1ST LTT - ACT: ACT Communicate Transcend Project's 1st Learning Teaching Training Activity in Zagreb, Croatia
The ERASMUS+ ACT project is a learning, teaching, and training initiative was taking place in Zagreb, Croatia. It is part of the Erasmus+ KA227 program, specifically the "Act Communicate and Transcend" project with the project number 2020-1-HR01-KA227-SCH-094792. The project aims to promote effective communication skills and transcend cultural boundaries through various activities and strategies.
The project involved a collaborative effort among educators, trainers from different countries, with a focus on enhancing communication skills in a multicultural context. The training component focused on enhancing the professional development of teachers and trainers involved in the project. This included training sessions on drama techniques in language teaching, intercultural communication, and effective assessment strategies. By equipping educators with these skills, the project aims to empower them to create engaging and inclusive learning environments for their students.
In the workshops focusing on drama techniques, participants explored the concept, division, and possibilities of applying various techniques in their teaching practice. The workshops were divided into four main sections, each highlighting different aspects of drama techniques and their relevance to language teaching.
The first section of the workshops introduced drama techniques that are used to set the stage for the desired situation. Participants learnt techniques such as imagining, arranging space, creating sound images, giving titles, using the "hot chair" method (where one person sits in the hot seat and others ask questions), and editing/montage. These techniques helped to establish the context and prepare learners for the dramatic situation they will be enacting.
The second section focused on techniques that facilitate the enactment of the drama. Participants explored guided improvisation, mime, and simultaneous work of small groups in role-playing. These techniques encouraged learners to think on their feet, collaborate with others, and express themselves creatively in the target language. Additionally, the role of the teacher in guiding and supporting the dramatic process were emphasized.
The third section introduced participants to stylized play techniques that involve a distance from reality. Examples of such techniques included still images (where participants freeze in poses to depict specific scenes), improvisation, creating a "day in the life" scenario, acting as reporters, and using thought tracking (voicing characters' thoughts). These techniques encouraged learners to explore different perspectives, experiment with storytelling, and delve into imaginative interpretations of the language being learned.
The final section of the workshops focused on offering a different view of the plot. Participants explored techniques such as presenting different points of view, multiplying characters, drawing analogies, and using time distancing. These techniques challenged learners to think critically, analyze situations from various angles, and consider alternative narratives and interpretations.
Throughout the workshops, participants engaged in hands-on activities, demonstrations, and discussions to deepen their understanding of drama techniques and their application in language teaching. The aim was to equip participants with practical strategies they can integrate into their classrooms to enhance language learning, promote creativity, and foster a dynamic and engaging learning environment.
