Thomas Müller (2008). Dramapädagogik und Deutsch als Fremdsprache. Eine Bestandsaufnahme. Saarbrücken. VDM Verlag

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dc.contributor.authorMatthias, Bettina
dc.contributor.editorSchewe, Manfreden
dc.contributor.editorEven, Susanneen
dc.date.accessioned2022-03-24T14:54:03Z
dc.date.available2022-03-24T14:54:03Z
dc.date.issued2009
dc.description.abstractOver the past decade, theater-and drama-related activities in the foreign language classroom have enjoyed increasing popularity. More and more foreign language programs have added theater-based literature classes to their course offerings, and theater- and drama-pedagogical workshops, offered through organizations such as the Goethe Institute or the Alliance Française, have helped teachers and students access this creative approach to foreign language instruction. Publications based on “eher subjektive Eindrücke und Erfahrungen” (9) abound; but, so far, a synthesizing account of these methods’ place in foreign language pedagogy, their contributions to didactics, and a systematic typology of drama-pedagogical methods and exercises has been lacking. Thomas Müller’s recently published book Dramapädagogik und Deutsch als Fremdsprache. Eine Bestandsaufnahme. [Saarbrücken: VDM Verlag Dr. Müller, 2008. 145pp.] aims to supply such a systematic account. Drawing on his experience as an actor and as a DAAD Lektor in Dublin, Müller offers a comprehensive introduction to and overview of existing theories on the topic of theater- and drama-in-education, and he devotes most of his book to locating “drama pedagogy” (drama-in-education) within existing foreign language paradigms, most prominently the communicative approach. Müller begins his project by differentiating between theater-in-education (TiE) and drama-in-education (DiE): “Im Falle von TiE spielen andere Theater, ...en
dc.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationMatthias, B. (2009) 'Thomas Müller (2008). Dramapädagogik und Deutsch als Fremdsprache. Eine Bestandsaufnahme. Saarbrücken. VDM Verlag', Scenario: A Journal of Performative Teaching, Learning, Research, III(2), pp. 71-73. https://doi.org/10.33178/scenario.3.2.6en
dc.identifier.doihttps://doi.org/10.33178/scenario.3.2.6
dc.identifier.endpage73
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage71
dc.identifier.urihttps://hdl.handle.net/10468/12971
dc.identifier.volumeIII
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-3-2-6
dc.rights© 2009, 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.titleThomas Müller (2008). Dramapädagogik und Deutsch als Fremdsprache. Eine Bestandsaufnahme. Saarbrücken. VDM Verlagen
dc.typeReviewen
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. III Issue 02