Body and Language : Intercultural Learning Through Drama.

Cover -- Body and Language -- Contents -- Series Foreword -- Introduction -- REFERENCES -- I Goals and Potential -- 1 Understanding Drama-Based Education -- COMPARISON WITH WRITING AND READING DEVELOPMENT -- THE EFFECT OF DRAMA ON COGNITION, ORAL LANGUAGE, READING, AND WRITING -- THEORETICAL UNDERPINNINGS -- Constructivist Theory of Learning -- Zone of Proximal Development -- The Role of Gesture -- Enactive, Iconic, and Symbolic Representations of the World -- THE FIRST SCREAM -- NOTES -- REFERENCES -- 2 Intercultural Recognitions Through Performative Inquiry -- LANGUAGE LEARNING THROUGH DRAMATIC EXPLORATION AS A MEETING PLACE OF INTERCULTURAL CONVERSATION AND TRANSFORMATION -- DRAMA AS A TEACHING TOOL AND RESEARCH SITE OF INTERCULTURAL RESPONSIBILITY AND RECOGNITION -- PERFORMATIVE INQUIRY AS EMBODIED INTERTEXTUAL LEARNING -- RECOGNIZING OTHER WITHIN -- OPENING SPACES FOR INTERCULTURAL RECOGNITIONS AND NEW POSSIBLE WORLDS OF INTERSTANDING -- NOTES -- REFERENCES -- 3 Transcultural Performance in Classroom Learning -- TRANSCULTURATION -- Multiple Intelligence -- CULTURE -- Culture-Bodily Motion in Time and Space -- Culture-Cultivation and Mediation -- Culture-Change Through Social Relations -- PERFORMANCE -- Time -- Space -- CONCLUSION -- REFERENCES -- 4 Process Drama in Second-and Foreign-Language Classrooms -- PROCESS DRAMA: ITS NATURE AND FUNCTIONS -- Cognitive Function -- Social Function -- Affective Function -- IMPLEMENTING PROCESS DRAMA IN LANGUAGE CLASSROOMS -- Pre-Text in Context -- Roles in Role -- Tension in Extension -- Body and Language -- Reflective Learning -- CHALLENGES FOR LANGUAGE TEACHERS -- Do We Have Sufficient Time to Use Process Drama in Language Classrooms? -- Is Enjoyable Environment Synonymous to Effective Learning? -- Do Language Teachers Need Special Training in Process Drama?.

How to Select Resources That Are Conducive to Process Drama Activities? -- REFERENCES -- II Approaches, Methods, Techniques -- 5 Teaching Foreign Language Literature: Tapping the Students' Bodily-Kinesthetic Intelligence -- MULTIPLE INTELLIGENCES -- UNIVERSAL AND CULTURALLY SPECIFIC BODY LANGUAGE -- NONVERBAL ACTIVITIES: SOME EXAMPLES -- A NONVERBAL APPROACH TO A LITERARY TEXT -- The Text (Extract) to Be Used -- Planning the Class -- Teaching Steps -- Didactic Notes -- Still Image: A Basic Drama Technique -- Focus on a 'Critical Incident' -- The Broader Intercultural Perspective -- NOTES -- APPENDIX -- ACKNOWLEDGMENTS -- REFERENCES -- 6 Coping with Obstacles in Drama-Based ESL Teaching: A Nonverbal Approach -- INTRODUCTION -- THE IMPORTANCE OF NONVERBAL LANGUAGE -- ELEMENTS OF THE NONVERBAL IN DIESL -- THE NONVERBAL DRAMA WORKSHOP -- Introduction: A Group Discussion -- Clown Workshop, Part One -- Clown Workshop, Part Two -- GENERAL PROBLEMS WITH USING DRAMA IN ESL -- BENEFITS OF DIESL -- REFERENCES -- 7 Video Recording and Playback Equipment -- THE SETTING -- THE PROJECT -- Preparation -- The Taping -- The Follow-Up -- DISCUSSION -- APPENDIX A -- APPENDIX B -- Discussion Questions -- Evaluation Form -- REFERENCE -- 8 Designing Artful Reflective Strategies: The Guided Case Study -- ABOUT ALBERT -- BACKGROUND TO ALBERT'S GUIDED CASE STUDY -- Situation 1 -- Albert's Response -- Teacher Follow-up Questions and Albert's Reply: -- Analysis -- Situation 2 -- Albert's Response -- Analysis -- Situation 3 -- Albert's Response -- Analysis -- CONCLUSION: AUTHENTIC DIALOGUE -- NOTES -- REFERENCES -- 9 Undergoing a Process and Achieving a Product: A Contradiction in Educational Drama? -- THE WORKING CONDITIONS FOR EDUCATIONAL DRAMA: PROCESS AND PRODUCT APPROACHES IN PRAXIS.

