Teaching psychologically challenging texts with drama pedagogy

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dc.contributor.authorMarie Kutch, Lynn
dc.contributor.editorSchewe, Manfreden
dc.contributor.editorEven, Susanneen
dc.date.accessioned2022-03-21T16:20:43Z
dc.date.available2022-03-21T16:20:43Z
dc.date.issued2010
dc.description.abstractMany instructors who treat the subject of the Holocaust have effectively used the vivid imagery of literature and emphasized the personal connection that memoir offers to promote a multifaceted understanding of the intellectually and psychologically challenging material. Applying the kinesthetic techniques of drama in education, as I propose in this article, can greatly enhance the teaching and learning process, and contribute to a more profound awareness of connections between individual experience and national collective histories. When students use drama techniques to become part of a story through, for example, subtext and substitution, they may view themselves not only as more active participants in memory and history, but also as more capable social critics. In this essay, I outline a drama pedagogical model for unlocking Holocaust literature in the foreign language classroom using examples from Ruth Klüger’s weiter leben. Although I focus on this one text, instructors can use the series of techniques I discuss here as a prototype for analyzing other psychologically challenging texts in their language classrooms. Many instructors who treat the subject of the Holocaust have effectively used the vivid imagery of literature and emphasized the personal connection that memoir offers to promote a multifaceted understanding of the intellectually and psychologically challenging material. Applying the kinesthetic techniques of drama in education, as I propose in this article, can greatly enhance the teaching and learning process, and contribute to a more profound awareness of connections between individual experience and national collective histories. When students use drama techniques to become part of a story through, for example, subtext and substitution, they may view themselves not only as more active participants in memory and history, but also as more capable social critics. In this essay, I outline a drama pedagogical model for unlocking Holocaust literature in the foreign language classroom using examples from Ruth Klüger’s weiter leben. Although I focus on this one text, instructors can use the series of techniques I discuss here as a prototype for analyzing other psychologically challenging texts in their language classrooms.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationMarie Kutch, L. (2010) 'Teaching psychologically challenging texts with drama pedagogy', Scenario: A Journal of Performative Teaching, Learning, Research, IV(2), pp. 7-21. https://doi.org/10.33178/scenario.4.2.2en
dc.identifier.doi10.33178/scenario.4.2.2
dc.identifier.endpage21
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage7
dc.identifier.urihttps://hdl.handle.net/10468/12950
dc.identifier.volumeIV
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.rights© 2010, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleTeaching psychologically challenging texts with drama pedagogyen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. IV Issue 02