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ERIC Number: EJ919771
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1740-4622
Burke Bingo: Using Active Learning to Introduce Dramatism
Krueger, Ben
Communication Teacher, v25 n2 p81-85 2011
Kenneth Burke is typically regarded as the single most significant figure in 20th-century rhetorical studies. Undergraduate textbooks in rhetorical criticism, rhetorical theory, and communication theory typically include coverage of Burke's theory of dramatism. In this article, the author describes a classroom activity dubbed "Burke Bingo" that uses active learning strategies to introduce students to the vocabulary of dramatism. Through this approach, students are encouraged to grapple with the material on a deeper level and leave the classroom with a more complex understanding of Burke. "Burke Bingo" provides students with the vocabulary necessary to participate in meaningful discussions about the application of Burkean terminology to rhetorical artifacts such as speeches, music, films, or other symbolic activities. Engaging students through the "Burke Bingo" format is advantageous for four reasons: (1) "Burke Bingo" actively involves students in the acquisition of unfamiliar vocabulary terms; (2) Since students work in pairs, "Burke Bingo" allows for collaboration. Students have the opportunity to correct each other's misunderstandings or knowledge gaps; (3) "Burke Bingo" encourages students to learn dramatistic vocabulary in a low-stakes environment; and (4) Students leave the class with a better mastery of dramatistic vocabulary than they would through a traditional lecture. A list of references and suggested readings is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A