CORA
Cork Open Research Archive (CORA) is UCC’s Open Access institutional repository which enables UCC researchers to make their research outputs freely available and accessible.
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Mechanisms of co-presence in repetitive drama studio performances
(Department of German, University College Cork, 2024-12-31) Flegar, Željka; Lajić Horvat, Grozdana
When working with older children (ages 9-12) in a drama studio environment (extracurricular theatre and drama education with performative outcomes), keeping everyone present is both an exciting and challenging task. The process towards a performance can encompass several techniques and methods during the creative process, as well as on stage, in three core areas: 1. Impro and Process Drama; 2. Mentoring; 3. Language and Literature. Presence and co-presence occur as a result of focus, accepting, and building which are characteristic of improvisational theatre and process drama techniques that are used to keep students engaged and on task. Students address issues from an autobiographical and collaborative perspective, allowing them to play a part through improvised personal responses. The mentoring is present both outside and inside the play as mentors guide their students, assume some of the roles, and provide a meaningful framework and direction of the play. Fairy tales and well-known literary texts can be used as starting points; they are adapted and transformed on the spot. This results in a creative, spontaneous, and natural use of language that keeps the players present and alert throughout. This paper presents the examples from the Zagreb Youth Theatre(ZKM) Drama Studio’s final production ‘A Bunch of Forest Fairies’ (June 2023) which contains elements of Impro, process drama (uncharacteristically performed on stage), inside and outside mentoring (super mentoring), and fairy tale elements that are transformed in a new socio-cultural context. Such an approach enables the players to perform the same play repetitively with the same intensity and presence as the first time, allowing them to re-explore relationships, expressions, and texts in a new and meaningful way.
Sharing gems: Report on the Performative Approaches to Language and Intercultural Learning (PAInt) Summer School and Drama in Education (DiE) days 2024
(Department of German, University College Cork, 2024-12-31) Bido, Giordana F. ; Salmaso, Nicolò
In this contribution, we report and reflect on the 2024 edition of the PAInt summer school and DiE days providing readers with some insights into our experience as participants. The event took place in Padua, Italy, and focused on inclusive practices in performative approaches to language and (inter)cultural learning, bringing together educators, researchers, and students to explore how drama fosters language competence, inclusion, and celebrates diversity.
Review of Tau, R., Kloetzer, L. and Henein, S. (2024). Barefoot academic teaching: Performing arts as a pedagogical tool in higher education (Edition Scenario Vol. VII). Schibri.
(Department of German, University College Cork, 2024-12-31) Göksel, Eva
The views and opinions expressed in the book reviews are those of the authors and do not necessarily reflect the position of SCENARIO.
Energy and presence: A journey from theatre lab to teacher training
(Department of German, University College Cork, 2024-12-31) Gatt, Isabelle
This article narrates my journey through laboratory physical theatre, focusing on how actor presence emerges from physical training, imagination, intentionality and connection with the audience. It then argues for the significance of these elements in initial teacher training, exploring the concept of teacher presence and examining to create a more embodied and active engagement in the classroom, similar to the craft of an actor in performance. By integrating actor-training, I propose that presence is something developed through laboratory theatre training techniques. In my work with student teachers, I incorporate such techniques to work on their energetic presence, enabling them to create richer emotional connections with their students. Research indicates that strong teacher-student relationships significantly impact academic achievement, motivation, and engagement. These relationships flourish when teachers leverage their mental, physical, and emotional resources, suggesting that presence is not merely an innate quality but a skill that can be developed through specific actor-training exercises. Student logs of reflections on the drama module sessions will illustrate the transformative impact of this training on their confidence, teaching practices, and the relationships cultivated within the classroom. Ultimately, I posit that when educators engage their intellect, emotions, and creativity, they can create dynamic learning environments that resonate with authenticity and connection.
Drammaturgie della presenza Il teatro ad Asinitas: dall’apprendimento linguistico all’acquisizione di presenza personale e collettiva
(Department of German, University College Cork, 2024-12-31) Bartoli, Cecilia; Lotano, Luca
Nel presente articolo viene descritta la pratica dell’associazione Asinitasdi Roma che accompagna percorsi di apprendimento linguistico per stranieri (migranti, rifugiati e richiedenti asilo) a laboratori teatrali condotti da teatranti professionisti. A partire dal laboratorio “La voce umana” condotto con la compagnia Bartolini-Baronio si vuole evidenziare la potenzialità del teatro per: la costruzione di un contesto multilingue che valorizza il repertorio plurilingue di ciascuno; lo sviluppo della capacità espressiva attraverso l’attenzione agli aspetti co-verbali della comunicazione che includono il corpo, lo spazio, la voce con le sue caratteristiche prosodiche; la narrazione biografica individuale che diventa drammaturgia collettiva consolidando la costruzione di una comunità in grado di aprire una finestra di dialogo con la città. L’articolo vuole offrire spunti di riflessione su come questi aspetti possano essere particolarmente significativi in ambito migratorio per l’acquisizione di presenza individuale e sociale, l’accrescimento delle competenze linguistico-espressive, la costruzione di legami sociali significativi, la rielaborazione dell’esperienza migratoria stessa.