发布求助
文献互助 智能选刊 最新文献

SCENARIO Journal for Performative Teaching Learning Research最新文献

筛选
英文 中文
Rezension: Vaßen, F. (2021). „einfach zerschmeißen“. Brecht Material: Lyrik – Prosa – Theater – Lehrstück. Mit einem Blick auf Heiner Müller. Schibri. 评评会，芬恩，2021年“只zerschmeißen . "关键布料:诗歌，散文—戏剧—戏剧就在那个穆勒的眼神里Schibri .
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.13
Manfred Schewe
{"title":"Rezension: Vaßen, F. (2021). „einfach zerschmeißen“. Brecht Material: Lyrik – Prosa – Theater – Lehrstück. Mit einem Blick auf Heiner Müller. Schibri.","authors":"Manfred Schewe","doi":"10.33178/scenario.15.2.13","DOIUrl":"https://doi.org/10.33178/scenario.15.2.13","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72684794","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
The double-edged sword of storytelling 讲故事是一把双刃剑
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.1
E. Piazzoli, Elif Kir Cullen
{"title":"The double-edged sword of storytelling","authors":"E. Piazzoli, Elif Kir Cullen","doi":"10.33178/scenario.15.2.1","DOIUrl":"https://doi.org/10.33178/scenario.15.2.1","url":null,"abstract":"This article considers the ethical dimension of performative practice with refugees and migrants, positioning storytelling as a double-edged sword that can either elevate or stigmatise the storyteller. The discussion is inspired by 10 things you need to consider if you are an artist, not of the refugee and asylum seeker community, looking to work with our community, a manifesto written by Cañas, Refugee Survivor and Ex-Detainee (RISE) art director. First, the paper introduces the RISE manifesto and its significance to contemporary practice and research. Second, it discusses relevant literature, looking at the construct of aesthetic distance (Erikson, 2011), safe space as creative space (Hutton, 2008) and aesthetic form as double (Courtney, 1995) in drama. The core of the paper reports the analysis of nine interviews, conducted with professional artists, teachers and practitioners working in the context of forced migration. Data points to the interconnectedness between participants and facilitator, in terms of self-expression, creativity, vulnerability and agency. In this regard, the authors reframe vulnerability as an active, creative, liminal space essential to foster an ethical imagination. This kind of creative vulnerability, key to practitioners’ ethical imagination in performative work, can act as a segue into the symbolic, metaphorical mode of drama.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77386926","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
Drama and critical intercultural language pedagogy 戏剧与批判性跨文化语言教学法
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.3
Jenna Nilson
{"title":"Drama and critical intercultural language pedagogy","authors":"Jenna Nilson","doi":"10.33178/scenario.15.2.3","DOIUrl":"https://doi.org/10.33178/scenario.15.2.3","url":null,"abstract":"This article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. This project focused on how critical intercultural language pedagogy impacts how and what methods of performative language teaching drama and language practitioners employ in the English as an Additional Language (EAL) class through engaging aspects of a Youth Participatory Action Research methodology (YPAR) and through taking a Mantle of the Expert approach in a process drama. The article uses Tania Cañas’s Manifesto “10 things you need to consider if you are an artist not of the refugee and asylum seeker community- looking to work with our community” to situate how this project sought to examine ethical process when working with language minoritized youth in the context of English language learning in the United States. Cañas (2015) argues that artists need to examine how their project methodologies promote equitable exchange, as well as how their participation frameworks situate power. In relation to the above points in Cañas’s Manifesto, the article discusses findings from the research project, and examines how effectively the project considered equitable exchange and power dynamics within the context of language learning. Findings relate how drama practitioners and language teachers must critically reflect on and focus their students’ choice and decision-making throughout the process, as well as seek to meaningfully incorporate students’ linguistic capacities in both English and their first languages.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78983957","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
Aroused from a “false sense of neutrality“ 从“虚假的中立意识”中唤醒
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.7
F. Dalziel
{"title":"Aroused from a “false sense of neutrality“","authors":"F. Dalziel","doi":"10.33178/scenario.15.2.7","DOIUrl":"https://doi.org/10.33178/scenario.15.2.7","url":null,"abstract":"The three black and white photographs that provide the impetus for this piece are the work of students participating in an English drama workshop at an Italian university. The brief discussion around the tableaux task “Art is not neutral”, inspired by Cañas’ manifesto, is framed by critical language pedagogy and addresses the issue of students’ agency as socially-responsible citizens.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"2015 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87865370","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
Whose act(ion)? Report on intercultural educators in critical conversation on ethical practice across disciplines (离子)的行为吗?跨文化教育工作者在跨学科道德实践的关键对话中的报告
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.6
Anna Santucci, Kristy Y. Johnson, Donna Gamache-Griffiths
{"title":"Whose act(ion)? Report on intercultural educators in critical conversation on ethical practice across disciplines","authors":"Anna Santucci, Kristy Y. Johnson, Donna Gamache-Griffiths","doi":"10.33178/scenario.15.2.6","DOIUrl":"https://doi.org/10.33178/scenario.15.2.6","url":null,"abstract":"This piece introduces and recreates a critical dialogue which occurred in the summer of 2021 among educational practitioners at the University of Rhode Island (USA), during an interdisciplinary teach-in retreat on Intercultural Competence Development for Teachers and Learners. The authors were among the participants who collaborated on this project led by Anna Santucci; here, they offer a snapshot of the exchange that took place on the final day of the retreat. The themes that emerged throughout the teach-in, summarized in that closing conversation, significantly resonate with the RISE Manifesto (Cañas, 2015). These themes include salient values, skills, and behaviors of interculturally competent educators and scholars whose understanding of ethical practice is grounded in empathy, and whose work strives to embrace radical creativity in envisioning possibilities for co-creation among all participants in the teaching and/or research experience – enacting education through and for \"action\" via human act-ivation and, therefore, act-ivism.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89043454","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
Review: O'Toole, J., & Dunn, J. (2020). Stand up for literature: Dramatic approaches in the secondary English classroom. Currency Press. 综述:O'Toole, J.， and Dunn, J.(2020)。为文学挺身而出:中学英语课堂中的戏剧教学法。货币的新闻。
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.10
Peadar Donohoe
{"title":"Review: O'Toole, J., & Dunn, J. (2020). Stand up for literature: Dramatic approaches in the secondary English classroom. Currency Press.","authors":"Peadar Donohoe","doi":"10.33178/scenario.15.2.10","DOIUrl":"https://doi.org/10.33178/scenario.15.2.10","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81636455","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
Bericht: Zeit für die Künste, eine führende Rolle zu übernehmen 报告:“什么时候可以做最重要的事呢?
