Volume XIII, Issue 2 (2019)

DOI: https://doi.org/10.33178/scenario.13.2
Published: 2019-07-01

Full Issue

Foreword

  • Foreword – Vorwort

    i-v
    DOI: https://doi.org/10.33178/scenario.13.2.0

Reports

  • Performative Arts & Pedagogy: A German Perspective

    Ulrike Hentschel, Ole Hruschka, Friedhelm Roth-Lange, Florian Vaßen
    1-9
    DOI: https://doi.org/10.33178/scenario.13.2.1

  • Performative Arts & Pedagogy: A British Perspective

    Meretta Elliott, Mike Fleming, Katja Frimberger
    10-22
    DOI: https://doi.org/10.33178/scenario.13.2.2

  • Performative Arts & Pedagogy: An Irish Perspective

    Annie Ó Breacháin, Róisín O'Gorman, Erika Piazzoli, Manfred Schewe, Fionn Woodhouse
    23-43
    DOI: https://doi.org/10.33178/scenario.13.2.3

  • Performing Arts & Pedagogy: An Austrian Perspective

    Ulrike Hatzer, Dagmar Höfferer, Julia Köhler, Sieglinde Roth, Michael Wrentschur
    44-58
    DOI: https://doi.org/10.33178/scenario.13.2.4

  • Performative Arts & Pedagogy: A Swiss Perspective

    Mira Sack, Andreas Bürgisser, Georges Pfruender
    59-69
    DOI: https://doi.org/10.33178/scenario.13.2.5

Articles

  • Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy

    Catalina Villanueva, Carmel O'Sullivan
    70-92
    DOI: https://doi.org/10.33178/scenario.13.2.6

  • Experimentelle Studien zu Theaterarbeit und Persönlichkeitsentwicklung: Die aktuelle Befundlage

    Andreas Wirag
    93-108
    DOI: https://doi.org/10.33178/scenario.13.2.7

  • Let Me Hear Your Body Talk: Experiencing the Word for Additional Language Development

    Garret Scally
    109-135
    DOI: https://doi.org/10.33178/scenario.13.2.8

  • Performance for Introverts?

    Silja Weber
    136-153
    DOI: https://doi.org/10.33178/scenario.13.2.9

  • Drama Activities in a French Undergraduate Business School to Manage Speaking Anxiety in English

    Virginie Privas-Bréauté
    154-167
    DOI: https://doi.org/10.33178/scenario.13.2.10

  • Exploring learners’ perceptions towards collaborative work through drama in foreign language learning: A view from a mandatory Italian high-school curriculum

    Simona Floare Bora
    168-183
    DOI: https://doi.org/10.33178/scenario.13.2.11

  • The Seven Point Circle and the Twelve Principles: An evidence-based approach to Italian Lyric Diction Instruction

    Steven A. Leigh
    184-198
    DOI: https://doi.org/10.33178/scenario.13.2.12

Interviews

  • Turning Scientific Data into Physical Art - Sculpture as an aesthetic language

    Adrien Segal
    199-204
    DOI: https://doi.org/10.33178/scenario.13.2.13

About the Authors