A school performance: a teaching tool or real art?
AbstractThe article addresses the question of whether in using a school per- formance as a tool in ELT it is possible to achieve true artistic effects through it. It analyses the problem from the point of view of focusing on the value of the outcome rather than just the process of imple- menting theatre in ELT. The issues are discuss ed according to Brun- er’s criteria (1971) of artistic experience and Wenzel’s conditions (2001) for authenticity in speaking in an ELT classroom. Further- more, the notion of cognitive appeal is put forward as a key feature in achieving a shift in students’ a ttitude towards performing, which may in turn result in achieving a truly artistic effect.
|Other language title versions||Szkolne przedstawienie: narzędzie w nauczaniu czy prawdziwa sztuka?|
|Journal series||Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching, ISSN 1732-1220, e-ISSN 2451-1498, (B 7 pkt)|
|Publication size in sheets||0.68|
|Keywords in English||artistic experience, authentic speaking, automatic speaking, amateur production, cognitive appeal|
|License||Journal (articles only); published final; ; with publication|
|Score|| = 7.0, ArticleFromJournal|
= 7.0, ArticleFromJournal
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