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    How and Why We Teach Shakespeare

    Proposal review

    College Teachers and Directors Share How They Explore the Playwright’s Works with Their Students

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    Contributor(s)
    Homan, Sidney (editor)
    Language
    English
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    Abstract
    In How and Why We Teach Shakespeare, 19 distinguished college teachers and directors draw from their personal experiences and share their methods and the reasons why they teach Shakespeare. The collection is divided into four sections: studying the text as a script for performance; exploring Shakespeare by performing; implementing specific techniques for getting into the plays; and working in different classrooms and settings. The contributors offer a rich variety of topics, including: working with cues in Shakespeare, such as line and mid-line endings that lead to questions of interpretation seeing Shakespeare’s stage directions and the Elizabethan playhouse itself as contributing to a play’s meaning using the "gamified" learning model or cue-cards to get into the text thinking of the classroom as a rehearsal playing the Friar to a student’s Juliet in a production of Romeo and Juliet teaching Shakespeare to inner-city students or in a country torn by political and social upheavals. For fellow instructors of Shakespeare, the contributors address their own philosophies of teaching, the relation between scholarship and performance, and―perhaps most of all―why in this age the study of Shakespeare is so important.
    URI
    http://library.oapen.org/handle/20.500.12657/23257
    Keywords
    Shakespeare; arts history; theater
    ISBN
    9780429283192
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2019
    Classification
    The Arts
    Pages
    230
    Chapters in this book
    • Chapter 10 Shakespeeding into Macbeth and The Tempest
    Rights
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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