The Lecture-Performance: Implementing performative pedagogy in literature class

Abstract

In recent years the performative has gained importance within the pedagogical field and has opened new perspectives in educational research. Experience has shown that the integration of performative elements in the learning process allow teachers to involve learners emotionally and cognitively. The present paper deals with a learning experience performed with students in the course “German Literature (2nd language)” at the University of Valencia. From the perspective of Performative Pedagogy, students are asked to carry out a research project and then transfer the acquired knowledge to the theatrical format that must be didactic: a Lecture-Performance. This activity highlights the benefits of students' autonomous and cooperative learning, as well as the development of students' performative competence, with which they achieved deeper levels of understanding and improved their retention of what was studied. The teacher evaluation and a questionnaire carried out by the students at the end of the activity confirm the achievement of the initial objectives.