| Title | ΛΟΓΟΤΕΧΝΙΑ, ΤΕΧΝΗ ΚΑΙ ΠΟΛΙΤΙΣΜΟΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ / LITERATURE, ART AND CULTURE IN EDUCATION |
| Code | Λογ6-488 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600014732 |
Programme of Study: 2018-2019
Registered students: 1
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2019 – 2020 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600154624
|
Class Schedule
| Building | Philosophy (new) |
| Floor | Groundfloor |
| Hall | ΑΙΘΟΥΣΑ Η (117) |
| Calendar | Wednesday 16:00 to 18:30 |
Course Category
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600154624
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=10986
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Prerequisites
General Prerequisites
This module is for fourth-year students
Learning Outcomes
COURSE OBJECTIVES
to transfer learning in and through literature and the arts to language learning
to familiarize students with modern experiential pedagogies
to provide students with a set of tools which they will use in their own teaching
to help them design a lesson plan for an EFL class
to inspire students to study literature and language as an opportunity to understand and encourage an even more open and multicultural society
General Competences
- Apply knowledge in practice
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in an international context
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
COURSE DESCRIPTION
This workshop will focus on how literature, the arts, and cultural practices can be used as pedagogical tools employed in the educational process, and more specifically in the teaching of English as a foreign language (EFL). Literature, culture, and language will be considered not as isolated fields, but as naturally intertwined and engaged in an ongoing dialogue. Informed by modern theories of language as hybrid and dynamic and involved in a process of constant (re)construction, as well as poststructuralist approaches to literature and the arts that question their hegemonic nature, we will experiment on experiential and learner-centered educational methods that consider the cultural and personal background of students as a pivotal factor in the teaching process. Each week students will be called to engage actively in a number of creative activities, games, and improvisations related with the use of poetry, drama, fiction, film, etc. in the EFL classroom. There will also be 2-3 visits to schools during which students will have the opportunity to practice with young learners, while in the last three weeks of classes students will devise their own lesson plans and implement them through microteaching to their co-students.
Keywords
experiential learning, learner-centered educational methods, literature, arts, culture, EFL, microteaching, postructuralism
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Interactive excersises
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Seminars | 10 | 0.4 | ✓ | ||
| Laboratory Work | 64 | 2.6 | ✓ | ||
| Artistic Workshop | 20 | 0.8 | ✓ | ||
| Field trips and participation in conferences / seminars / activities | 6 | 0.2 | |||
| Written assigments | 10 | 0.4 | ✓ | ||
| Artistic creation | 40 | 1.6 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
ASSESSMENT
Class attendance as well as active participation in class activities and group work are prerequisites for this workshop. Please note that students who are absent in more than 2 classes will be automatically deleted. As there will be no final exam, assessment will depend on in-class participation, reflective paragraphs after each workshop, one microteaching, and a written report on the microteaching (approx. 2,000 words).
Each responsibility will count as follows:
In-class participation and group work: 30%
Microteaching: 30%
Reflective paragraphs and final report relating to the lesson plan: 40%
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Additional bibliography for study
BIBLIOGRAPHY
Abbot, H. Porter. The Cambridge Introduction to Narrative. 2nd edition. Cambridge UP, 2008.
Armstrong, Thomas, and Association for Supervision and Curriculum Development. Multiple Intelligences in the Classroom. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, 2000.
Attridge, Derek. The Work of Literature. Oxford: Oxford University Press, 2015.
Barnet, Sylvan, Burto William, and William E. Cain, eds. An Introduction to Literature: Fiction, Poetry, Drama. 13th ed. New York: Pearson Longman, 2004.
Berman, Michael. Multiple Intelligences Road to an ELT Classroom. Crown House Publishing.
Brady, Martha and Gleason, Patsy T. Artstarts: Drama, Music, Movement, Puppetry, and Storytelling Activities/Grades K6. Teacher Ideas Press, 1994.
Bloomfield, Anne and Childs, John. Teaching Integrated Arts in the Primary School: Dance, Drama, Music and the Visual Arts. David Fulton Publishers, 2000.
Bracher, M. Radical Pedagogy: Identity, Generativity and Social Transformation. New York: Palgrave Macmillan, 2006.
Barker, Clive. Theatre Games.
Cassidy, Marsha. The Art of Storytelling: Creative Ideas for Preparation and Performance. Meriwether Publishing, 1994.
Boal, Augusto. Games for Actors and NonActors.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
Gardner, Howard, and Getty Center for Education in the Arts. Art Education and Human Development. Los Angeles, CA: Getty Center for Education in the Arts, 1990.
Goldberg, Merryl. Arts and Learning: An Integrated Approach to Teaching and Learning in Multicultural and Multilingual Settings.
Hall, Geoff. Literature in Language Education. Palgrave Macmillan, 2005
Heathcote, Dorothy and Gavin Bolton. Drama for Learning: Dorothy Heathcote's Mantle of the Expert Approach to Education.
Johnstone, Keith. Impro.
Klarer, Mario. An Introduction to Literary Studies. London: Routledge, 2011.
Moore, Alex. Teaching and Learning, Pedagogy, Curriculum and Culture. London and New York: Routledge, 2012.
Scholes, Robert. Elements of Fiction: An Anthology. Oxford University Press, 1981.
Small, Helen. The Value of the Humanities. Oxford: Oxford University Press, 2013.
Stein, Pippa. Multimodal Pedagogies in Diverse Classrooms. London and New York: Routledge, 2008.
Waugh, P. Literary Theory and Criticism: An Oxford Guide. Oxford UP, 2006.
Wingard, Joel. Literature: Reading and Responding to Fiction, Poetry, Drama, and to the Essay. New York: Harper Collins College Publishers, 1996.
Bennett, Neville. Teaching through Play: Teachers' Thinking and Classroom Practice. LB1139.35.P37B46 1997
Boal, Augusto. Games for actors and non-actors. PN2061.B49413 2002
Booth, David W. and Kathleen Gallagher. How theatre educates: convergences and counterpoints with artists, scholars and advocates. PN2049.H65 2003
Dodd, Nigel [ed.]; Hickson, Winifred. Drama and theatre in education. PN3171.D68
Dougill, John. Drama activities for language learning . PE1128.A2D68 1987
Erion, Polly. Drama in the classroom: creative activities for teachers, parents & friends
Hamilton, Judith. Drama in the languages classroom. P51.H36 1993
Hornbrook, David. Education and dramatic art. PN3171.H67 1998
Kitson, Neil. Drama 7-11: developing primary teaching skills. PN1701.K47 1997
Ladousse, Gillian Porter. Role play. PE1128.A2L32 1987
Maley, Alan. Drama techniques in language learning: a resource book of communication activities for language teachers. PB36.M24 1982
Murphey, Tim. Music & song. PE1128.A2M868 1992
Nicholson, Helen. Teaching drama 11-18. PN1701.T43 2000
Phillips, Sarah. Drama with children. PN3171.P45 1999
Rinvolucri, Mario. Grammar games: cognitive, affective, and drama activities for EFL students. PE1128.A2R52 1984
Scher, Anna. Another 100+ ideas for drama. PN3171.S275 1987
Schewe, Manfred; Shaw, Peter. Towards drama as a method in the foreign language classroom. P53.T68 1993
Whiteson, Valerie Lily. New ways of using drama and literature in language teaching. PE1128.A2N49 1996
Ur, Penny. Five-minute activities: a resource book of short activities. LB1576.U7 1992
Wessels, Charlyn. Drama: Resource books for teachers. PN3171.W47 1987
Last Update
08-02-2020