In der vorliegenden Hauptseminararbeit beschäftigt sich die Autorin mit Dramapädagogik speziell im Englischunterricht. Zunächst schildert sie ein Beispiel aus ihrerer eigenen Lehrerfahrung, das sie danach als Grundlage für weitere Ausführungen nimmt. In der Arbeit legt sie anschließend dar, worum es sich bei dem Begriff Dramapädagogik handelt. Danach geht sie auf Ziele des Fremdsprachenlernens ein und zeigt, wie diese mit Dramapädagogik erreicht werden können.
Ferner konzentriert sie ihre Ausführungen auch auf die verschiedenen Rollen, die ein Lehrer hierbei einnehmen kann und zeigt mögliche Gefahren auf. Im letzten Kapitel zeigt sie, wie insbesondere die Schüler im Dramaprozess gefragt sind und gefördert werden. Dies unter anderem auch mit kooperativen Lehrmethoden. Am Ende ordnet sie diese Erkenntnisse in ihre Lehrphilosophie ein.
Table of Contents
1. Introduction
2. What Drama Teaching is about
2.1 Communicative Language Teaching through Drama
2.2 Intercultural Learning through Drama Teaching
3. Focus on Participants in the Drama Class
3.1 Role of the Teacher
3.2 Students in Drama Teaching
4. Final statement
Objectives and Core Themes
This essay explores the pedagogical integration of drama teaching into foreign language instruction, arguing that the drama process effectively fulfills key teaching objectives by fostering student engagement and communicative competence. The author demonstrates how drama transcends traditional rote learning to facilitate deeper understanding and intercultural awareness.
- Integration of drama into teaching philosophy and foreign language objectives.
- Development of communicative competence through experiential learning.
- Cultivation of intercultural awareness and perspective-taking.
- Analysis of the teacher's multifaceted role as facilitator and manager.
- Implementation of cooperative learning methods to foster student responsibility.
Excerpt from the Book
2. What Drama Teaching is about
The substitute teacher had in this lesson clearly shown that she had not understood what drama teaching is about. „Es geht immer um Inhalte, die Bewältigung von Problemen und die Entwicklung von Lösungsstrategien, nicht um die Qualität der Darstellung. Am Ende einer dramapädagogischen Einheit steht als Ziel nicht ein Produkt, sondern eine Erkenntnis“ (Finch). The main aim in this lesson had been to make the students understand how difficult the situation was for the characters as well as to have the students participate actively in class. Since in a drama unit the focus is laid on the process rather than on the end-product and the students achieved to show so much insight, the learning target had been better than achieved.
They were ready to perform their understanding which is an important category in drama teaching. In addition, the students were comfortable in speaking the target language what even supported the success of the lesson although some words had not been used in the proper way.
The substitute teacher had also shown that she was not willing to suspend her disbelief regarding the drama process. By analyzing what she commented on the lesson, one can say that she sees her responsibility in making her students perform English properly but how are they supposed to get there if she only tells them to learn their vocabulary?
In drama teaching, the teacher has to see himself from a rather different perspective. Here, you as a teacher are asked “to stop thinking of yourself as a teacher of languages and to start thinking of yourself as a teacher of something through languages – a teacher of people and not of nouns, verbs, etc.” (Hamilton et al. 2003: 11). Only through feeling comfortable while speaking can students train their fluency and work on their accuracy.
Summary of Chapters
1. Introduction: The author introduces the potential of drama teaching through personal internship experiences and outlines the essay's intent to explore its integration into teaching philosophies.
2. What Drama Teaching is about: This chapter defines the essence of drama pedagogy as a process-oriented approach, emphasizing student insight and understanding over performative perfection.
2.1 Communicative Language Teaching through Drama: The section examines how drama provides authentic, meaningful contexts for language acquisition and improves communicative competence.
2.2 Intercultural Learning through Drama Teaching: This part highlights drama as a tool for promoting cultural awareness and empathy by allowing students to experience perspectives different from their own.
3. Focus on Participants in the Drama Class: The chapter introduces the shift toward student-centered learning where the atmosphere and participant interaction are prioritized.
3.1 Role of the Teacher: This section details the teacher’s necessary transition from a corrector to a facilitator, counselor, and manager who creates a non-threatening learning environment.
3.2 Students in Drama Teaching: The final sub-chapter discusses the importance of cooperative learning and how students can take responsibility for their development in a secure group setting.
4. Final statement: The author concludes that drama is a highly effective, rewarding method that should be integrated into foreign language teaching to better prepare students for real-life interactions.
Keywords
Drama teaching, Foreign Language Teaching, Communicative Competence, Intercultural Learning, Student-Centered Learning, Cooperative Learning, Role Play, Teacher Facilitation, Language Acquisition, Cultural Awareness, Pedagogical Process, Classroom Interaction, Language Fluency, Educational Philosophy, Real-life Application.
Frequently Asked Questions
What is the core focus of this work?
This work examines the pedagogical benefits of using drama-based methods within foreign language classrooms to enhance student learning and engagement.
What are the primary themes discussed?
The central themes include communicative language acquisition, the development of intercultural competence, the shifting role of the teacher, and the application of cooperative learning strategies.
What is the main objective of the author?
The primary objective is to justify the integration of drama into the teaching philosophy and to demonstrate that drama effectively meets standard foreign language teaching goals.
Which scientific approach is utilized?
The author uses a qualitative approach, combining pedagogical theory with personal reflections and observations from practical internship experiences.
What topics are covered in the main section?
The main sections analyze the definition of drama teaching, its impact on language proficiency, its function in building intercultural empathy, and the specific roles required of teachers and students.
Which keywords characterize this study?
Key terms include drama teaching, communicative competence, intercultural learning, student-centeredness, and the teacher as a facilitator.
How does the author define the teacher's role in a drama-based lesson?
The teacher acts as a facilitator, counselor, and manager rather than a mere corrector, focusing on creating a safe environment where students feel encouraged to take linguistic risks.
Why is the "drama contract" mentioned?
The drama contract is essential for establishing clear rules of interaction and ensuring a respectful environment where students feel comfortable suspending their disbelief.
How do cooperative learning methods support the drama process?
Cooperative learning helps students work together without competition, allowing them to contribute individual skills and build consensus, which reduces the pressure of individual exposure.
What conclusion does the author reach regarding the effectiveness of drama?
The author concludes that drama is a highly effective method that, despite requiring thoughtful preparation, offers significant advantages over traditional "regular" lessons for both the teacher and the students.
- Quote paper
- Sarah McCarty (Author), 2009, Why it is worth the drama, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/160925
