SCENARIO Journal for Performative Teaching Learning Research最新文献_第8页

Getting them back to class: A project to engage refugee children in school using drama pedagogy 让他们重返课堂:一个利用戏剧教学法让难民儿童融入学校的项目

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2020-12-31 DOI: 10.33178/SCENARIO.14.2.3

Magda Vitsou, M. Papadopoulou

{"title":"Getting them back to class: A project to engage refugee children in school using drama pedagogy","authors":"Magda Vitsou, M. Papadopoulou","doi":"10.33178/SCENARIO.14.2.3","DOIUrl":"https://doi.org/10.33178/SCENARIO.14.2.3","url":null,"abstract":"The paper presents aspects of a drama based six months’ project with refugee children during their first period of schooling in Greece. The project aimed to investigate whether drama sessions could facilitate second language learning, strengthen children’s participation in classroom communication and enhance interaction among pupils and teachers with few shared language resources in an attempt to provide them with positive experiences.\u0000Drama strategies were used to provide a joyful and welcoming environment and boost children’s communication skills. In most cases, drawing and painting, music and art were also used to support the drama activities. According to the research results, the children made use of various linguistic and non-linguistic resources (mother tongue, English, Greek, gestures, facial expressions, body movements, eye contact etc.) for interaction and self-expression and they developed positive feelings towards their classmates, their tutors and schooling. The language, which was produced through drama, was employed within a social context and was appropriate to the specific participants, setting and topic. Thus, the students were engaged in purposeful and meaningful communication. The findings from this case study highlight the beneficial effect of drama pedagogy on refugee children’s second language learning and on their socialization in the school environment.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90428798","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

Wie wirkt Dramapädagogik im Fremdsprachenunterricht? 教授外语课程教学怎么教的?

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2020-12-31 DOI: 10.33178/SCENARIO.14.2.6

C. Klempin, Andreas Wirag

引用次数: 3

Teaching through performing arts in higher education: Examples in engineering and psychology 高等教育中的表演艺术教学:以工程和心理学为例

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2020-12-31 DOI: 10.33178/SCENARIO.14.2.1

Laure Kloetzer, S. Henein, Ramiro Tau, Susanne Martin, Joëlle Valterio

{"title":"Teaching through performing arts in higher education: Examples in engineering and psychology","authors":"Laure Kloetzer, S. Henein, Ramiro Tau, Susanne Martin, Joëlle Valterio","doi":"10.33178/SCENARIO.14.2.1","DOIUrl":"https://doi.org/10.33178/SCENARIO.14.2.1","url":null,"abstract":"This paper introduces two courses making use of performing arts at university level. The first course, taught by Prof. Simon Henein and his colleagues, called Improgineering, aims to teach collective creation through improvisation to master’s degree students in engineering at the EPFL (Ecole Polytechnique Fédérale de Lausanne, Switzerland). The second course, taught by Prof. Laure Kloetzer and her colleagues, aims to introduce the Psychology of Migration via a sociocultural approach to bachelor’s degree students in psychology and education at the University of Neuchâtel (Switzerland). After briefly introducing the topic of performing arts in higher education (section 1), the paper offers a description of the two courses (sections 2 and 3). These are complemented by teachers’ and students’ impressions of the course, as analyzed from individual interviews, focus groups and students’ learning diary entries (section 4). The conclusion presents some reflections on the convergences of the pedagogical designs of the courses, drafting a pedagogical model for using performing arts within higher education (section 5).","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75075681","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: 3

Foreword - Vorwort

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2020-01-01 DOI: 10.33178/scenario.14.1.0

