And who says it doesn’t make sense? Drama in third-level language classrooms
This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of...
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| Format: | Article |
| Language: | deu |
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University College Cork
2007-01-01
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| Series: | SCENARIO: Journal for Performative Teaching, Learning, Research |
| Online Access: | https://journals.ucc.ie/index.php/scenario/article/view/scenario-1-1-2 |
| _version_ | 1797284862085824512 |
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| author | Weiss, Anna |
| author_facet | Weiss, Anna |
| author_sort | Weiss, Anna |
| collection | DOAJ |
| description | This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. |
| first_indexed | 2024-03-07T17:54:49Z |
| format | Article |
| id | doaj.art-85b7db16b66c4ddaa064c3d7d3822ab6 |
| institution | Directory Open Access Journal |
| issn | 1649-8526 |
| language | deu |
| last_indexed | 2024-03-07T17:54:49Z |
| publishDate | 2007-01-01 |
| publisher | University College Cork |
| record_format | Article |
| series | SCENARIO: Journal for Performative Teaching, Learning, Research |
| spelling | doaj.art-85b7db16b66c4ddaa064c3d7d3822ab62024-03-02T12:43:51ZdeuUniversity College CorkSCENARIO: Journal for Performative Teaching, Learning, Research1649-85262007-01-01I1255110.33178/scenario.1.1.2And who says it doesn’t make sense? Drama in third-level language classroomsWeiss, AnnaThis article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail.https://journals.ucc.ie/index.php/scenario/article/view/scenario-1-1-2 |
| spellingShingle | Weiss, Anna And who says it doesn’t make sense? Drama in third-level language classrooms SCENARIO: Journal for Performative Teaching, Learning, Research |
| title | And who says it doesn’t make sense? Drama in third-level language classrooms |
| title_full | And who says it doesn’t make sense? Drama in third-level language classrooms |
| title_fullStr | And who says it doesn’t make sense? Drama in third-level language classrooms |
| title_full_unstemmed | And who says it doesn’t make sense? Drama in third-level language classrooms |
| title_short | And who says it doesn’t make sense? Drama in third-level language classrooms |
| title_sort | and who says it doesn t make sense drama in third level language classrooms |
| url | https://journals.ucc.ie/index.php/scenario/article/view/scenario-1-1-2 |
| work_keys_str_mv | AT weissanna andwhosaysitdoesntmakesensedramainthirdlevellanguageclassrooms |