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SCENARIO Journal for Performative Teaching Learning Research最新文献

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Teaching tool codified gestures - Can more people learn more? Experiences with the Earth Speakr app from digital teacher training 教学工具编纂手势——更多的人能学到更多吗?数字教师培训中使用Earth Speakr应用程序的经验
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-12-31 DOI: 10.33178/scenario.16.2.2
Natasha Janzen-Ulbricht
{"title":"Teaching tool codified gestures - Can more people learn more? Experiences with the Earth Speakr app from digital teacher training","authors":"Natasha Janzen-Ulbricht","doi":"10.33178/scenario.16.2.2","DOIUrl":"https://doi.org/10.33178/scenario.16.2.2","url":null,"abstract":"During spring of the academic year 2020-2021, the English Didactics department of the Freie Universität Berlin offered a seminar on drama pedagogy. Given the pandemic and a syllabus which promised future teachers ‘teaching through actual classroom practice’ it was decided to take the in-person sessions between university students and grade six students online. The result of these collaborative drama lab sessions were Earth Speakr messages which, after being practiced online, were recorded in person at school in the Earth Speakr app by the English teacher, a university student assistant and the course instructor. Once uploaded, these messages become part of the global Earth Speakr artwork initiated by the artist and climate activist Olafur Eliasson. This article lays out some of the parameters, contexts and challenges of the sessions. These are complemented by individual reflections as well as outstanding questions for further research. Linguistic actions used in performative teaching, such as acting during an online guessing game or using gestures to practice pronouncing a word can have transformative effects. Even during pandemic times, there is evidence that these experiences can help learners and teachers to connect and find their own place in the social worlds they move in.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90303781","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
Rezension von Delius, K. (2020). Förderung der Sprechkompetenz durch Synthese von generischem Lernen und Dramapädagogik. Eine Design-Based Research-Studie im Englischunterricht. J.B. Metzler 2020年德里斯学院校评通过综合课程和教育学来提高说话技巧。学英语的新研究呢Metzler
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-12-31 DOI: 10.33178/scenario.16.2.10
M. Pieber
{"title":"Rezension von Delius, K. (2020). Förderung der Sprechkompetenz durch Synthese von generischem Lernen und Dramapädagogik. Eine Design-Based Research-Studie im Englischunterricht. J.B. Metzler","authors":"M. Pieber","doi":"10.33178/scenario.16.2.10","DOIUrl":"https://doi.org/10.33178/scenario.16.2.10","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89231681","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
Performative teaching in the middle school. A report on practice 中学表演性教学。实践报告
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.8
Peter Lutzker, Martyn Rawson, Silvia Albert-Jahn
{"title":"Performative teaching in the middle school. A report on practice","authors":"Peter Lutzker, Martyn Rawson, Silvia Albert-Jahn","doi":"10.33178/scenario.16.1.8","DOIUrl":"https://doi.org/10.33178/scenario.16.1.8","url":null,"abstract":"The focus of this interview is on teaching English as a foreign language in Waldorf schools from grades 4-8. After the first wholly oral and immersive phase in grades 1-3, the gradual progression to more conscious language learning begins in grade 4 with the introduction of writing and reading in the foreign language. Silvia Albert-Jahn describes the Waldorf approach to teaching pupils from this point on (roughly the age of 10-13). On hand the different developmental stages occurring during these years, she discusses both the contents and methodology which are used and elucidates the reasons for these choices. At the end of the interview, she considers the general goals of language teaching for this period and discusses the importance of the teacher’s relationship to her pupils.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79033888","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
Mainstream ELT and Steiner Education: Exclusivity or complementarity? 主流英语与斯坦纳教育:独占还是互补?
