Platform for participants of the European Bbliodrama advanced trainings

Insights and hints for intercultural Bibliodrama – pedagogical aspects

In summer 2019 this will become a ‘Guide Line’ or ‘Orientierungshilfe’ for intercultural Bbliodrama. You are invited to comment or to add something.

  Crossborder Bibliodrama

European Bibliodrama Advanced Course

Work in Progress

State 01/11/2018 08:13

 

Intercultural Bibliodrama – Pedagogical Aspects

Results of Reflection on intercultural Bibliodrama
of Participants of the European Bibliodrama Training
since 2016

Aims

  • It is challenging and fun at the same time.

 

Benefits for Participants

  • To feel safer in other countries and in international groups.
  • To see the treasure of the European history and cultures; to understand ‘Europe’.
  • Den Austausch zwischen den europäischen Kulturen lässt Europa greifbar und erlebbar warden.
  • The impuls to organize transnational meetings.
  • Identification with the European Bibliodrama movement.

 

Impact on church and society

  • It makes the liturgical traditions more flexible if devotions or prayers are arranged in such a way that all can participate in it.

Impact on Understanding of Bibliodrama (Professionsverständnis)

  • To discover, accept and estimate: There is not the only one kind of Bibliodrama.
    It does not seems helpful to use the term ‘Basic Bibliodrama’.
  • In multilingual groups, playing is more intensive and more attention is paid to body language.
  • The relation to the body in playing creates the connection to the memories and energies present in the body on the one hand and leads to a space beyond the language or confessional boundaries on the other.
  • What about those who don’t really identify themselves with a religious tradition?

Insights and hints for planning

  • It is important and needs more time to give participants the information they need to feel safe in foreign cultures.
  • Nonverbal and preverbal methods and experiences provide a common platform for intercultural cooperation.
  • The spare time between the units and during the meals is very important for the informal learning.
  • Rituals have a special importance in intercultural processes if they fit to everyone.
  • It is helpful to have another one speaking the same languages who can translate or explain.
  • A common language could be a criteria for forming subgroups.
  • It can be beneficial if newcomers and experienced bibliodramatists participate together in a group.
  • Some methods (e.g. dancing) have different acceptance in different cultures
  • The (experienced ?) group is always strong enough to tune the process and the methods.
  • Creative esthetic methods are no surrogate for evaluations of plays in the group.
  • It helps to stay in the process if everyone has the opportunity to speak with another in the mothertongue.

 

Needed personal competences

  • To Cooperate in a cultural mixed team.
  • To take and organize enough / much time for common preparation.
  • Bad simple English

 

The language problem

  • Translation in a workshop (in lectures too?) is disturbing and taking time.
  • We cannot assume that everyone understands the same thing under certain terms such as feedback, sharing, evaluation …

 

 

Anhänge



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