Processing the Covid-19 pandemic in German as a foreign language
DOI:
https://doi.org/10.33178/scenario.17.2.6Keywords:
Drama pedagogy, Drama in education, Pandemic, Psychodrama, German as a foreign language, TeachingAbstract
The isolation caused by the pandemic has affected students all over the world. It is not only teaching and interaction between students that has suffered, but also the mental health. Movement-oriented teaching is a good way to alleviate mental stress. And movement-oriented teaching also has a beneficial effect on learning. Under the conditions of online teaching, this was a difficult task to achieve. As part of the project "Ich fühle - du fühlst - wir fühlen", which was carried out at the University of Porto in the winter semester of 2021, the aim was to come to terms with this intense time using the tools of drama pedagogy and aspects of psychodrama. As it turns out, even with relatively little knowledge of the foreign language German at A2 level, it is possible to talk about difficult, sometimes very personal topics.
References
Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E. & Borges, A. (2020). Teacher’s physical activity and mental health during lockdown due to the COVID-2019 pandemic.Frontiers in Psychology,11, 577886. https://doi.org/10.3389/fpsyg.2020.577886
Bert, F., Lo Moro, G., Corradi, A., Acampora, A., Agodi, A. & Brunelli, L. (2020). Prevalence of depressive symptoms among Italian medical students: the multicentre cross-sectional “PRIMES” study. PLoS One, 15(4), 1-9. https://doi.org/10.1371/journal.pone.0231845
Betz, A., Schuttkowski, C., Stark, L. & Wilms, A. (Hrsg.) (2016). Sprache durch Dramapädagogik handelnd erfahren. Ansätze für den Sprachunterricht. Schneider Verlag Hohengehren.
Demmin, D., Silverstein, S.M. & Shors, T.J. (2022). Mental and Physical (MAP) Training with meditation and aerobic exercise during the COVID-19 pandemic reduces stress and improves well-being in teachers. Frontiers in Human Neuroscience, 16, 847301. https://doi.org/10.3389/fnhum.2022.847301
Dominguez Sapien, N. (2019). Macht kein (Psycho-)Drama draus! Dramapädagogik, Psychodrama, Psychodramaturgie: Versuch einer Begriffsklärung. In Giebert, S. & Göksel, E. (Hrsg.), Dramapädagogik-Tage 2018/Drama in education days 2018 – Conference proceedings of the 4th annual conference on performative language teaching and learning (S. 23-31). https://dramapaedagogik.de/wp-content/uploads/Proceedings2018/final.pdf
Even, S. (2003). Drama Grammatik. Dramapädagogische Ansätze für den Grammatikunterricht Deutsch als Fremdsprache. Iudicium.
Gogoll, A. & Gerlach, E. (2020). Bewegung, Sport und Lernen - zwischen pädagogischem Wunsch und empirischer Wirklichkeit. In I. van Ackeren, H. Bremer, F. Kessl, H. Koller, N. Pfaff, C. Rotter, D. Klein & U. Salaschek, U. (Hrsg.), Bewegungen. Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (S. 463-475). Verlag Barbara Budrich.
Hille, K., Vogt, K., Fritz, M. & Sambanis, M. (2010). Szenisches Lernen im Fremdsprachenunterricht: die Evaluation eines Schulversuchs. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 5(3), 337-350. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-354681
Huizinga, J. (1961). Homo ludens. Vom Ursprung der Kultur im Spiel. Rowohlt.
