SCENARIO Journal for Performative Teaching Learning Research最新文献_第9页

Performative Arts & Pedagogy: An Irish Perspective 表演艺术与教育学:爱尔兰视角

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.3

Annie Ó Breacháin, Róisín O’Gorman, E. Piazzoli, Manfred Schewe, F. Woodhouse

{"title":"Performative Arts & Pedagogy: An Irish Perspective","authors":"Annie Ó Breacháin, Róisín O’Gorman, E. Piazzoli, Manfred Schewe, F. Woodhouse","doi":"10.33178/scenario.13.2.3","DOIUrl":"https://doi.org/10.33178/scenario.13.2.3","url":null,"abstract":"In terms of size of population Ireland is the smallest of the countries represented in the Performative Pedagogy Glossary project (see population estimates below): Whenever reference to infrastructure is made in our discussions it needs to be borne in mind that the countries represented in this project differ (significantly) in terms of historical developments, cultural traditions, institutions, economic performance etc. Even though Ireland might be very ambitious, it is to be expected that economically stronger countries have a more solid infrastructure in a number of areas, including the arts and education. As within our project frequent reference will be made to theatre as an art form, it is noteworthy that Austria founded its first national theatre in 1741 (‘Burgtheater’, from 1776 referred to as ‘Teutsches Nationaltheater’), in Germany the ‘Hamburger Nationaltheater’ was founded in Hamburg in 1767, the Berlin ‘Königliches Nationaltheater’ in 1786. Ireland’s first and only National Theatre, the ‘Abbey Theatre’ was founded in 1904. Despite the rich theatre tradition in the UK (for example, Shakespeare’s Globe) it seems that the first National Theatre building opened in London in 1976/77, in Switzerland the Zurich Schauspielhaus (beginnings date back to 1892) would be considered the nation’s main theatre. The question ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91108843","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

Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy 批判教育学当前学术文献的共识程度分析

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.6

Catalina Villanueva, C. O’Sullivan

{"title":"Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy","authors":"Catalina Villanueva, C. O’Sullivan","doi":"10.33178/scenario.13.2.6","DOIUrl":"https://doi.org/10.33178/scenario.13.2.6","url":null,"abstract":"Critical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent themes in the selected literature, which are associated with the work of Freire, this paper examines the degree of consensus around Critical Pedagogy’s transformative aim, its associated democratic classroom approaches, and the concepts of conscientization and praxis. Through this analysis, the review distinguishes a number of peripheral discussions that are related to a modern/postmodern debate within the literature. This paper concludes by asserting that there are more points of convergence than of divergence in the various interpretations of Critical Pedagogy available in the articles surveyed. We suggest that the current branching out of Critical Pedagogy has not been rendered devoid of core meanings as an educational tradition, one which holds considerable potential for the field of Applied Drama, and for other forms of performative education.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85843514","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

Let Me Hear Your Body Talk: Experiencing the Word for Additional Language Development 让我听到你的身体说话:体验单词以获得额外的语言发展

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.8

Garret Scally

{"title":"Let Me Hear Your Body Talk: Experiencing the Word for Additional Language Development","authors":"Garret Scally","doi":"10.33178/scenario.13.2.8","DOIUrl":"https://doi.org/10.33178/scenario.13.2.8","url":null,"abstract":"This article describes a research project created to investigate the application of theatre devising strategies to create a heightened awareness of non-verbal language and embodied experience of words in second language acquisition (SLA) learning and teaching. This is in response to the tendency in SLA teaching to lack an understanding of the importance and the potential of the body’s involvement in the process. Four workshops in Basel, Switzerland were designed and facilitated with adults from distinct cultural and linguistic backgrounds as part of my doctoral research from February-March 2013. I use data generated by an ethnographic approach to fieldwork by analysing interviews, written responses in the project blog (both by the participants and my own), and observations of responses from participants during the workshops. I discuss the theatrical activities used for this purpose reflecting on the possible effects on participants’ linguistic ability and awareness of their physicality as part of an ongoing research process. I draw on Bourdieu’s notion of linguistic habitus and Merleau-Ponty’s notion of the ‘body experiencing the world’ to provide a theoretical framework for analysing the processes of these workshops. These frameworks also support the development of a theatre practice to support SLA that I am tentatively calling “experiencing the word”. I propose that this approach better provides the pragmatic and social conditions, re-created and rehearsed through drama, needed in learning an additional language. This can be done by turning attention to language learning as an embodied experience.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86185419","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

