Milli mála - 01.01.2010, Blaðsíða 168
diction, gesture, facial expression and voice. Parole scénique is a
useful tool here because the words and the text are not the students’
and they are not responsible for the meaning or the message; some-
how it hurts less when you correct someone else’s words. The
voice is also important in drama; the audience must hear what you
say and I have often observed students discovering a new energy in
their voice in this process. It is also the moment when the students
decide if they want to have costumes, make-up, music and so on.
Of course, sometimes we have to add some extra sessions, but this
has never been a problem. They want to do well in the performance
and show the audience what they have accomplished; the perform-
ance is the final step, the result of thirteen weeks of creativity and
learning.
I will close this overview of my course Leiklist with some short
comments from my students: “I gained more feeling for the lan -
guage”, “not afraid to talk”, “we received help from one another”,
“they have all the same goal”, “helps to get rid of shyness”, “strong
relationship between the students”, “original way for oral express-
ion and to use one’s knowledge in a different way”, “improving the
pronunciation”, “pleasure in learning”, “responsibility”, “respect”,
“we need a place at the university for this kind of course”.
3. rewriting, rehearsing, and reflecting
This section will discuss the theatre course (Leiklist) that was offer -
ed within the undergraduate programme in german (within the
Department of Foreign Languages) in the spring semester 2009.
The main pedagogical aims34 of the course were to enable stu -
dents35 of the second and third years to achieve a deeper insight
into drama as a literary genre, to develop a critical analysis of the
play’s subject matter, to get an opportunity to actively engage with
the german language, and to gain an understanding of drama as
performance. The assessment (the institutional aim) consisted of a
CrEaTIng SPaCE
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34 For distinction between the pedagogical aims and institutional aims, cf. gerd Bräuer,
“reflecting the Practice of Foreign Language Learning in Portfolios (1)”, p. 3.
35 Due to a great interest from 1st year students, and only a small number of participating 2nd
and 3rd year students, I opened up the course to 1st year students, which worked well.
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