PROJECT NPA. NEURODIDACTICS OF PERFORMING ARTS
The impact of drama teaching on second language acquisitionBy Maria Simona Morosin
Length3h 6m
About this audiobook
This monograph summarises the research conducted for the project NPA, which received funding from the European Union's Horizon 2020 research and innovation program under the Marie Skłodowska-Curie grant agreement N. 660495. It explores the findings from cognitive neuroscience research relevant to the application of drama and performing teaching techniques in education, such as the role of perception and memory, emotions, introspection and embodiment in learning, as well as the development of motivation and aesthetic engagement, to give a neurobiological account of language learning through performative pedagogies. Process drama -a performative methodology- is described to illustrate how multi-sensory learning helps not only the process of language learning, but also creativity, innovation and intercultural communication.
Audiobook details
GenreHealth and Wellness
Length3 hrs 6 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateDec 17, 2018
LanguageEnglish
Table of contents
1MARIA SIMONA MOROSIN
25.2.2. The pre-text
31.4. A role for educational drama in second language ac- quisition
4http://ec.europa.eu/europe2020/index_en.htm
52.1. Introduction
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62.2.2. Long-term memory
72.2.2.1. Explicit memory
82.2.2.2. Imagination
92.2.2.3. Implicit memory
10cognitive functions;
11time.
122.4.2 Motivation
13body temperature, satiation, eliminatory functions, and sexual drive.
14time through experience, socialisation, enculturation and edu-
152.6. Streams of consciousness
162.6.2. Idleness
173.1. Second language learning and performing arts
183.2.1. Motivation
193.2.2. Attention
203.2.3. Perception and Multi-modal learning
213.3. Shared pathways
223.3.1. Emotions
233.3.2. Procedural memory and embodiment
243.3.3. Aesthetic Engagement
25the hippocampus), responsible for processing of space information
26in a scene) and the emotion-evaluation systems in the brain.
272011; Vartanian et al., 2013)
28tions first and foremost at the implicit level of intercorporeality (p. 11).
294.1. Educational drama as performative pedagogy: a brief history of process drama
304.3.1. Metaxis
314.4. Ten process drama conventions and strategies
324.4.8. Hot-seating
334.4.10. Role on the wall
34trigger the mirror neurons region of the brain because we not only
354.4.10. Role on the wall
36“Buongiorno”, the short film by Melo Prino: https://www.youtube.com/watch? v=OBj-ljxoHo
375.1.3. Exploration of space
385.2.2. The pre-text
395.2.4. Narration
405.3. The experiential part
415.3.4. The rumor mill, the 3D card and creative writing
425.4. The reflective phase
436.1. A cognitive perspective on process drama: a summa- ry
446.2. Drama for inclusion
456.3. Future research
46Appendix A : Second Language Learning in the brain
47Appendix B: Regions of the brain
48Changeux, J. (2016) Neuroscienze della bellezza, Roma, Carocci
49Dehaene, S. (2018) Cervello e coscienza, Castelvecchi, Roma
50Freire, P. (1970) Pedagogy of the Oppressed, NY, Seabury Press
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