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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Drama and critical intercultural language pedagogy Nilson, Jenna. - : Department of German, University College Cork, 2021 BASE Show details 2 The meaning (s) of practice: Puzzling through performative language practice with refugee learners. Piazzoli, Erika; Cullen, Elif Kir. - 2020 BASE Show details 3 ?The only learning I?m going to get?: Students with intellectual disabilities learning a second language through performative pedagogy Piazzoli, Erika; Kubiak, John. - 2019 BASE Show details 4 "It comes from you": agency in adult asylum seekers' language learning through Process Drama Piazzoli, Erika; Dalziel, Fiona. - 2019 BASE Show details 5 ‘The only learning I’m going to get’: Students with intellectual disabilities learning a second language through performative pedagogy Piazzoli, Erika; Kubiak, John. - : Department of German, University College Cork, 2019 BASE Show details 6 Notes on the third Drama in Education Days 2017 Göksel, Eva; Giebert, Stefanie. - : Department of German, University College Cork, 2017 BASE Show details 7 Presenting as performance: Painless practices for presentation in foreign languages Eikel-Pohen, Mona. - : Department of German, University College Cork, 2017 BASE Show details 8 Inhabiting scopus: Navigating modern controversies with performative approaches in a public speaking course Sorensen, Lane. - : Department of German, University College Cork, 2017 Abstract: COLL-P155 is an undergraduate public speaking course in which students give speeches on modern public controversies such as capital punishment, abortion, immigration, etc; in other words, issues for which many might hold a definite – at times inflexible – bias. In order to mitigate such biases, the concept of scopus, moving out of one perspective to inhabit another (Arthos, 2017a: Lecture 11), is situated in the goals of the speech assignments and combined with the theoretical and practical benefits of drama pedagogy as illustrated by Even (2008). Following a description of the speech assignments is a pedagogical reflection of activities that combine scopus and drama pedagogy to get students up and out of their seats in order to act out frames of mind that might embody perspectives drastically different from their own. From encouraging ad-hominem attacks in fictitious arguments about favorite foods to highlight the counterproductive and harmful nature of alienating language, to acting out a Grimm’s fairytale from the villain’s perspective to encourage empathy with an unpopular position, the lessons of open-mindedness and civility emphasized in these performative activities can be transferred to discourse surrounding real-world controversies. URL: http://hdl.handle.net/10468/12677 https://doi.org/10.33178/scenario.11.1.6 BASE Hide details 9 Engagement as Perception-In-Action in Process Drama for Teaching and Learning Italian as a Second Language Piazzoli, Erika. - : EBSCO Publishing, 2014 BASE Show details 10 Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama Piazzoli, Erika; Kennedy, Claire. - : University College Cork, 2014 BASE Show details 11 Drama: Threat or opportunity? Managing the ‘dual affect’ in process drama Piazzoli, Erika; Kennedy, Claire. - : Department of German, University College Cork, 2014 BASE Show details 12 Engage or entertain? The nature of teacher/participant collaboration in process drama for additional language teaching Piazzoli, Erika. - : Department of German, University College Cork, 2012 BASE Show details 13 DIDATTICA PROCESS DRAMA: PRINCIPI DI BASE, ESTETICA E COINVOLGIMENTO Piazzoli, Erika In: ItalianoLinguadue; Vol. 3 No. 1 (2011); 439 ; Italiano LinguaDue; V. 3 N. 1 (2011); 439 ; 2037-3597 (2011) BASE Show details

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