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

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Other information

Type of outcome

Vyžádané přednášky

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

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

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Abstract

V originále

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.

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.