In these essays, experienced teachers discuss approaches and methods of presentation that they have found effective in keeping classroom discussions lively.
Author: Robert H. Ray
Publisher: Modern Language Assn of Amer
Now at sixty-four volumes, the MLA's popular Approaches to Teaching World Literature series addresses a broad range of literary texts. Each volume surveys teaching aids and critical material and brings together essays that apply a variety of perspectives to the teaching of the text. In these essays, experienced teachers discuss approaches and methods of presentation that they have found effective in keeping classroom discussions lively.
Shakespeare Quarterly 57 (2006): 1–22. Petronella, Vincent F. “An Eclectic
Critical Approach: Sources, Language, Imagery, Character, and Themes.”
Approaches to Teaching Shakespeare's King Lear, ed. Robert H. Ray. New York:
Author: Vincent F. Petronella
Publisher: Cengage Learning
Each volume of EVANS SHAKESPEARE is edited by a Shakespearean scholar. The pedagogy is designed to help students contextualize Renaissance drama, while providing explanatory notes to the play. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Critical Issues in Teaching Shakespeare Paul Skrebels, Sieta van der Hoeven ...
In ' An Approach to Teaching Shakespeare : King Lear and the New Senior
English Syllabus in New South Wales ' , Derek Peat also takes advantage of a
time of ...
Author: Paul Skrebels
Publisher: Wakefield Press
For All Time? Critical issues in teaching Shakespeare is a conversation about the continued place of Shakespeare in the classroom that explores how current critical theories inform our pedagogy.
Goldberg, Jonathan, 'Shakespeare Writing Matter Again: Objects and Their
Detachments', Shakespeare Studies, 28 (2000), 248-51. Grady, Hugh ...
Approaches to Teaching Shakespeare's 'Romeo and Juliet' (New York, 2000).
Author: Peter Holland
Publisher: Cambridge University Press
Shakespeare Survey is a yearbook of Shakespeare studies and production. Each volume is devoted to a theme, or play, or group of plays; each also contains a section of reviews of criticism and performance. For the first time, numbers 1-50 are being reissued in paperback.
Hirsh , James E . " An Approach through Dramatic Structure " . Approaches to
Teaching Shakespeare ' s King Lear . Ed . Robert H . Ray . Approaches to
Teaching World Literature 12 ( New York : Modem Language Association , 1986 )
, pp .
Author: Sharon A. Beehler
This yearbook contains essays by international scholars which deal with the relationship of Shakespeare and higher education. Topics include teaching Shakespeare in the multicultural classroom; using performance pedagogy; and teaching Shakespeare to foreign language students.
Teaching. of. the. Fool. at. the. Approach. of. the. Storm. As Lear prepares to
leave Albany and Goneril for Cornwall and Regan, the Fool resumes his didactic
fooling with a third round of riddles on the wit of Lear and his past and present
Author: Mark Allen McDonald
Publisher: University Press of America
Although he is considered to be the world's greatest dramatist, Shakespeare seems to have escaped the detection of thinkers on politics and the philosophic tradition of thought on man. Shakespeare's 'King Lear' with 'The Tempest' is Mark McDonald's inquiry into the political philosophy of William Shakespeare through a reading of King Lear with reference to The Tempest. McDonald follows an argument connecting King Lear to the question of natural right and to changes in the orders of the western world at the beginnings of modernity.
In this work, six leading Shakespearean scholar-critics, in a series of clear and elegant lectures delivered to undergraduate English majors, explain distinctive procedures that they and other influential, contemporary critics use for ...
