1. Intercultural learning through drama
Week 4
NJ Kang

3. Intercultural conversation
An opportunity for a sharing of multiple perspectives, for engaging in intercultural dialogue
Inviting a shifting of paradigms that signal an embodied understanding that opens new possible conversations
Why? Because we are all from different _______________.

4. Successful language learning
Requires an embodied understanding by the learner of the context, land, history, cultural, social, and political environments experienced by first-language speakers.

5. Drama class
Can be a performative space in which a creative interaction can be done where participants negotiate multiple possibilities of action and, through shared participation and reflection, learn from each other both within and outside the drama.

6. Intercultural text
Written or spoken or played into shared memory and presence.

7. Transformation Trans: change from a to b Formation: forming of a
Transformation: Changing form of a to a form of b.
In Drama, transformation is: changing my perspectivies and cognition on this world could be changed.
Opportunities for intercultural learning through drama are as multiple as the cultural, social, economic, communal and personal experiences, perspectives, and imaginations of the participants at play.

8. Intercultural responsibility
Cultural sensitivity, authenticity, and respect play against the precarious benefit of exploring native issues through drama.
Responsibility on understanding and recognizing sensitive issues around intercultural recognition

9. Intercultural Recognition
Understanding and sensitive on other cultures and how they are different, similar to our own cultures and how these differences can be recognized and accepted.

10. Performative Inquiry
Within the possible imaginary worlds of performative inquiry, the classroom becomes a site of questioning and reimagining, a playing with language, choices of action, and possibility.
Learning can be done through performance
Is based on a theory of learning that recognizes that learning is realized through performance.

11. Performative inquiry
Is a research methodology and mode of learning that invites students to explore imaginary worlds within which space-moments of interstanding and intercultural recognitions are possible.
It explores creative actions and interactions realized through performance.
It recognizes performance as an action-site of learning, thereby opening up opportunities for research and teaching investigations.
The exploration of a topic or issue through performance.

12. Intertextual learning
Intertextual conversations:
Inter : between
Textual: using text, written language
Shared written conversations within imaginary worlds created by participants
Through their embodied play in role and in the reflection following the role drama, the teacher and her students may gain insight into the causes and effects of bullying and may be encouraged to actively address the problem of bullying in their own lives

13. Interstanding?

14. 1/12/2019

15. Homework Summary of definitions (individual)
Group based Creative role-play writing using one still picture,
Explain, what happens before the picture or/and after the picture. Explain Why it happens in a way you imagined using cultural sensitivity of the time when the picture was drawn.
What would had happened if the picture was drawn in the current period?
You have to present this using ppt.
Each group has 10 minutes.
Reading for the next Wednesday, 9th of April. Is chapter 3 of Body and language.