S. Even, Dragan Miladinović, Manfred Schewe

{"title":"Foreword - Vorwort","authors":"S. Even, Dragan Miladinović, Manfred Schewe","doi":"10.33178/scenario.14.1.0","DOIUrl":"https://doi.org/10.33178/scenario.14.1.0","url":null,"abstract":"The 6th Scenario Forum Online Research Colloquium, held in January 2021, concluded with participants sharing their thoughts on social positionality and power within performative language practice, with reference to Cañas’ (2015) RISE manifesto, “10 things you need to consider if you are an artist not of the refugee and asylum seeker communitylooking to work with our community”.1 Although the focus of the plenary session had been on refugees, the final discussion was extended to broader ethical considerations, ones which could be relevant to all practitioners in performative language education. Similarly, the contributions in this special issue encompass not only migrant learners, but all key players (students and teachers; researchers and participants) in the field of performative teaching and research. As can be seen in the descriptions below, contributors have chosen to explore those points of the RISE manifesto which best resonate with the ethical issues they have had to grapple with in their practice and research. The format of the contributions offered here is of a diverse nature: there are three academic research papers, a poem with accompanying text, a discussion accompanied by a video conversation, and a commentary on three black and white photographs. Four of these contributions are to the Window of Creative and Reflective Practice section, previously called Window of Practice. The choice to rename the section was made to allow for a broad variety of contributions and to explicitly welcome creative pieces to Scenario. This issue also includes general contributions that do not relate directly to the call for papers for the special issue. These are: a research paper, a conference report, four book reviews as well as a Text around Theatre.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81458589","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 Arts & Pedagogy: A British Perspective 表演艺术与教育学:英国视角

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-13 DOI: 10.33178/scenario.13.2.2

Meretta Elliott, Michael F. Fleming, Katja Frimberger

{"title":"Performative Arts & Pedagogy: A British Perspective","authors":"Meretta Elliott, Michael F. Fleming, Katja Frimberger","doi":"10.33178/scenario.13.2.2","DOIUrl":"https://doi.org/10.33178/scenario.13.2.2","url":null,"abstract":"The aim of this report is to provide an overview of the history and current state of ‘performative arts and pedagogy’ in the United Kingdom (UK) and, in doing so, identify key terms that have been dominant in the associated discourse. In compiling the report, there are clear challenges that need to be acknowledged. The first of these is the danger of making over-generalised statements without acknowledging the diversity of contexts, for example: different sectors (school, higher education, community), different phases of schooling (pre-school, primary, secondary), different countries within the sovereign state of the UK (England, Wales, Scotland, Northern Ireland). Any statement about drama practice in a country can easily mislead if it is assumed to apply equally in all contexts. One possible solution would be to avoid too much speculation and attempt to stick to empirical data, numbers of drama courses in schools and colleges, numbers of trained drama teachers, etc. However, even the reporting of facts involves some selection, and therefore has the potential for bias. Moreover, the avoidance of opinion and analysis can sacrifice insight for a form of bland neutrality. The dangers of over-generalisation in part determined the approach to the structure of this report, with ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90495882","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 Seven Point Circle and the Twelve Principles: An evidence-based approach to Italian Lyric Diction Instruction 七点圆和十二原则:以证据为基础的意大利语歌词教学方法

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.12

Steven Leigh

{"title":"The Seven Point Circle and the Twelve Principles: An evidence-based approach to Italian Lyric Diction Instruction","authors":"Steven Leigh","doi":"10.33178/scenario.13.2.12","DOIUrl":"https://doi.org/10.33178/scenario.13.2.12","url":null,"abstract":"Despite the ubiquitousness of Lyric Diction Instructors (LDIrs) in both the academic and professional opera world, there remains a dearth of research examining the approaches and methods used for Lyric Diction Instruction (LDIn) as well the nonexistence of university programmes through which LDIrs gain profession-specific qualifications and/or certifications. Owing to this paucity of LDIn educational background accreditation and accountability, LDIrs in both educational institutions and opera houses are typically comprised of opera coaches, present or former opera singers, or \"native speakers\" of the target language. Using the qualitative framework of action research, the study empirically tested my five session, Italian Lyric Diction Course for Opera Singers by examining the validity and efficaciousness of its design, materials, course content, and pedagogical approach of explicit articulatory instruction. Rather than focusing on the empirical testing itself, this article focuses on the underlying pedagogical framework, i.e., The Seven Point Circle (7PC) and the ethical code of conduct, i.e., The Twelve Point Circle (12PC) derived from my M.A. thesis study. Data collection instruments included: semi-structured participant interviews, audio recording, transcribing of the classes, and an invited panel of eight observer-feedback experts from the fields of foreign language pedagogy, pronunciation instruction, and Italian language instruction.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82239623","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 Arts & Pedagogy: A Swiss Perspective 表演艺术与教育学:瑞士视角