Author: Union College (Schenectady N y )
Publisher: University of Delaware Press
"Today the number and nature of interpretive strategies developed by contemporary theorists for reading Shakespeare's texts may not only delight but also disconcert the scholars, critics, teachers, and students who study them. In this work, six leading Shakespearean scholar-critics, in a series of clear and elegant lectures delivered to undergraduate English majors, explain distinctive procedures that they and other influential, contemporary critics use for interpreting Shakespeare's poems and plays. Workshops, which illustrate with Shakespearean texts the practice of specific methods, follow the lectures." "Helen Vendler (Harvard) guides readers to Shakespeare's poetry by explaining and illustrating how to hear the unexpected and unobtrusive but crucial questions that sonnets pose, and by tracing the increasingly powerful perceptions that precise, informed aesthetic responses to these questions evoke. R. A. Foakes (UCLA) identifies basic cultural issues underlying traditional approaches to teaching Shakespeare's plays, especially the tragedies, and explains how poststructuralist responses to these issues lead to a reevaluation of the "Bard." Leah Marcus (U. Texas, Austin) also explains cultural issues, particularly about the "construct" that has become "Shakespeare," and introduces editorial questions about the actual textual versions offered to students, notably of Hamlet and King Lear. With emphasis on the plays in performance, John Wilders (Oxford, Middlebury) delivers a structure-oriented, acting-centered analysis of Julius Caesar and then directs, in similar fashion, a production of the first scene of A Midsummer Night's Dream. Patricia Parker (Stanford), on the other hand, follows intricate lines of wordplay through a series of deconstructions and reconstructions in The Merry Wives of Windsor and A Midsummer Night's Dream. Bringing the series to a close, Annabel Patterson (Duke) presents an explicitly issue-oriented analysis of editorial, critical, scholarly, dramatic, and cinematic interpretations of Henry V; and she offers a concluding commentary on the workshops of her colleagues."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
This new edition will feature the full text of Shakespeare's tragedy. This series is becoming increasingly popular in schools as English and Drama teachers discover the fabulous teaching and learning qualities of these editions.
Author: Aidan Coleman
Publisher: Insight Publications
Even the most resolutely disengaged students can finally 'discover' and thrill to the rhythms and passions of Shakespeare's plays! Award-winning teachers and Shakespearean scholars have extensively trialled their approach to teaching Shakespeare's plays in the classroom, and this series is the result! The plays in this series are becoming increasingly popular for student resources in schools as English and Drama teachers discover their fabulous teaching and learning qualities. Insight Study Guides are written by experts and cover a range of popular literature, plays and films. Designed to provide insight and an overview about each text for students and teachers, these guides endeavor to develop knowledge and understanding rather than just provide answers and summaries.
Teaching. Feminist. Editorial. Practice. Sarah. Werner. IN. RECENT YEARS, AS
SCHOLARS HAVE BECOME ... essay in the 1986 Modern Language
Association's Approaches to Teaching Shakespeare's King Lear illustrates the
problems that ...
Author: Rebecca Ann Bach
Publisher: Susquehanna University Press
This collection demonstrates the diversity of contemporary feminist scholarship in early modern studies. With an introduction by Jean E. Howard, and essays by Rackin's former students Wendy Wall, Kim F. Hall, Lisa A. Freeman, Will Fisher, Peter Parolin, Sarah Werner, Julie Crawford, Rebecca Ann Bach, and Gwynne Kennedy, and Rackin's long-time colleague, Barbara Hodgdon, the volume covers a range of subjects of interest to early modern scholars and their students. Essays on domesticity, sexuality, masculinity, women writers, pedagogy, and performance push issues central to Rackin's scholarship in significant new directions. The introduction emphasizes Rackin's commitment to feminism in both her scholarship and academic life, as it surveys her important contributions to Shakespeare studies. Several essays consider domesticity as a source of women's empowerment. Peter Parolin compares The Taming of the Shrew, where Kate's "taming" entails her removal from food production, and The Knight of the Burning Pestle, where Nell gains authority from it. Wendy Wall draws connections between early modern women's writing practices and the housewife's task of carving. Kim F. Hall examines English women's involvement in the production and consumption of sugar and in the institutionalization of African slavery. Contrasting the views of Othello's passion held by early modern and eighteenth-century critics, Rebecca Ann Bach traces both the emergence of heterosexual gender norms that situate men as active desiring subjects and women as passive objects and the centrality of race in their formulation. Will Fisher engages historical constructions of sexuality and gender by considering Celia and Rosalind in As You Like It as a homoerotic couple who refigure material practices associated with heterosexual marriage. Lisa A. Freeman and Julie Crawford focus on women writers. Freeman analyzes the paradoxical position of the public female intellectual, thought to possess a masculine mind but weak feminine body, through the strategies the bluestocking Elizabeth Carter adopts to resist and refigure this position. Crawford shows how Mary Wroth connects the sonnet with a lady's closet, as publicly private spaces, to address both a specific and a larger audience in her romance. Focusing on revenge tragedies, Gwynne Kennedy identifies strategies that discredit or minimize the legitimacy of the female character's revenge. Sarah Werner combines feminism, pedagogy, and editorial theory to show how Cordelia can introduce students to the multitext King Lear, the politics of editing, and the construction of gender. Barbara Hodgdon argues for a more expansive and interactive understanding of text, performance, and theory. Rebecca Ann Bach is Professor of English at the University of Alabama-Birmingham. Gwynne Kennedy is Associate Professor of English and Director of the Center for Women's Studies at the University of Wisconsin-Milwaukee.