Jimenez-Pavón D., Carbonell-Baeza A. & Lavie CJ. (2020). Physical exercise as therapy to fight against the mental and physical consequences of COVID-19 quarantine: Special focus in older people. Progress in Cardiovascular Diseases, 63(3), 386-388. https://doi.org/10.1016/j.pcad.2020.03.009
Kulovics, N. & Terler, K. (2014). Herzstück: Performatives Lehren und Lernen am Beispiel eines Gemeinschaftsprojekts im universitären DaF-Bereich oder frei nach Schiller: Von der performativen Erziehung des Menschen. Scenario, 8(2), 89-96. https://doi.org/10.33178/scenario.8.2.8
Lavie, CJ., Ozemek, C., Carbone, S., Katzmarzyk, P. & Blair, S. (2019). Sedentary behavior, exercise, and cardiovascular health. Circulation Research, 124(5), 799-815. https://doi.org/10.1161/CIRCRESAHA.118.312669
Mattioli A., Sciomer S., Cocchi C., Maffei S. & Gallina S. (2020). Quarantine during COVID-19 outbreak: Changes in diet and physical activity increase the risk of cardiovascular disease. Nutrition, Metabolism and Cardiovascular Diseases, 30(9), 1409-1417. https://doi.org/10.1016/j.numecd.2020.05.020
Marschall, B. (2022). Von den kreativen Künstlersubjekten Jakob Levy Moreno und Joseph Beuys zum Kreativsubjekt in den Gegenwartsgesellschaften. Zeitschrift für Psychodrama und Soziometrie, 21, 293-303. https://doi.org/10.1007/s11620-022-00684-7
Maugeri, G., Castrogiovanni, P., Battaglia, G., Pippi, R, D’Agata, V. & Palma, A. (2020). The impact of physical activity on psychological health during Covid-19 pandemic in Italy. Heliyon. 6(6), E04315. https://doi.org/10.1016/j.heliyon.2020.e04315
Moreno, J. (1914). Einladung zu einer Begegnung. Anzengruber Verlag
Moreno, J. (1959/1997). Gruppenpsychotherapie und Psychodrama. Einleitung in Theorie und Praxis (5. unveränd. Auflage). Thieme.
Müller, H. (1983). Herzstück. Rotbuch Verlag.
Ozamiz-Etxebarria, N., Dosil-Santamaria, M., Picaza-Gorrochategui, M. & Idoiaga-Mondragon, N. (2020). Stress, anxiety, and depression levels in the initial stage of the COVID-19 outbreak in a population sample in the northern Spain. Cadernos de Saude Publica, 36(4). https://doi.org/10.1590/0102-311X00054020
Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N. & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: the challenge of returning to face-to-face teaching.Frontiers in Psychologie,11, 620718. https://doi.org/10.3389/fpsyg.2020.620718
Pontifex, M., Hillman, C., Fernhall, B., Thompson, K. & Valentini, T. (2009). The effect of acute aerobic and resistance exercise on working memory. Medicine & Science in Sports & Exercise, 41(4), 927-934. https://doi.org/10.1249/mss.0b013e3181907d69
Ramírez-Esparza, N., Gosling, S. D., Benet-Martínez, V., Potter, J. P. & Pennebaker, J. W. (2006). Do bilinguals have two personalities? A special case of cultural frame switching. Journal of research in personality, 40(2), 99-120. https://doi.org/10.1016/j.jrp.2004.09.001
Sambanis, M. & Walter, M. (2019). In Motion. Theaterimpulse zum Sprachenlernen. Cornelsen.
Schewe, M. (1993): Fremdsprache inszenieren. Zur Fundierung einer dramapädagogischen Lehr- und Lernpraxis. Zentrum für Pädagogische Berufspraxis Carl-von-Ossietzky Universität Oldenburg. https://cora.ucc.ie/handle/10468/561
Schewe, M. (2017). Dramapädagogik. In Surkamp, C. (Hrsg.), Metzler Lexikon Fremdsprachendidaktik. Ansätze – Methoden – Grundbegriffe (2. Aufl., S. 49-51). Metzler.
Shors, T. J. (2010). Sein oder nicht sein im Gehirn. Spektrum der Wissenschaft, 8.
Stromsted, T. (2009). Authentic Movement: A dance with the divine. Body Movement and Dance in Psychotherapy Movement and Dance in Psychotherapy, 4(3), 201-213. https://doi.org/10.1080/17432970902913942
Tomporowski, P., McCullick, B., Pendleton, D. & Pesce, C. (2015). Exercise and children's cognition: The role of exercise characteristics and a place for metacognition. Journal of Sport and Health Science. 4(1), 47-55. https://doi.org/10.1016/j.jshs.2014.09.003
Villani, L., Pastorino, R., Molinari, E.et al.(2021). Impact of the COVID-19 pandemic on psychological well-being of students in an Italian university: a web-based cross-sectional survey.Global Health,17,39. https://doi.org/10.1186/s12992-021-00680-w
Wildt, B. (2014). Drama in higher education. Zur didaktischen Gestaltung und Reflexion von Lehren und Lernen in der Hochschule. In E. Hildebrandt, M. Peschel & M. Weißhaupt (Hrsg.), Lernen zwischen freiem und instruiertem Tätigsein (S. 188-212). Verlag Julius Klinkhardt.
Zimmer, R. (2019). Handbuch Sprache und Bewegung. Herder.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Philip Bracker
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