Performative Arts & Pedagogy: A German Perspective 表演艺术与教育学:德国视角

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.1

Ulrike Hentschel, Ole Hruschka, Friedhelm Roth-Lange, Florian Vassen

{"title":"Performative Arts & Pedagogy: A German Perspective","authors":"Ulrike Hentschel, Ole Hruschka, Friedhelm Roth-Lange, Florian Vassen","doi":"10.33178/scenario.13.2.1","DOIUrl":"https://doi.org/10.33178/scenario.13.2.1","url":null,"abstract":"Theatre pedagogy involves professional theatre educators putting on theatre with non-professional actors, conveying to them the art of theatre both in terms of production and reception, initiating learning processes and thus enabling the development of aesthetic, social and individual skills, which include the ability to reflect on theatre education from different theoretical perspectives. This understanding of the concept is to be situated within the context of the “aesthetic turn” of the 1990s, which followed on from the dominant role that in the preceding period had been afforded to personality development, collective learning processes and the passing on of political awareness. Functional applications are not to be excluded here, such as sociocultural application, theatre for personal development processes, social interventions and foreign and second language acquisition, although the difference between the art of theatre as an aesthetic field and theatre methods as a tool used within social, mental or learning processes should still always be kept in mind. The term “applied theatre” also is appropriate in this context, whereby application is understood in terms of usefulness. Theatre educational work usually takes place within projects that aim at the presentation of the results of the working process, that is, in the form ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89442919","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

Exploring learners’ perceptions towards collaborative work through drama in foreign language learning: A view from a mandatory Italian high-school curriculum 通过戏剧探索学习者对外语学习中合作学习的看法:来自意大利高中必修课程的观点

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-12-10 DOI: 10.33178/scenario.13.2.11

Simona Floare Bora

{"title":"Exploring learners’ perceptions towards collaborative work through drama in foreign language learning: A view from a mandatory Italian high-school curriculum","authors":"Simona Floare Bora","doi":"10.33178/scenario.13.2.11","DOIUrl":"https://doi.org/10.33178/scenario.13.2.11","url":null,"abstract":"This article focuses on learners’ perceptions related to the collaborative work through a drama project undertaken as part of a rather rigid high-school mandatory curriculum. The project aimed to offer a dynamic and safe learning environment in which learners could acquire language in an interactive and collaborative way and to help the learners to develop their oral skills and increase their motivation towards learning a foreign language. A class of final year Italian students (n=10) with a level of language ranging from low intermediate to upper intermediate took part in the drama classes which were implemented longitudinally over two academic terms (20 weeks): self-standing play excerpts combined with drama games in the second term followed by a full-scale performance of a single play in the third term. Data were collected through a semi-structured questionnaire, follow-up interviews and researcher’s field notes. Findings revealed that learners perceived that collaboration and interaction through drama were important elements for promoting a positive attitude towards learning a foreign language and their oral production despite the challenges that a full-scale production may pose when subjected to the various constraints of time and the syllabus requirements of a compulsory curriculum.","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":"73494353","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

Der Effekt der Dramagrammatik im Anfängerunterricht: Eine Pilotstudie für Tschechisch als Fremdsprache 刚入学的剧作家语法是关于捷克语为外语的试点研究

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-24 DOI: 10.33178/SCENARIO.13.1.4

Aneta Bučková

引用次数: 0

Piazzoli, Erika (2018): Embodying Language in Action. The Artistry of Process Drama in Second Language Education. London: Palgrave Macmillan Piazzoli, Erika(2018):《在行动中体现语言》。过程戏剧在第二语言教育中的艺术性。伦敦:Palgrave Macmillan出版社

