens up communicative possibilities, and it eventually enables students to overcome cognitive and psychological barriers to successfully move towards greater linguistic proficiency and communicative freedom.Item Kein trockener Anfängerunterricht mehr! Eine dramapädagogische Modelleinheit für die ersten DaF-Stunden(Department of German, University College Cork, 2007) Wettemann, Ulrich; Schewe, Manfred; Even, SusanneDer dramapädagogische Ansatz wird bis dato primär bei fortgeschrittenen Lernern eingesetzt. Dass und wie dieser Ansatz auch bei Sprachanfängern nützlich angewendet werden kann, möchte ich im Folgenden darstellen. Dafür stelle ich zuerst die erwarteten Kann-Beschreibungen heraus. Als weitere theoretische Grundlage diskutiere ich dann wichtige Hypothesen des Spracherwerbs und setze diese mit dem Konzept autonomen Lernens in Verbindung. Auf dieser theoretischen Grundlage erörtere ich daraufhin die Übertragbarkeit des dramapädagogischen Ansatzes auf den DaF-Anfängerunterricht. Für die Entwicklung von geschlossenen und halboffenen Übungsformen prüfe ich das Kontinuum von Process Drama und erläutere, wie der Ansatz durch die Verknüpfung mit dem autonomen Lernen schon ab der ersten Unterrichtsstunde eingesetzt werden kann, um einen systematischen Erwerb Erlernen und Erwerben wird in diesem Artikel als Synonym verwendet., von Sprachflüssigkeit zu ermöglichen. Abschließend wird die Anwendung in einem dreiwöchigen Intensivkurs für Sprachanfänger in Mexiko ausgewertet. Auf der Basis von Videoaufzeichnungen und eines offenen Evaluationsbogens zeigt sich, dass die Kombination beider Ansätze zu einem schnellen Spracherfolg und zur Aufrechterhaltung der Motivation führt. Der dramapädagogische Ansatz wird bis dato primär bei fortgeschrittenen Lernern eingesetzt. Dass und wie dieser Ansatz auch bei Sprachanfängern nützlich angewendet werden kann, möchte ich im Folgenden darstellen. Dafür stelle ich zuerst die erwarteten Kann-Beschreibungen heraus. Als weitere theoretische Grundlage diskutiere ich dann wichtige Hypothesen des Spracherwerbs und setze diese mit dem Konzept autonomen Lernens in Verbindung. Auf dieser theoretischen Grundlage erörtere ich daraufhin die Übertragbarkeit des dramapädagogischen Ansatzes auf den DaF-Anfängerunterricht. Für die Entwicklung von geschlossenen und halboffenen Übungsformen prüfe ich das Kontinuum von Process Drama und erläutere, wie der Ansatz durch die Verknüpfung mit dem autonomen Lernen schon ab der ersten Unterrichtsstunde eingesetzt werden kann, um einen systematischen Erwerb Erlernen und Erwerben wird in diesem Artikel als Synonym verwendet., von Sprachflüssigkeit zu ermöglichen. Abschließend wird die Anwendung in einem dreiwöchigen Intensivkurs für Sprachanfänger in Mexiko ausgewertet. Auf der Basis von Videoaufzeichnungen und eines offenen Evaluationsbogens zeigt sich, dass die Kombination beider Ansätze zu einem schnellen Spracherfolg und zur Aufrechterhaltung der Motivation führt.