How and Why We Teach Shakespeare

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

Nonfiction, Entertainment, Performing Arts, Theatre, Acting & Auditioning
Cover of the book How and Why We Teach Shakespeare by Sidney Homan, Taylor and Francis
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Author: Sidney Homan ISBN: 9781000011654
Publisher: Taylor and Francis Publication: May 15, 2019
Imprint: Routledge Language: English
Author: Sidney Homan
ISBN: 9781000011654
Publisher: Taylor and Francis
Publication: May 15, 2019
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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:

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.

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