The Literature-Enactment-Process: Exploring narratives through performative conventions

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dc.contributor.author Poeckl, Christina
dc.date.accessioned 2021-08-11T09:59:18Z
dc.date.available 2021-08-11T09:59:18Z
dc.date.issued 2021
dc.identifier.citation Poeckl, C. (2021) 'The Literature-Enactment-Process: Exploring narratives through performative conventions', Scenario: A Journal for Performative Teaching, Learning, Research, XV(1), pp. 76-92. doi: 10.33178/scenario.15.1.4 en
dc.identifier.volume XV
dc.identifier.issued 1
dc.identifier.startpage 76
dc.identifier.endpage 92
dc.identifier.issn 1649-8526
dc.identifier.uri http://hdl.handle.net/10468/11721
dc.identifier.doi 10.33178/scenario.15.1.4
dc.description.abstract This project promotes reading literature for students through a new approach termed the Literature-Enactment-Process (LEP) where students can gain access to and comprehend narratives and associated topics of inquiry through a range of phases, with drama-based conventions as a pivotal point. As a pedagogical tool, these performative strategies are embedded in a larger approach that combines individual and collaborative comprehension processes. The LEP seeks to explore literature interactively, in that the student’s individual views, the perceptions of others, and the text details are equally taken into account. Teaching literature should not remain restricted to correctly answering interpretative questions. If teachers demand only one “right” interpretation, learners are deprived of the enrichment and multiple meanings texts can generate. Students must be motivated to think and learn for themselves and for a world which is constantly changing, often to the detriment of our natural environment. For this purpose, the Literature and Ecology (LITECO) workshop was designed to fuse the study of literature and ecological learning using and exemplifying the LEP. At the University of Graz, the Literature-Enactment-Process was tested with current and future teachers as well as language arts students and positively evaluated as an interdisciplinary teaching approach for the (foreign) language classroom in secondary education. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Department of German, University College Cork en
dc.relation.uri https://journals.ucc.ie/index.php/scenario/article/view/scenario-15-1-4
dc.rights © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc/4.0/
dc.subject The Literature-Enactment-Process en
dc.subject Narratives en
dc.subject Literature en
dc.subject The LITECO project en
dc.title The Literature-Enactment-Process: Exploring narratives through performative conventions en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Christina Poeckl, Secondary School Austria en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Scenario: A Journal for Performative Teaching, Learning, Research en
dc.identifier.journalabbrev Scenario en


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© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Except where otherwise noted, this item's license is described as © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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