Learning for a new society: the <i>Lehrstück</i>

Mueller, Roswitha; Thomson, Peter; Sacks, Glendyr

doi:10.1017/ccol0521414466.006

Cited by 20 publications

(4 citation statements)

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“…the teaching of dialectics as a method of thinking." 68 The public discussions held after the first performance of Die Massnahme, and Brecht's later assertion that it was not intended for public performance at all, are consistent with Steinweg's conception of this and other Lehrstücke as deliberately inconclusive intellectual provocations, the challenge of which is likely to be lost if presented in the manner of traditional theater.…”

Section: Die Massnahme and De Maatregelmentioning

confidence: 68%

Louis Andriessen, Hanns Eisler, and the Lehrstück

Adlington

2004

Journal of Musicology

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Section: Die Massnahme and De Maatregelmentioning

confidence: 68%

Louis Andriessen, Hanns Eisler, and the Lehrstück

Adlington

2004

Journal of Musicology

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“…This demonstrates that in creating a radical theory and practice of theatre, Brecht saw pedagogic and aesthetic intentions as relational, in the same vein that Heathcote and Bolton later describe the intentions in their work. Mueller (2006) argues that significant misinterpretation of Brecht's intentions with the Lehrstücke stems from a confusion as to the relationship between Marxist theory and Brecht's work, a position also explored by Silberman et al (2014). Reiner…”

Section: The Influence Of Brecht On Die As An Agent Of Changementioning

confidence: 99%

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

Woodhouse

2019

Scenario

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On the morning of 1st March 2019 a group of 22 people representing 5 different countries (Austria, Germany, Ireland, Switzerland, & the U.K.), gathered in the lively surroundings of the Creative Zone in Boole Library, University College Cork, with the express aim of developing a deeper understanding of the discipline-specific knowledge bases, ideas, and operational concepts associated with Performative Arts and Pedagogy. Through a range of working methods including discussion, group work, guest lecture and workshop the conference facilitated a systematic interdisciplinary and intercultural exchange working towards an increased awareness of (culture-)specific concepts and associated terminologies. Over the course of the 2 days these activities led to an heightened appreciation of variants, differences and similarities and paved the way towards the development of transcultural performative practices. This conference is a result of a number of meetings, initiated by the Bundesarbeitsgemeinschaft Spiel & Theater e.V., which took place in Berlin focusing on the need to engage with historical, current and future developments in the broad area of ‘Performative Arts and Pedagogy’. Also a panel discussion entitled ‘What Exactly is an Apple Pie?’ as part of the 4th Scenario Forum Symposium ‘Towards a Teaching, Learning, and Research Culture’ further highlighted the range ...

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“…However, to achieve authenticity and liberation, professionals must be prepared to feel comfortable with allowing the power imbalances which often exist between adult-child to be re-addressed, and the child's views to be a starting point for exploration. Lacis (1973in Mueller, 2006 worked with children to enable them to share, explore and re-define their experiences of Soviet Russia. These experiments highlighted how it was both important and possible for children to explore their own histories through means appropriate to their development so that they were able to define their own process of learning:…”

Section: Introductionmentioning

confidence: 99%

Introducing Forum Theatre to elicit and advocate children’s views

Hammond

2013

Educational Psychology in Practice

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Eliciting and advocating the voice of the child remains at the heart of international political agenda and also remains a central role for educational psychologists (EPs). Previous research indicates that EPs tend to use language-based methods for eliciting and advocating views of children. However, these approaches are often limited. Taking a case study approach this paper aims to explain how the use of Forum Theatre offers EPs a legitimate way of eliciting and advocating the views of children. The study worked with seven Year Six children to create a Forum Theatre Performance which was performed in front of the whole school (spect-actors). Focus groups were held with teachers (n = 3) and children (n = 6) from within the school. This study uses a semantic deductive thematic analysis to explain underlying emancipatory processes within the context of a small rural primary school. The results of this study support previous literature demonstrating that Forum Theatre has a wealth of emancipatory processes which might optimise the approach being used to elicit and advocate for the voice of the child. Practical applications and limitations are discussed with some suggestions for further research

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Learning for a new society: the Lehrstück

Cited by 20 publications

References 0 publications

Louis Andriessen, Hanns Eisler, and the Lehrstück

Louis Andriessen, Hanns Eisler, and the Lehrstück

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

Introducing Forum Theatre to elicit and advocate children’s views

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