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.6
A. Maley
{"title":"Mainstream ELT and Steiner Education: Exclusivity or complementarity?","authors":"A. Maley","doi":"10.33178/scenario.16.1.6","DOIUrl":"https://doi.org/10.33178/scenario.16.1.6","url":null,"abstract":"The article discusses MELT (Mainstream English Language Teaching) in relation to the author’s perception of Waldorf education. It first attempts a definition of performance. It goes on to describe the recent history of MELT with particular regard to performative and creative elements. It then considers those teacher qualities needed for successful in-depth learning and relates this to performance. The major differences between Steiner and MELT are then set out, in particular the encroachment of regulation on MELT. It argues that, while MELT may be imperfect in many ways, not least in the current preference for control, it has nonetheless produced a rich variety of creative work much of which is compatible with Waldorf philosophy and practice. Waldorf likewise has much to offer MELT in helping to restore physical, emotional and spiritual aspects which it currently neglects. It suggests there would be mutual benefit in a better knowledge and understanding between MELT and Waldorf systems.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78910156","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
Going performative in education – the artistry of teaching 在教育中表演——教学的艺术性
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.7
Manfred Schewe
{"title":"Going performative in education – the artistry of teaching","authors":"Manfred Schewe","doi":"10.33178/scenario.16.1.7","DOIUrl":"https://doi.org/10.33178/scenario.16.1.7","url":null,"abstract":"It is a hot summer day in 1979. As a student teacher (English/German studies) at the Carl von Ossietzky University of Oldenburg at the time, I am taking part in a seminar on the subject of alternative schools. The lecturer suggests leaving the stuffy room and holding the lecture under a tree by the Haare, a nearby river.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89189821","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
Listening at the threshold 在门槛处聆听
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.11
Robert L. McNeer
{"title":"Listening at the threshold","authors":"Robert L. McNeer","doi":"10.33178/scenario.16.1.11","DOIUrl":"https://doi.org/10.33178/scenario.16.1.11","url":null,"abstract":"This article offers a brief overview of the intentions and methods which the author has pursued in his years of leading artistic workshops at the Waldorf English Week, an annual in-service training week for Waldorf English teachers. It includes a reflection on the effects and possible benefits of the processes in these workshops for language teachers.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84267227","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: 1
Performance in the lower school 低年级的表现
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.2
Christoph Jaffke
{"title":"Performance in the lower school","authors":"Christoph Jaffke","doi":"10.33178/scenario.16.1.2","DOIUrl":"https://doi.org/10.33178/scenario.16.1.2","url":null,"abstract":"In Waldorf schools, two foreign languages are taught from the start of primary school age, the first three years only orally. Body movements as well as non-verbal means of communication like facial expressions, gesture and posture are essential elements of this holistic approach. Ample use of poetic language facilitates the children’s access to the new language. Action rhymes, finger plays, counting-out rhymes, number rhymes, jump-rope/skipping rhymes, clapping games, classroom games, singing games, little/short rhymed dialogues, every-day conversations (e.g. about family, pets and the weather), daily activities and role-plays — all of these activities and more are part of the repertoire that forms the basis of this approach. While choral activity usually is the starting-point, individual speaking in dialogue, role-play and games is the goal. Fixed expressions (‘chunks’) serve as islands of security in the beginning phases of verbal interaction. In every lesson there is room for performing as well as for listening and watching.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88949024","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
Inviting performance into the English foreign language classroom 邀请表演进入英语外语课堂
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.9
Ulrike Sievers
{"title":"Inviting performance into the English foreign language classroom","authors":"Ulrike Sievers","doi":"10.33178/scenario.16.1.9","DOIUrl":"https://doi.org/10.33178/scenario.16.1.9","url":null,"abstract":"In this article the foreign language classroom in a Waldorf school is described as a space inviting active performative participation. It gives examples spanning the lower, middle and particularly the upper school, in which performative methods and creativity are specifically encouraged. The aim is to involve the whole child and young person not only in reproducing but in producing actions in and through the foreign language, using methods such as enacting stories and pictures, producing and playing scenes, translating prose texts into scripts for plays, radio plays and story boards for film.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85513309","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: 2
L2 teaching and learning in Waldorf schools – why performative? 华德福学校的第二语言教学-为什么是表现性的?
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.1
Martyn Rawson
{"title":"L2 teaching and learning in Waldorf schools – why performative?","authors":"Martyn Rawson","doi":"10.33178/scenario.16.1.1","DOIUrl":"https://doi.org/10.33178/scenario.16.1.1","url":null,"abstract":"This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84564408","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: 1
The gappiness of Shakespeare 莎士比亚的幸福
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.3
Martyn Rawson
{"title":"The gappiness of Shakespeare","authors":"Martyn Rawson","doi":"10.33178/scenario.16.1.3","DOIUrl":"https://doi.org/10.33178/scenario.16.1.3","url":null,"abstract":"In this paper I outline a performative approach to working with Shakespeare in a Waldorf school, relating this to Smith’s (2019) notion of Shakespeare’s ‘gappiness’. The paper is based on over 30 years of experience, the most recent being in 2021. It locates this teaching and learning in the context of block teaching, an innovative method used in some Waldorf schools. The paper offers a theoretical account of the performative approach based on the notion of learning in a community of practice and the immersion in unfamiliar landscapes of practice – in this case working with Shakespeare’s Macbeth- in relation to the developmental tasks of 17-18-year-old school students. The workshop process in classroom learning is then described. The concept of ‘gappiness’ is related to reader-response theory and in particular to Iser’s (1972) notion of empty spaces.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85524820","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
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