In the Footsteps of Felix & Regula: Exploring a Swiss Myth

DOHNALOVÁ, Šárka and Eva GOKSEL. In the Footsteps of Felix & Regula: Exploring a Swiss Myth. 2019.

Basic information

• Original name: In the Footsteps of Felix & Regula: Exploring a Swiss Myth
• Name (in English): In the Footsteps of Felix & Regula: Exploring a Swiss Myth
• Authors: DOHNALOVÁ, Šárka and Eva GOKSEL.
• Edition: 2019.

Other information

• Type of outcome: Requested lectures
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Organization unit: Faculty of Education
• Keywords (in Czech): procedurální drama, angličtina jako cizí jazyk, complexní technika, legenda, historie
• Keywords in English: process drama, EFL, complex technique, legend, history

Abstract

In this workshop we will explore a Swiss myth about the founding of the “Grossmünster” cathedral in Zurich by means of a process drama. Legend has it, that 2 martyrs captured in Roman Turicum (Zurich) played an important role in the history of two of the city’s important churches. Process Drama is one of the more complex techniques in the Drama in Education repertoire, sometimes involving the absence of a script (O’Neill, 1995), and often involving both teacher-in-role and mantle-of-the-expert work. Process dramas often play out over a longer period of time, with some dramas opening up explorative spaces that can last hours or even days. Thus they provide space for embodied forms of teaching and learning in fictional settings. As Piazzoli reminds us: “embodiment in education relates to a kind of learning experience grounded in the mind, senses, body, imagination, reflection and social sphere” (2018, p. 25). Immersed in a process drama, learners have time to explore the 7 consequences of various actions with a drama and to reflect on the group’s actions and choices.

Abstract (in English)

In this workshop we will explore a Swiss myth about the founding of the “Grossmünster” cathedral in Zurich by means of a process drama. Legend has it, that 2 martyrs captured in Roman Turicum (Zurich) played an important role in the history of two of the city’s important churches. Process Drama is one of the more complex techniques in the Drama in Education repertoire, sometimes involving the absence of a script (O’Neill, 1995), and often involving both teacher-in-role and mantle-of-the-expert work. Process dramas often play out over a longer period of time, with some dramas opening up explorative spaces that can last hours or even days. Thus they provide space for embodied forms of teaching and learning in fictional settings. As Piazzoli reminds us: “embodiment in education relates to a kind of learning experience grounded in the mind, senses, body, imagination, reflection and social sphere” (2018, p. 25). Immersed in a process drama, learners have time to explore the 7 consequences of various actions with a drama and to reflect on the group’s actions and choices.