3 ” using Stewart ' s workshop as their cue in their book Reading Shakespeare in
Performance : King Lear ( 122 - 28 ) . 2 . This is from The Riverside Shakespeare
. As many readers will know , there is an ongoing debate about the nature of ...
Author: Edward L. Rocklin
Publisher: National Council of Teachers
Describes a performance approach to teaching shakespeare's plays in high school and college, using performance activities that include analyzing casting, rehearsing, and performing parts of plays.
"This book follows the recent 'turn to religion' that has been so important to English Studies in the 21st century, and builds on many of the recent biographies of Shakespeare that have explored the playwright's religious views.
Author: Greg Maillet
"This book follows the recent 'turn to religion' that has been so important to English Studies in the 21st century, and builds on many of the recent biographies of Shakespeare that have explored the playwright's religious views. While noticing biography, the focus of this book is upon the onstage action of King Lear, arguing that its 'theodicy' can be understood as the expansion of theological vision.The book makes this argument by drawing on an approach to literature known as 'theological aesthetics,' an approach pioneered by Hans Urs Von Balthasar. Engaging with not only W.R. Elton, but also other Shakespeare scholars such as Jan Kott and Kenneth Muir, it combines theological argument, performance criticism, and dramatic analysis to argue for a theological reading of King Lear."
Included in this book are field-tested and proven methods for assigning daily interpretive readings, leading intriguing seminar discussions, and connecting the play to modern-day poetry and social media platforms, plus many more resources ...
Author: R. Brigham Lampert
Advanced Placement Classroom: King Lear is a user-friendly guide to teaching one of Shakespeare's classic plays. Featuring an abundance of reproducible materials to supplement lesson plans, individualized projects, creative reflections, and a variety of writing prompts, this book helps teachers lead advanced students through one of Shakespeare's most powerful plays. Included in this book are field-tested and proven methods for assigning daily interpretive readings, leading intriguing seminar discussions, and connecting the play to modern-day poetry and social media platforms, plus many more resources for enhancing the study of Shakespeare in Advanced Placement and pre-AP courses.
Here are the books that help teach Shakespeare plays without the teacher constantly needing to explain and define Elizabethan terms, slang, and other ways of expression that are different from our own.
Author: William Shakespeare
Publisher: Simon and Schuster
Here are the books that help teach Shakespeare plays without the teacher constantly needing to explain and define Elizabethan terms, slang, and other ways of expression that are different from our own. Each play is presented with Shakespeare's original lines on each left-hand page, and a modern, easy-to-understand "translation" on the facing right-hand page. All dramas are complete, with every original Shakespearian line, and a full-length modern rendition of the text. These invaluable teaching-study guides also include: Helpful background information that puts each play in its historical perspective. Discussion questions that teachers can use to spark student class participation, and which students can use as springboards for their own themes and term papers. Fact quizzes, sample examinations, and other features that improve student comprehension of what each play is about.
1 Sarah Olive, 'The Royal Shakespeare Company as “cultural chemist” ' in Peter
Holland (ed.) ... Research Projects Carried Out by Teachers during 2006–07 to
Assess the Effectiveness of Theatre-based Approaches to Teaching
Author: Joe Winston
Publisher: Bloomsbury Publishing
This book tells the story of the Royal Shakespeare Company's acclaimed and influential project to transform the teaching of Shakespeare in schools. It examines their approaches to making his plays more accessible, enjoyable and relevant to young people, describing the innovative classroom practices that the Company has pioneered and locating these within a clearly articulated theory of learning. It also provides evidence of their impact on children and young people's experience of Shakespeare, drawing upon original research as well as research commissioned by the RSC itself. Authoritative but highly readable, the book is relevant to anyone with an interest in the teaching of Shakespeare, and in how a major cultural organisation can have a real impact on the education of young people from a wide range of social backgrounds. It benefits from interviews with key policy makers and practitioners from within the RSC, including their legendary voice coach, Cicely Berry, and with internationally renowned figures such as the writer and academic, Jonathan Bate; the previous artistic director of the RSC, Michael Boyd; and the celebrated playwright, Tim Crouch.