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.5

Mira Sack, Andreas Bürgisser, Georges Pfruender

{"title":"Performative Arts & Pedagogy: A Swiss Perspective","authors":"Mira Sack, Andreas Bürgisser, Georges Pfruender","doi":"10.33178/scenario.13.2.5","DOIUrl":"https://doi.org/10.33178/scenario.13.2.5","url":null,"abstract":"With this text, we would like to offer inroads insights into aspects of performative arts and pedagogy in Switzerland from three intersecting and connecting perspectives. Following a brief general introduction, we shall describe: We shall also include a summary view of organizations representing Theatre Educators in Switzerland. Our challenges are the following: Whilst we fully support the title Performative Arts and Pedagogy as a promising and opening wording to broaden the horizon beyond traditional forms of theatre (thus welcoming also the inclusion of performance arts as a genre), we shall use in this brief report the name “theatre education” , as we refer to centres, programmes and courses which are made visible as “Theaterpädagogik” in Swiss contexts. As we have co-written this document we realize, that it is a first step towards a more substantial text which we would wish to draft at a later stage, notably also in regard to ongoing research in the field of theatre education in the French and Italian speaking regions and in regard to recent journal publications authored in Switzerland. Although theatre or drama are not a school subject at Swiss Elementary Schools, a wide variety as well as a large number of theatre ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74971421","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

Drama Activities in a French Undergraduate Business School to Manage Speaking Anxiety in English 法国商学院大学生英语口语焦虑的戏剧活动

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.10

Virginie Privas-Bréauté

引用次数: 3

Performance for Introverts? 内向者的表现?

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.9

Silja Weber

{"title":"Performance for Introverts?","authors":"Silja Weber","doi":"10.33178/scenario.13.2.9","DOIUrl":"https://doi.org/10.33178/scenario.13.2.9","url":null,"abstract":"A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"404 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85497810","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: 3

Performing Arts & Pedagogy: An Austrian Perspective 表演艺术与教育学:奥地利学派视角

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.4

Ulrike Hatzer, Dagmar Höfferer, Julia Köhler, Siglinde Roth, Michael Wrentschur

{"title":"Performing Arts & Pedagogy: An Austrian Perspective","authors":"Ulrike Hatzer, Dagmar Höfferer, Julia Köhler, Siglinde Roth, Michael Wrentschur","doi":"10.33178/scenario.13.2.4","DOIUrl":"https://doi.org/10.33178/scenario.13.2.4","url":null,"abstract":"As far as theatre education is concerned, Austria offers a variety of forms of experience – artistically, socially and pedagogically. In what follows five authors from different backgrounds in theatre education will attempt to illustrate this landscape. This report has been quite a challenging process as the authors came together without any prior extensive discussion on the topic and also had to express themselves in a foreign language. Some of the authors are well-known in the Austrian landscape of Performative Arts and Pedagogy; others were invited to participate in this project and comment from a non-Austrian position. The observations from a non-Austrian perspective are highly appreciated and underline the necessity of further systematic development in the area Performing Arts and Pedagogy in Austria, for example by designing both short and long-term courses for theatre pedagogues who wish to develop professional expertise in specific areas. Each section of this report has been written by another person. The authors' different and partly also overlapping perspectives give the readers a first impression of the complex Austrian Performative Arts and Pedagogy landscape. All of the authors are experienced in the field of teaching drama and theatre; their perspectives are based on personal experience within ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85414859","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