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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- What Drama Teaching is about
- Communicative Language Teaching through Drama
- Focus on Participants in the Drama Class
- Role of the Teacher
- Students in Drama Teaching
- Final statement
- Bibliography
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay aims to demonstrate the value of integrating drama teaching into the author's teaching philosophy. It highlights the potential of the drama process in achieving foreign language teaching objectives, especially communicative competence, and its compatibility with established teaching methodologies. The author will provide an overview of drama teaching, explore its effectiveness in fostering communicative competence, and discuss the roles of teachers and students in drama-based learning.
- The importance of drama teaching in achieving foreign language teaching objectives.
- The potential of drama teaching to foster communicative competence.
- The role of the teacher in facilitating drama-based learning.
- The importance of student engagement and active participation in drama classes.
- The limitations of traditional teaching methods in achieving communicative competence.
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: The author introduces the essay by sharing a personal experience from their second internship, where they used drama teaching in a 10th-grade class. This experience highlighted the potential of drama teaching and the contrasting perspectives on its effectiveness. The essay aims to explore the benefits of drama teaching and its compatibility with foreign language teaching objectives.
- What Drama Teaching is about: This chapter discusses the essence of drama teaching, emphasizing its process-oriented nature and its focus on student understanding rather than end-products. The author contrasts this approach with the perspective of a substitute teacher who critiqued the students' performance based on accuracy and discipline, demonstrating a misunderstanding of the drama process. The chapter further emphasizes the importance of creating a comfortable learning environment where students can engage in authentic communication to develop fluency and accuracy in the target language.
- Communicative Language Teaching through Drama: This chapter argues that drama teaching is a powerful tool for achieving communicative competence, a key objective in foreign language classrooms. The author highlights how drama activities provide students with opportunities to use language in meaningful contexts, fostering confidence and fluency. The chapter contrasts drama teaching with traditional methods that focus on rote learning and repetition, emphasizing the importance of creating authentic learning environments that resemble real-life communicative situations.
Schlüsselwörter (Keywords)
The primary focus of this text lies in exploring the benefits of incorporating drama teaching into foreign language classrooms. Key terms and concepts include communicative competence, authentic learning environments, process-oriented teaching, student engagement, and the role of the teacher in facilitating drama-based activities. The text aims to challenge traditional teaching methods and demonstrate the value of drama as a tool for achieving foreign language objectives, particularly fluency and confidence in communication.
Frequently Asked Questions
What is drama pedagogy in foreign language teaching?
Drama pedagogy is a process-oriented teaching method that uses drama activities to help students understand language in meaningful contexts rather than focusing solely on end products.
How does drama teaching improve communicative competence?
It provides authentic learning environments where students use the target language in real-life situations, fostering fluency and confidence.
What is the role of the teacher in a drama-based English class?
The teacher acts as a facilitator who creates a comfortable environment, encourages participation, and may take on different roles within the drama process.
Why is student engagement critical in drama teaching?
Because drama teaching is collaborative, student active participation is essential for the learning process and the development of social and linguistic skills.
What are the limitations of traditional language teaching methods?
Traditional methods often focus on rote learning and repetition, which can fail to prepare students for authentic, spontaneous communication in the real world.
- Citar trabajo
- Sarah McCarty (Autor), 2009, Why it is worth the drama, Múnich, GRIN Verlag, https://www.grin.com/document/160925
