Drama Education

from Wikipedia, the free encyclopedia

Drama pedagogy (Engl. Drama in education ) is a form of teaching and learning using the methods of theater, literature, art, psychology and therapy for educational purposes. By as-if situations created are spaces for holistic learning through experience and experience. In addition to content-based learning, social learning also takes place.

Pedagogical approach

In German-speaking countries, the term drama pedagogy has been used since the late 1980s, especially in German foreign language didactic specialist discussions. It relates to the theory and practice of an aesthetically holistically oriented foreign language course in which dramatic art (especially as theater art, but definitely in interaction with other art forms such as film , performance art , storytelling , opera ) becomes a source of inspiration and Will point the way for educational action. The term 'drama pedagogical ' emphasizes the pedagogical orientation of foreign language teaching ; it is based on an image of man that does not reduce the individual to the 'mechanical learner', but takes the individual as a whole person seriously. This claim is made clear in the guiding principle: "In foreign language teaching in drama teaching, head, heart, hand and foot are learned and taught!"

"From Great Britain, where the independent school subject drama has been established since the 1950s and a corresponding specialist training is offered at many universities as part of teacher training , the first impulses for a drama-pedagogical design of foreign language lessons came." For an example, see Maley / Duff (1997).

With the publication Staging Foreign Language: To establish a drama-pedagogical teaching and learning practice (Schewe 1993), the first attempt was made to highlight the research field “Drama Pedagogy in Foreign and Second Language Teaching and Learning”. This was examined further from an international perspective in a subsequent publication (Schewe / Shaw 1993). Since then, a more intensive scientific debate has taken place, in which various subject didactics are now involved. There is an abundance of target group-specific practical suggestions for various sub-areas of foreign language teaching (language, literature, culture) as well as a number of theoretically detailed concepts (e.g. Tselikas 1999; Even 2003; Huber 2003; Kessler 2008). The complementary theoretical foundations of these concepts include, among other things, findings from British drama and German theater pedagogy, language , literature , regional studies and didactics as well as research perspectives from other fields of reference, such as learning psychology , neuropsychology , social and individual psychology , psycholinguistics , and sociology , Anthropology , intelligence and creativity research.

"Teachers who design their foreign language lessons in a drama-pedagogical way have not only scientific, but also explicit artistic demands on their pedagogical work and acquire corresponding theoretical and practical basics in training and / or advanced training measures, for example in the core areas of acting , directing and drama writing . " With regard to such training and further education opportunities, however, there is still a lack of adequate infrastructure in the foreign language subjects or in general pedagogy .

The drama-pedagogical journal SCENARIO has existed since 2007, and a comprehensive research bibliography can be found on its website. The magazine promotes the building of bridges between the arts and the area of ​​language, literature and culture mediation and sees itself as a pioneer of performative foreign language didactics.

literature

  • G. Bolton: Towards Drama as a Theory of Drama in Education , Harlow 1979.
  • S. Even: Drama Grammar. Drama-pedagogical approaches for grammar teaching German as a foreign language , Munich 2003.
  • R. Huber, Ruth: Living in the House of Language. Perception and theater in foreign language lessons , Tübingen 2003.
  • B. Kessler: Intercultural Drama Education. Dramatic work as a vehicle for intercultural learning in foreign language lessons , Frankfurt am Main 2008.
  • A. Küppers / T. Schmidt / M. Walter: Productions in foreign language lessons. Basics - Perspectives - Shapes , Braunschweig 2011.
  • A. Maley / A. Duff: Drama techniques in language learning: a resource book of communication activities for language teachers , Cambridge 1982.
  • M. Schewe: Staging a foreign language. For the foundation of a drama-pedagogical teaching and learning practice , Oldenburg 1993.
  • M. Schewe / P. Shaw (eds.): Towards Drama as a Method in the Foreign Language Classroom , Frankfurt 1993.
  • C. Surkamp (ed.): Lexikon Fremdsprachendidaktik , Stuttgart / Weimar 2010.
  • E. Tselikas: Drama Education in Language Classes , Zurich 1999.

Web links

Individual evidence

  1. ↑ Bolton, G .: Towards Drama as a Theory of Drama in Education , Harlow 1979
  2. ↑ What is drama pedagogy on www.dramapaedagogik.org ( Memento of the original from May 13, 2008 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 220 kB)  @1@ 2Template: Webachiv / IABot / www.dramapaedagogik.org
  3. ↑ Karl Eigenbauer: Theater and Drama Education in Foreign Language Lessons at www.schule.at (PDF; 93 kB)
  4. ↑ a b c Lexicon of Foreign Language Didactics, Surkamp 2010
  5. ↑ Schewe, M .: Staging a Foreign Language. For the foundation of a drama-pedagogical teaching and learning practice , Oldenburg 1993, page 8
  6. ↑ Küppers, A./Schmidt, T./Walter, M .: Productions in foreign language lessons . Basics - Perspectives - Shapes . Braunschweig 2011