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

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dc.contributor.authorPoeckl, Christina
dc.date.accessioned2021-08-11T09:59:18Z
dc.date.available2021-08-11T09:59:18Z
dc.date.issued2021
dc.description.abstractThis 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.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationPoeckl, C. (2021) 'The Literature-Enactment-Process: Exploring narratives through performative conventions', Scenario: A Journal for Performative Teaching, Learning, Research, 15(1), pp. 76-92. https://doi.org/10.33178/scenario.15.1.4en
dc.identifier.doi10.33178/scenario.15.1.4
dc.identifier.endpage92
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage76
dc.identifier.urihttps://hdl.handle.net/10468/11721
dc.identifier.volume15
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://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.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectThe Literature-Enactment-Processen
dc.subjectNarrativesen
dc.subjectLiteratureen
dc.subjectThe LITECO projecten
dc.titleThe Literature-Enactment-Process: Exploring narratives through performative conventionsen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 1