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Cem Balçıkanlı

Gazi University
ELT Department
balcikanli@gazi.edu.tr
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Ä Defining the issue: Common grounds of teaching and art

Ä Defining the use of drama in ELT

Ä Some important studies

Ä Uncharted territories: Discussion

of possible research areas

Ä Concluding remarks
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Ä Eisner (1979) :
"most of those who teach-indeed, even those
who study teaching scientifically - often
regard their own teaching as an artistic
activity" (p. 153).
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Ä re define teaching, identify the models,

strategies, approaches and methods for
teaching.

Ä re even prepare hundreds of µrhat to do

lists¶ and commandments with endless
items«
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THE PEARLS OF ACADEMIC SUGGESTIONS

Ä Use your voice and body language effectively

Eye contact is very important. However, after three

BUT HOr
Ä
seconds, the emotional transfer begins. So watch out!!!

Ä Try to look confident but do not be threatening

Ä Make them feel that you are for but not against them
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Ä oteaching is not like inducing a chemical

reaction; it is much more like painting a
picture«you must realize that it cannot be all
be done by formulas, or you will spoil your
work.´

Eisner (1979, p.8).

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Ä Haycraft noted (1999) oTeaching English

successfully is not just a question of method.
I have observed many classes where
teacher¶s techniques were superb, but where
the students were reluctant to learn «and
the lesson developed like the workings of a
machine, functioning in isolation.´ (p.6).
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Ä As actors do, teachers must evoke, too;

otherwise, the productive educational
interaction can be stifled. (Griggs, 2001)

And when stifled, the lesson may

develop like the workings of a
machine, functioning in isolation.
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Ä Nature of the methodology classes and seminars

( or why is reflective approach popular )

Ä The dynamic nature of the atmosphere in the

classroom

Ä A play with a one player«

Ä Aesthetical aspects of communication

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Ä it is spontaneous and unpredictible

Ä it can be described by aesthetical norms and
criteria when performed effectively.
Ä it cannot be detached from the reactions of
the learners.
Ä it aims at acting out a text!
Ä it appeals to emotions!
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Ä Art is the aesthetical expression of

reality. (Aristotle)
Aesthetic Ź  "

Reality Ź 
"

Expression Ź |

- Art is nothing but a language!

- Just like any other languages, it is for communication.

- It is inductive and indirect; never orders, but suggests.

- Different from languages, it directly appeals to

emotions of the people!

- Performing arts, including drama, is all about creating

atmosphere in which people can create new thinking
dispositions and attitudes!

- In order to observe and create atmosphere, a performer first

observe her/his emotions carefully.
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Ä DRAMA AS A FLT TECHNIQUE

Ä DRAMA AS A TEACHER/TEACHING
SKILL
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Ä oIt is by way of communication that art

becomes the incomparable organ of
instruction, but the way is so remote from
that usually associated with education´

Piaget(1934, p.347).
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Ä Teachers, like actors, attempt to

«
communicate to groups of people in an
audience-like situation, and both the actor
and the teacher employ qualities to
#####))####
enhance communication; both must
come through to the people with whom
they work.
Elliot Eisner (1968,362)
 
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Ä Experts estimate that at least %65 of the

meaning in any social context is conveyed
nonverbally. (Burgoon, Buller and roodwall, 1989)

Ä As for classroom setting, Kellogg and

Lawson (1993) claim that %82 of teachers¶
communication is nonverbal.
 Ä %82 of teachers¶ communication
is nonverbal!
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Ä One hour course of 100 language teachers were recorded on

video.

Ä They watched themselves and gave reflections to Harmer.

Ä Only 8 of them were aware of their nonverbal communication.

Ä The reflection of the rest

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Ä Ivie, Flora and Short (2001) carried out a research on the

definition of the teaching by asking teachers to make a choice
among 8 quotation of prominent scholars.

Ä Four of the quotations expressed the view that teaching is a

science. The other four quotations asserted that teaching is an
art.

Ä 287 teachers expected to choose the definition best describes

the teaching.
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Ä Stanislawski ± The Acting Method

Ä Remains theoretical«

Ä More µrhat to do lists«¶

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Ä TESOL practitioners are, as individuals in the

particular circumstances of their own classrooms,
acting as artists in the exercise of their craft. They
are not scientists seeking to eliminate variety in the
interests of establishing generalities. They are not
technologists seeking to exploit the findings of
science by manipulation. As artists, they react to
variety and give shape and meaning to it, and they
do so by reference to the principles of their craft.
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Syllabus = PLAY SCRIPT

Teacher = ACTOR & ACTRESS



Ä Can we lead language teachers to an awareness on

nonverbal communication

Ä Are teachers systematically taught on the nature and

dynamics of nonverbal communication

Ä Do the current syllabuses of ELT Departments help the

teacher trainees develop awareness and skills on
encoding and decoding the right nonverbal messages
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Ä rhat are the ways in which teaching is like the

arts

Ä How can schools of education reorganize teacher

education along artistic lines

Ä Is the current picture of the teaching literature

shaped by the nature of the current understanding
of the research methods and conventions, or just
the contemporary stance of the scholars
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Ä Nature and dynamics of stage synesthesis in classes

± How to create the right atmosphere and
observe & manipulate the existing one

Ä Identifying some certain acting techniques to be

used in ELT classes

Ä Implementing the principles of an acting method to

teacher training to raise self-awareness on
nonverbal communication, atmosphere conducting
and effective use of body language and voice.
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Ä Consciousness in non-verbal communication (as a

teacher) and motivation types and levels of the
students
Ä Consciousness in non-verbal communication (as a
teacher) and teaching para-language of the L2
Ä Effective use of nonverbal communication and
classroom conduct
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Ä How more gets communicated than is said ±
implementing humanistic teaching via some
strategies of nonverbal/nonlinguistic
communication

Ä A research on identification of the universals of

effective nonverbal/nonlinguistic communication
in ELT classes
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Ä re can¶t think of making use of effective

teaching materials, syllabuses and so on without
an effective teacher.

Ä Taking teaching as a performing art may lead us

to do more research on the HOrS so as to
realize the rHATS of teaching.

Ä In order to find out some lists of HOrS, we

need to do some research and then some
adjustments in teacher education.
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