NPA · Neurodidactics of Performing Arts: The Impact of Drama Teaching on Second Language Acquisition
„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“
- Период
- 2015-06-22 → 2018-09-10
- Финансиране от ЕС
- 250 519 €
- Участници
- 2
- Схема
- MSCA-IF-GF
Линиите свързват координатора с партньорите.
Накратко на български
Невродидактиката на сценичните изкуства изследва как техниките от драматизираното обучение помагат при усвояването на чужд език. Това помага да се разбере как мозъкът обработва информацията и как творческите методи подобряват учебния процес.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Neurodidactics of Performing Arts: The Impact of Drama Teaching on Second Language Acquisition
Educational Neuroscience has become an emerging field of research which studies cognitive brain functions and interfaces with the educational environment with the aim of improving teaching and learning.In parallel, "Drama Teaching", a creative drama-based methodology introduced in the 1970s, is now generating interest, especially in Foreign Language Learning. The main objectives of the current project relate to the advancement in the research field of Education, Neuroscience and Performing Arts to develop new possibilities of application of performative pedagogies in interdisciplinary contexts. The present study aimed at answering the questions about the key elements and the main processes involved in the teaching through Performing Arts. The first objective was to study Performing Arts, Drama Teaching and Cognitive and Affective Neuroscience to draw implications useful to the practical application in the educational and social environment, confirming that Drama Teaching is an innovative and creative pedagogy that fosters the integration of cognitive, affective and behavioural aspects of learning. The second objective was to verify through a pilot neuroimaging experiment whether students of foreign language can achieve better results when trained with drama-based techniques. The third objective was the researcher’s career restart and development as leading researcher in Educational Neuroscience and Performing Arts. In the light of the research objectives outlined, the study of Drama Teaching has been successfully conducted by using a process-oriented approach to knowledge-building, and the inter-disciplinary perspective adopted by the study has contributed to the European discussion on innovative, interactive, creative Foreign Language teaching methodologies. It contributes to the multi-disciplinary inquiries of Educational Neuroscience by elaborating a scientifically grounded theory of Drama Teaching and gives educators guidelines for creative and inclusive education in accordance with the principles of the Common European Framework of Reference for Languages.
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
Since the 1990s, Educational Neuroscience has become an emerging field of research which studies cognitive brain functions (thinking, memory, attention, emotions) and interfaces with the educational environment with the aim of improving teaching and learning. Simultaneously, ""Drama Teaching"", a teaching methodology based on performing arts introduced in the 1970s, is now generating interest, especially in Foreign Language Learning. This research project will investigate aspects of cognition involved in the language learning process and it will analyse how Drama Teaching dynamics can impact language learning and proficiency. In order to define Drama Teaching as a methodology which involves the brain-mind-body dimension and fosters development of the learner as a whole person, a cognitive perspective will be adopted in relation to issues of a) embodied cognition, b) role of emotions in learning, c) impact of context and experience on learning d) cross-cultural identity process, development and awareness. Theoretical scientific investigation will be conducted on cognitive aspects relevant to learning, followed by the study and observation of dramatization practices. Development of curriculum and course implementation will follow. Particular attention will be given to the assessment of learning results and proficiency levels, as well as to the cognitive and emotional factors. The inter-disciplinary perspective adopted by this study is aimed at contributing to the debate on creative, interactive Foreign Language Education taking place in Europe and in the world. The scope is to contribute to the multi-disciplinary inquiries of Educational Neuroscience by elaborating a neuroscientifically grounded theory of Drama Teaching which gives educators guidelines to expand the range of teaching possibilities in accordance with the principles of Learning/Teaching of the “Common European Framework of Reference for Languages”. ""
Оригинален текст от CORDIS (на английски).
Участници
Връзки
- Виж в CORDIS
- DOI: 10.3030/660495
- https://arquivo.pt/wayback/20201229191743/https://www.unive.it/data/16033/
Данни: CORDIS, © Европейски съюз