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-24 DOI: 10.33178/SCENARIO.13.1.11

Manfred Schewe

{"title":"Piazzoli, Erika (2018): Embodying Language in Action. The Artistry of Process Drama in Second Language Education. London: Palgrave Macmillan","authors":"Manfred Schewe","doi":"10.33178/SCENARIO.13.1.11","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.11","url":null,"abstract":"Let’s start with the image on the book cover which is placed between the author’s name and the book title. It immediately grabs our attention, shows how eight adult individuals bodily connect and create a beautiful shape that looks like a flower, or rather a flower in full bloom. Is the shape that has been created by these individuals (movement artists?) the result of excellent choreography? The ‘embodiment image’ prepares the reader for the main focus of Erika Piazzoli’s monograph (367 pages): the aesthetic dimension of foreign language teaching and learning. Reflecting on “What is ‘Artistry’ and Why Do We Need It in Second Language Education?” in Chapter 1, she then continues to address the aesthetic dimension in three parts: In Part I (chapters 2-5) she engages with “Key Definitions in the Aesthetic Dimension”; Part II (chapters 6-8) deals with aspects of “Navigating the Aesthetic Dimension”; Part III (chapters 9-12) centres on “Researching the Aesthetic Dimension”. In these twelve chapters the author deals with a broad range of theoretical perspectives, including second language education, sociocultural theory, neuroscience and art history. This review highlights some aspects of this impressive monograph by concentrating on keywords which are captured in its title: process ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87913874","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

Sambanis, Michaela & Walter, Maik (2019): In Motion – Theaterimpulse zum Sprachenlernen. Von neuesten Befunden der Neurowissenschaft zu konkreten Unterrichtsimpulsen. Berlin: Cornelsen 萨巴尼，米谢拉和沃特，米尔克(2019):为了学习语文而进行的调动。被最新的神经科学分析成具体的教学方式柏林:Cornelsen

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-24 DOI: 10.33178/SCENARIO.13.1.12

Hanna Völker

{"title":"Sambanis, Michaela & Walter, Maik (2019): In Motion – Theaterimpulse zum Sprachenlernen. Von neuesten Befunden der Neurowissenschaft zu konkreten Unterrichtsimpulsen. Berlin: Cornelsen","authors":"Hanna Völker","doi":"10.33178/SCENARIO.13.1.12","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.12","url":null,"abstract":"Mit In Motion haben die Autor*innen Michaela Sambanis und Maik Walter eine Publikation vorgelegt, die neurowissenschaftliche Erkenntnisse und konkrete Theaterimpulse für den Fremdsprachenunterricht an Sekundarschulen verbindet. Das 2019 bei Cornelsen veröffentlichte Buch präsentiert von den Autor*innen in der Unterrichtspraxis erprobte Aktivitäten und richtet sich an alle, die sich mit Sprachunterricht im Sekundarbereich befassen (werden). Ausgehend von der Tatsache, dass Forderungen zum Einsatz von Körper und Bewegung im Unterricht in der jüngeren Vergangenheit und Gegenwart zwar schon geltend gemacht wurden, dieser Lernzugang in der Praxis, speziell in der Sekundarstufe, jedoch weiterhin häufig nicht genutzt wird (8), bieten die Autor*innen eine kompakte und präzise Darstellung mit vielen Angeboten zum Einsatz des Körpers als Unterrichtsressource. In drei Themenbereichen werden Theorie und Praxis verknüpft und jeweils durch einen Kommentar mit neurowissenschaftlichen und didaktischen Hinweisen abgerundet. Kapitel 1 wirft unter dem Begriff Embodied Cognition einen Blick auf Unterrichtssettings, die bewegtes Lernen ermöglichen und den Körper als „wichtiges Learning Tool“ (11) in den Unterricht einbeziehen. Unter Referenz auf zahlreiche kognitionswissenschaftliche Studien können Sambanis und Walter einen Zusammenhang zwischen Embodied Learning und erhöhter kognitiver Leistung nachweisen, was als Beleg für eine Body-Mind-Interaction angesehen werden kann. Die Annahme hier ist, dass sich ein dramapädagogisch ausgerichteter Unterricht, der die ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82210141","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 Professionalisation in the Context of Teacher Training: First Experiments with the Use of Drama-Based Pedagogies Across the Curriculum 教师培训背景下的表演专业化:在整个课程中使用戏剧教学法的首次实验

