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

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https://hdl.handle.net/10468/12776

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    Intercultural and lifelong learning based on educational drama
    (Department of German, University College Cork, 2013) Kondoyianni, Alkistis; Lenakakis, Antonis; Tsiotsos, Nikos; Schewe, Manfred; Even, Susanne
    This paper is an attempt to propose multidimensional research projects and therefore it is addressed to researchers and theatre/drama-pedagogues. Our principal aim of this paper is to suggest ways to investigate the role of drama both as a methodology in itself in the fields of education and lifelong learning, and as a means suitable for implementation in many other arenas. Our focus on alternative dramatic forms such as puppetry, dramatised narration and creative writing in role, enhances the implication of a rather broad spectrum of prospective participant groups beyond students, such as immigrants, prison convicts and the elderly. We also aim at the facilitation of the involvement of all people who seek ways of improving their professional competence and who could benefit from the implementation of drama techniques in workplaces such as museums, public libraries, and in some sectors of the tourism industry. We firmly believe that the role of educational drama deserves to be consolidated in many areas of social science and social work.
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    Shakespeare in Styria
    (Department of German, University College Cork, 2013) Aita, Sean; Schewe, Manfred; Even, Susanne
    This paper offers a professional theatre practitioner’s reflections on directing learners between ages of 16 and 21, and whose first language is not English, in a production of Shakespeare’s Twelfth Night in Murau, Austria, in July 2011. Drawing on links between the theatrical rehearsal and production process and John Biggs’ 3P learning model the author argues in support of performative approaches to L2 study. Suggesting that Shakespeare’s dramaturgy provides uniquely rich and varied pedagogical resources for the L2 learner, the paper presents a case for the use of theatrical performance by students as an element of ESL study.
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    Using drama-in-education to facilitate active participation and the enhancement of oral communication skills among first year pre-service teachers
    (Department of German, University College Cork, 2013) Athiemoolam, Logamurthie; Schewe, Manfred; Even, Susanne
    This study provides an evaluation of a program in drama-in-education aimed at enhancing the English oral communication skills among a cohort of 63 first year intermediate phase (English second language) teachers and to establish to what extent they would be prepared to use such creative approaches in their classes as potential teachers. The data for this in-depth qualitative case study was collected through observation of their dramatic presentations, informal interviews with them based on their drama-in-education experiences and written accounts of their learning. The findings suggest that the potential of drama-in-education to enhance oral communication skills amongst English second language trainee teachers is phenomenal. A number of trainee teachers also indicated that they would definitely implement drama in education in their classes as potential teachers, since their exposure to this technique had contributed to the development of their critical and creative skills and their confidence.
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    Drama in L2 learning: A research synthesis
    (Department of German, University College Cork, 2013) Belliveau, George; Kim, Won; Schewe, Manfred; Even, Susanne
    This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.
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    Mehrsprachigkeitstheater als nonverbale und mehrsprachige Kommunikation
    (Department of German, University College Cork, 2013) Christine Bünger, Ursula; Schewe, Manfred; Even, Susanne
    Dieser Artikel verbindet das fremdsprachendidaktische Thema der Mehrsprachigkeit, das auch im Europäischen Referenzrahmen für das Lernen und Lehren für Sprachen vorgeschlagen wird, mit dem Theaterspielen (und somit affektiven und nonverbalen Kompetenzen). Zunächst wird die Theatertheorie von Mejerchol‘d verknappt dargestellt und gezeigt, wie man deren Techniken für das Theaterspielen im Fremdsprachenunterricht verwenden kann. Nach der Vorstellung der kulturellen und psycholinguistischen Prämissen und Ziele der Mehrsprachigkeit erfolgt die Beschreibung eines kurzen Projekts, das im Rahmen einer nationalen Fortbildung in Italien im Fremdsprachenunterricht durchgeführt wurde. Abschließend wird das Feedback der Lernenden diskutiert und es werden mögliche Erweiterungen vorgeschlagen.