"MANZANAS Y NARANJAS": A COMPARISON BETWEEN TWO DRAMA-BASED APPROACHES IN TWO DISTINCT SPANISH LANGUAGE AND LITERATURE CLASSROOMS -- THE UNRAVELING OF A PROCESS: THE FRUSTRATIONS AND DEFICITS OF RESISTANT LEARNERS -- THE UNFOLDING OF A TEXT: THE INTERPRETATION AND PERFORMANCE OF A SEVENTEENTH CENTURY SPANISH-LANGUAGE PLAY -- CONCLUSION: A PROCESS OF PRODUCTION -- NOTES -- REFERENCES -- 10 The Educational Potential of Drama for ESL -- INTRODUCTION -- A DRAMA COURSE IN AN INTENSIVE ENGLISH PROGRAM -- USING DRAMA ACTIVITIES TO MEET COURSE OBJECTIVES -- To Integrate Reading, Writing, Listening, and Speaking in English -- To Improve Pronunciation in English -- To Learn about the History and Conventions of Theater in America -- To Read, Discuss, and Understand Plays in English -- To Use Computers and Technology to Enhance Learning -- To Develop Improvisation Skills in English -- To Create a Final Project (A Theatrical Performance) -- CONCLUSION -- APPENDIX A: THE ROMANCERS, BEFORE AND AFTER -- REFERENCES -- III Practical Applications: Courses and the Curriculum -- 11 The Arts and the Foreign-/Second-Language Curriculum: An Interdisciplinary Approach to Actively Engage Students in Their Own Learning -- GETTING STARTED WITH INTERDISCIPLINARY WORK -- INTERDISCIPLINARY WORK AT THE UNIVERSITY OF MICHIGAN RESIDENTIAL COLLEGE -- PUTTING STUDENTS' LEARNING CENTER STAGE: THE PROJECTS OF THE U-M RESIDENTIAL COLLEGE DEUTSCHES THEATER (DT) COMPANY -- THE REHEARSAL PROCESS: DEVELOPING AN ENSEMBLE -- THE METHOD -- REFLECTIVE PRACTICE -- DEVELOPING IDEAS FOR THE PRODUCTION -- THE ROLE OF THE INSTRUCTOR -- RESULTS OF THE PROCESS -- SCULPTURING -- MAKING TRANSITIONS -- THE USE OF MASKS -- BUILDING ON INTERDISCIPLINARITY -- IMPROVISATION: EDUCATION FOR THE WHOLE BODY -- CURRICULAR STRUCTURES LEADING TO PERFORMANCE -- A DIFFERENT WAY OF KNOWING.

OTHER WAYS TO COME AT THE WHOLE BODY -- REACHING AND TEACHING ALL STUDENTS -- RESULTS OF INCLUDING THE ARTS -- BRIDGING THE GAP BETWEEN TEACHING AND LEARNING CULTURE -- DIRECTING STUDENTS TO TAKE RESPONSIBILITY FOR THEIR OWN LEARNING -- COOKING WITHOUT A RECIPE: USING WHAT WORKS FOR YOU AND YOUR STUDENTS -- SUMMARY -- NOTES -- REFERENCES -- 12 Performing Brecht: From Theory to Practice -- INTRODUCTION -- PEDAGOGICAL CONSIDERATIONS FOR THE PROJECT -- CHOOSING AN APPROPRIATE PLAY -- ORGANIZATION OF THE PROJECT -- Brecht in the Classroom -- Brecht on Stage -- OUTREACH: PREPARING AND INVOLVING THE AUDIENCE -- Department and Other Schools -- Making the Play Accessible to the Audience -- BUDGETARY CONSIDERATIONS AND FUNDING -- EVALUATION OF THE PROJECT -- REFLECTIONS -- APPENDIX 1: COURSE OUTLINE -- APPENDIX 2: IDEAS ON THEATER IN THE CLASSROOM -- 1. Reader's Theater -- 2. Use Quotes without Providing the Context -- 3. Brief Mimes -- 4. Frozen Images (Standbilder) -- 5. Role Plays -- APPENDIX 3: SELECTED SOURCES FOR CLASSROOM MATERIAL -- Works by Brecht -- Secondary Literature on Brecht -- Selected Sources for Information on the Weimar Republic -- Selected Sources on Charles Lindbergh -- Musical Recording -- Readers Theatre and Drama in the Language Classroom -- Video Material -- NOTES -- REFERENCES -- Magic on Stage: Urfaust and Other Great Plays for Educational Pleasure -- THEATER ACROSS THE DISCIPLINES -- THE PLAY'S THE THING -- SHINING IN THE SPOTLIGHT -- THE TASKS OF THE DIRECTOR(S) -- CASTING: EASY IF YOU KNOW YOUR STUDENTS -- LEARNING THE WORDS, DOING THE MOVES -- THEATER AS CULTURAL EMBASSY -- Index -- About the Contributors.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.