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-24 DOI: 10.33178/SCENARIO.13.1.6

Eva Göksel

{"title":"Performative Professionalisation in the Context of Teacher Training: First Experiments with the Use of Drama-Based Pedagogies Across the Curriculum","authors":"Eva Göksel","doi":"10.33178/SCENARIO.13.1.6","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.6","url":null,"abstract":"Is there room for performative teaching and learning in Swiss teacher education? Staff and students at the University of Teacher Education Zug (PH Zug), Switzerland, are actively exploring this question and finding ways to create space for performative approaches in a densely packed three-year teacher education programme. The university is small, with approximately 370 student teachers working towards a bachelor’s degree in primary education (from kindergarten to grade six). The “all-rounder” programme (graduates will teach all ten school subjects, including math, music, physical education, German, and either English or French as a foreign language) includes several hands-on teaching internships in local elementary schools. Drama in Education (DiE) is a teaching and learning methodology that uses performative elements in a classroom setting, where the focus is not the final product but the learning process. It has a long history in the anglo-saxon tradition, dating back to the 1950’s. The recent introduction of DiE in several courses at PH Zug has opened up performative teaching and learning spaces across the curriculum. The integration of DiE in a variety of courses has students and staff reflecting on the impact of performance on teaching and learning. Drama is being used not only for teaching ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"153 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73311353","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

Das Performative – eine literaturwissenschaftlich-philosophische Perspektive 文学与哲学的概念

SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2019-07-24 DOI: 10.33178/SCENARIO.13.1.7

G. Hofmann

{"title":"Das Performative – eine literaturwissenschaftlich-philosophische Perspektive","authors":"G. Hofmann","doi":"10.33178/SCENARIO.13.1.7","DOIUrl":"https://doi.org/10.33178/SCENARIO.13.1.7","url":null,"abstract":"Scenario: Guten Tag, Herr Prof. Hofmann. Leser und Leserinnen dieser Zeitschrift sind sehr an Aspekten performativen Lehrens, Lernens und Forschens interessiert. Als Literaturwissenschaftler setzen Sie sich schon lange mit Aspekten des Performativen auseinander, z.B. in Ihrer Veröffentlichung Presence of the Body (2015). Wo, wann und wie ist denn dieses Interesse entstanden? Welche Impulse waren wichtig für Sie? GH: Im akademischen Sinne reicht dieses Interesse zurück in meine Zeit als Lecturer in Seoul (1991-1995). Damals lernte ich meine Frau Snježana kennen, die als Anthropologin schamanische und buddhistische Rituale in Korea erforschte. Während ich an der Hankuk Universität deutsche Literatur und Sprache unterrichtete, hatte ich nebenher noch genügend Gelegenheit, Snježana bei ihren Feldforschungen zu begleiten und dadurch eine Menge zu lernen. Damals wurde mir die spirituelle Dimension des Performativen erstmals klar. Und es wurde mir deutlich, wie wichtig die performative Dimension der Literatur ist, nicht nur in der gemeinsamen Kunst des Theaters, sondern als Akt des Schreibens und Lesens, z. B. in Phänomenen der Trance, Ekstase und Besessenheit, also der Auflösung, Verlagerung und Überschreitung persönlicher und sozialer Identitäten. Scenario: Nach Ihrer Zeit in Korea (1991-1995), in der Sie sich intensiv mit kulturspezifischen Aspekten des Performativen befasst haben, folgte eine Phase als wissenschaftlicher ...","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86455465","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