14th Annual Congress of Applied Drama - GLOBAL EDUCATION: TEACHING BODY, SOUL AND MIND

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galeri Speakers


“In our hands! Teachers as materials designers”

Never before have resources for the teaching of English been easier to find, as the publishing industry and the internet offer a broad range of choices, both graded and authentic. What criteria shall we apply to select materials which are not only entertaining but effective to develop twenty first century skills? How can we make sure the resources we use empower our students to learn about other cultures and express their own meanings in English? Let’s explore options together.

by Claudia Ferradas

Complementary material: “In our hands! - Handout” click de descarga aqui

“Redes sociales : Ser docente en tiempos de Snapchat”

El mundo actual se reorganiza en dos categorías: lo digital y lo físico. Esto tiene un fuerte impacto en la vida de los jóvenes, en sus vínculos y sus miradas de la realidad. La búsqueda del éxito y la popularidad, la necesidad de ser visto y “likeado” conducen a una sobreexposición de la vida pública y privada al mismo tiempo que “distrae” (cambia el foco de atención, “atrae” otra cosa) a niños y adolescentes.
Los riesgos en el mundo digital son muchos y variados, cambian, se transforman, nos obligan a actualizarnos a un ritmo, a veces, difícil de seguir. Ciberlenguajes, fuegos encendidos, rankings de amigos….alianzas y ninguneos en la red. Nuevas preocupaciones juveniles que nos convocan y exigen respuestas claras y creativas.
En el presente trabajo abordaré las dificultades de “armar clase” en un mundo que invita a la dispersión, un mundo en el que nos sentimos más motivados por lo que sucede en las pantallas que por lo que sucede en el mundo físico, aquí y ahora. Cabe destacar que las situaciones vividas en el mundo digital repercuten permanentemente en el mundo “real”. Emociones, conflictos, deseos y confusiones planteadas en el terreno de las pantallas aparecen en el aula, los chicos las “traen puestas” siendo imposible dejarlas afuera. Ellos (¿y nosotros?) continúan conectados aunque no usen “in situ” su celular.
Riesgos, usos y abusos, superposición de mensajes, comunicación enredada más que en red, exponen también a docentes y directivos a confusiones y conflictos con las familias. Se generan espacios nuevos y necesitamos recorrerlos Redes, aplicaciones, mensajes e imágenes a toda hora nos plantean desafíos que no podemos postergar.
Es entre todos que podremos construir redes que nos sostengan y no telarañas que nos atrapen.
Quisiera en este encuentro dar a cada concepto su dimensión justa, compartir experiencias cotidianas y dar la palabra a los asistentes para debatir y pensar juntos. Utilizaré como soporte material audiovisual.
Lic. María Zysman

by María Zysman

“Beyond Clickerati Kids: Searching for your Compass Points”

In the past decades, terms such as Digital Natives (Prensky, 2001), Generation Y (Strauss & Howe, 2000), Multimedia Generation (Murdowicz, 2008) and Clickerati Kids (Hale, 2003) have become part of our daily language. As a result, we try to adapt and modernize our teaching practices to our twenty-first century learner's profile. In this search for bridging the gap, many of us believe in the need of entertaining students in order to call their attention and find in digital games, interactive activities and augmented reality a possible solution. What’s more, sometimes we push their integration without making informed decisions. Screen time, uses and misuses of mobile devices and selection of apps and web tools are some of our concerns when integrating technology.

In this talk, we will move beyond the concept of Clickerati Kids, explore the various sides of gamifying our lessons and try to find our compass points by answering these questions: What is exciting and worrisome about engaging kids with technology? What else do we need to know about integrating technology in the language classroom? What suggestions can we make to move forward?

by María Laura García

“Knowledge and entertainment: what a beautiful combination”

I strongly believe it is paramount to have fun while learning. Using authentic material “just because” may result in an overchallenging bore for the students. But if it is combined with authentic tasks that carry meaning all along, students will engage in activities that present them with a challenge within their reach. Then, fun should/will be a vital element in the learning process to actively get students to learn… for life!

by Gustavo González

Postmodern Alter(ed)native Texts: Creativity, Visual Arts and Literature.

Using literature for language learning provides an enriching opportunity to introduce students to a whole new culture. Alter(ed)native texts, which are hybrid products of the arbitrary juxtaposition or so called mash-up practice of intertwining art and writing within the same literary space, can serve as an interesting trigger to explore the current postmodern, participatory culture our students are born into nowadays. Taking as an essential premise that reading is a creative process and that reading and writing are two sides of the same coin, the purpose of this workshop is to engage in a hands-on analysis of alter(ed)native texts, both in print and electronic form, to create heightened interest and exploit the full potential of the texts by means of intervening in them.

by Florencia Borrello

Lights, camera, action! A balanced approach to film use in ELT

We have certainly come a long way from those days in which having audio tapes in the ELT classroom was a luxury. Technology has flooded our lives with sounds and images and huge amounts of information, and we depend more and more on screens to achieve innumerable goals. Today’s students, in turn, demand that we welcome screens into the classroom, and we are faced with the challenge of adaptation. Will we play the role of analogue Calibans subdued, manacled and colonised by a digital Prospero? Or will we take control and get technology to serve our purposes?

This presentation will focus on film as an art form and an entertainment medium that can and should be brought into the classroom. How are we to exploit and do justice to this rich cultural product? Film has been available in different portable formats for a very long time now, and many teachers have given it a try in their classrooms. However, the pendulum has swung between setting tedious comprehension and language tasks and showing film for mere entertainment or illustration purposes as in the case of ‘the film of the book’. Is there a happy medium? Is it possible to channel entertainment media for language learning by balancing learning and enjoyment? I invite you to join me in this thought-provoking exploration involving work on different film scenes.

by Carlos Reynoso

Story Sacks, why not? - Drama based activities, games, grammar and more!

This talk will offer teachers the chance to play , explore drama techniques as well as storytelling in the classroom and get a more attractive and pleasant  teaching  Thus, it will empower the creative and imaginative capacity they have in all the teaching areas that imply different dimensions of the learning process: the social, the physical, the cognitive and the affective development engaging the teacher from his/her inner passionate side. It will give them the chance to find themselves interacting as if in the classroom and taking tips to plan their classes effectively and affectively. Have a fresh start, have a new start, have a great time!

by Silvia Montimurro y Marta Andrea Blawdziewizc de Caillon

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Ciudad de Buenos Aires, Argentina.

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