SCENARIO Journal for Performative Teaching Learning Research最新文献_第10页

‘The only learning I’m going to get’: Students with intellectual disabilities learning a second language through performative pedagogy “我唯一能学到的东西”:智障学生通过表演教学法学习第二语言

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-24 DOI: 10.33178/SCENARIO.13.1.2

E. Piazzoli, John Kubiak

引用次数: 4

Experimentelle Studien zu Theaterarbeit und Persönlichkeitsentwicklung: Die aktuelle Befundlage 实验性戏剧工作与个性开发

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-01 DOI: 10.33178/scenario.13.2.7

Andreas Wirag

引用次数: 4

Turning Scientific Data into Physical Art - Sculpture as an aesthetic language 将科学数据转化为物理艺术——雕塑作为一种审美语言

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-01 DOI: 10.33178/scenario.13.2.13

Adrien Segal

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引用次数: 1

Foreword – Vorwort

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-01-01 DOI: 10.33178/scenario.13.1.0

Manfred Schewe, S. Even

引用次数: 0

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary 表演艺术与教育学项目-迈向国际词汇表的发展

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-01-01 DOI: 10.33178/SCENARIO.13.1.8

F. Woodhouse

{"title":"The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary","authors":"F. Woodhouse","doi":"10.33178/SCENARIO.13.1.8","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.8","url":null,"abstract":"On the morning of 1st March 2019 a group of 22 people representing 5 different countries (Austria, Germany, Ireland, Switzerland, & the U.K.), gathered in the lively surroundings of the Creative Zone in Boole Library, University College Cork, with the express aim of developing a deeper understanding of the discipline-specific knowledge bases, ideas, and operational concepts associated with Performative Arts and Pedagogy. Through a range of working methods including discussion, group work, guest lecture and workshop the conference facilitated a systematic interdisciplinary and intercultural exchange working towards an increased awareness of (culture-)specific concepts and associated terminologies. Over the course of the 2 days these activities led to an heightened appreciation of variants, differences and similarities and paved the way towards the development of transcultural performative practices. This conference is a result of a number of meetings, initiated by the Bundesarbeitsgemeinschaft Spiel & Theater e.V., which took place in Berlin focusing on the need to engage with historical, current and future developments in the broad area of ‘Performative Arts and Pedagogy’. Also a panel discussion entitled ‘What Exactly is an Apple Pie?’ as part of the 4th Scenario Forum Symposium ‘Towards a Teaching, Learning, and Research Culture’ further highlighted the range ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78767279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Eine Lehr-, Lern- und Forschungsorganisation durch Bertolt Brechts Ideen? 一个教学，学习与研究机构由贝托尔特·布莱希特提出?

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-01-01 DOI: 10.33178/SCENARIO.13.1.5

G. Koch

引用次数: 0

Improving Language and Interpreting Skills: A Teaching Experience 提高语言和口译技能:教学经验

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-01-01 DOI: 10.33178/SCENARIO.13.1.3

Serena Cecco, A. Masiero

引用次数: 1

Mentz, Olivier & Fleiner, Micha (eds.) (2018): The Arts in Language Teaching: International Perspectives: Performative – Aesthetic – Transversal. LIT Verlag: Zürich 门兹，奥利弗和弗莱纳，米哈(编)(2018):语言教学的艺术:国际视角:表演-审美-横向。文学词汇:富有

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-01-01 DOI: 10.33178/SCENARIO.13.1.10

James R. Layton

{"title":"Mentz, Olivier & Fleiner, Micha (eds.) (2018): The Arts in Language Teaching: International Perspectives: Performative – Aesthetic – Transversal. LIT Verlag: Zürich","authors":"James R. Layton","doi":"10.33178/SCENARIO.13.1.10","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.10","url":null,"abstract":"The Arts in Language Teaching: International Perspectives: Performative – Aesthetic – Transversal is an engaging collection of essays exploring the established and emerging dialogues between language teaching and performativity. In bringing together language pedagogy and the performing arts, the editors Olivier Mentz and Micha Fleiner demonstrate there is much to learn from integrating the two disciplines. In the opening chapter – Performativity, Learning and Aesthetic Education - Mike Fleming explores the tensions between learning goals and aesthetic outcomes. In doing so, Fleming discusses notions of learning in and learning through the art of drama; the inclusivity of the latter being a natural way for drama to be used in language teaching. Despite the idea of learning in being often rejected as a narrow and traditionalist approach in which aesthetic goals are privileged above all else, Fleming suggests that there is much to be gained from engaging with drama (art for art’s sake) as an art form on a deeper level. He argues that the common use of role play in language teaching is limited in scope and, by adding depth to a role play (e.g. considering a character’s motivations), a deeper (rather than surface) learning experience emerges. If learning in ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91299662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Playing with Possibilities: Drama and Core French in the Montessori Elementary Classroom in British Columbia, Canada 游戏的可能性:戏剧和核心法语在加拿大不列颠哥伦比亚省蒙特梭利小学课堂

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-01-01 DOI: 10.33178/SCENARIO.13.1.1

Eva Göksel

{"title":"Playing with Possibilities: Drama and Core French in the Montessori Elementary Classroom in British Columbia, Canada","authors":"Eva Göksel","doi":"10.33178/SCENARIO.13.1.1","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.1","url":null,"abstract":"French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87774547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Mimetische Kommunikation Mimetische沟通

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2018-07-01 DOI: 10.33178/scenario.12.2.18

Edith Karimi

{"title":"Mimetische Kommunikation","authors":"Edith Karimi","doi":"10.33178/scenario.12.2.18","DOIUrl":"https://doi.org/10.33178/scenario.12.2.18","url":null,"abstract":"Im Fokus meines Forschungsinteresses und meiner Arbeit stehen Sprachbildung und -förderung durch ästhetische Erfahrung. Meine Forschung und meine Arbeit in literarischen Kunstprojekten mit Kindern haben mich davon überzeugt, dass Sprache in mimetischen Prozessen erworben wird. Die Verständigung wurzelt in mimetischer Begabung des Menschen (vgl. Gebauer & Wulf 2003; Karimi 2016). Mit dem Bildungswissenschaftler Alex Baumgartner verstehe ich Erfahrung „als ein Sich-Einlassen auf das zu begreifende Objekt“ (Baumgartner 1999: 195). Ästhetische Erfahrung wird durch die Voraussetzungen unseres Wahrnehmens konstituiert. Sich auf einen Gegenstand ästhetisch einzulassen, um ihn zu begreifen, setzt nämlich voraus, dass er leiblich und sinnlich erkannt wird. Eine ästhetische Erfahrung ist eine sinnlich-sinnhafte und emotionale Erfahrung. Verankert ist sie im mimetischen Gestaltungsvermögen des Menschen an sich selbst und an der Welt (vgl. Mollenhauer 1999; Baumgartner 1999; Wulf et al. 2005, 2007, 2014a). Wulf führt dazu aus: „Die mimetische Begegnung mit der Welt erfolgt mit allen Sinnen, die im Verlauf dieser Prozesse ihre Sensibilität entfalten“ (Wulf 2007: 95). Dabei wird der menschliche Körper zum Ort der erlebten Bilder-, Klangkörper-, Tast-, Geruchs- und Geschmackswelten (vgl. Wulf et al. 1999, 2005, 2007, 2014a, 2014b). Drei Voraussetzungen gelten, so der deutsche Anthropologe, wenn von Mimesis gesprochen wird (vgl. Wulf 2014b: 247f): Der Mensch ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87645014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0