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.9
Nils Bernstein
{"title":"Bericht: Zeit für die Künste, eine führende Rolle zu übernehmen","authors":"Nils Bernstein","doi":"10.33178/scenario.15.2.9","DOIUrl":"https://doi.org/10.33178/scenario.15.2.9","url":null,"abstract":"Im folgenden Bericht werden zentrale Ideen aus der Podiumsdiskussion „Performatives Lehren und Lernen“ skizziert, die im Rahmen der digital durchgeführten „Sommerlichen FaDaF-Literaturtage“ (2. bis 4.9.2021) am Abschlusstag der Veranstaltung am 4.9.2021 stattfand. Es diskutierten dabei Dr. Alexandra Hensel (Göttingen), Dr. Anastasia Moraitis (Duisburg-Essen), Prof. em. Dr. Manfred Schewe (Cork), moderiert von Dr. Nils Bernstein (Hamburg). Einig war man sich in der Aussage, dass die Künste im Fremdsprachenunterricht und das Performative in Lernsettings lebenslangen Lernens mit allen Zielgruppen eine zentrale Rolle spielen müssen.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78669994","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
Meine neue Stimme 我的新声音
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-08-15 DOI: 10.33178/scenario.15.1.5
L. Merkle
{"title":"Meine neue Stimme","authors":"L. Merkle","doi":"10.33178/scenario.15.1.5","DOIUrl":"https://doi.org/10.33178/scenario.15.1.5","url":null,"abstract":"Die Stimme einer Lehrperson ist ein zentrales pädagogisches Instrument. Fremdsprachenlehrende sind – zumindest im klassischen Unterricht – zudem Sprachvorbilder im kommunikativen und auch ästhetischen Sinne. Jede Stimme hat einen individuellen Klang, der plastizierbar ist und zielgerichtet eingesetzt werden kann, um ein konstruktives Lernklima zu schaffen. In diesem Beitrag wird ein Seminarmodul für auszubildende DaF-Lehrende vorgestellt, das auf performativ-ästhetischen Arbeitsansätzen basiert. Die Arbeitsform des chorischen Sprechens fand bisher vor allem in der muttersprachlichen und fremdsprachlichen Schulbildung zur Stärkung sprachlich-ästhetischer und persönlichkeitsbildender Kompetenzen Anwendung. Mit ähnlicher Zielsetzung soll im vorliegenden Beitrag aufgezeigt werden, dass der persönliche stimmliche Ausdruck, unter Einbezug des Körperlichen, ein ernstzunehmendes Arbeitsfeld in der fremdsprachlichen Lehrer:innenbildung ist.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84625731","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
Process drama in the classroom 在课堂上处理戏剧
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-08-11 DOI: 10.33178/scenario.15.1.3
Dearbhla McDonnell, A. O'Boyle
{"title":"Process drama in the classroom","authors":"Dearbhla McDonnell, A. O'Boyle","doi":"10.33178/scenario.15.1.3","DOIUrl":"https://doi.org/10.33178/scenario.15.1.3","url":null,"abstract":"This paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"218 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78796945","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
Report: Going digital under duress - Notes on the 6th Drama in Education Days 2020 报告:在胁迫下走向数字化——2020年教育日第六届戏剧笔记
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-08-11 DOI: 10.33178/scenario.15.1.10
Eva Göksel, Stefanie Giebert
{"title":"Report: Going digital under duress - Notes on the 6th Drama in Education Days 2020","authors":"Eva Göksel, Stefanie Giebert","doi":"10.33178/scenario.15.1.10","DOIUrl":"https://doi.org/10.33178/scenario.15.1.10","url":null,"abstract":"In this conference report, we look back on our first digital conference, a challenge which ultimately came with many silver linings. Among the highlights: The online setting made our event more inclusive, with approximately 100 participants from across the globe attending the four-day drama event. This report highlights the keynotes, workshops, and talks shared at the 2020 Drama in Education Days. ","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78482341","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书