Overview

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. Chapter 10 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Full Product Details

Author:   Sidney Homan (University of Florida, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.254kg
ISBN:  

9780367245672

ISBN 10:   0367245671
Pages:   222
Publication Date:   10 June 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction: How and Why Sidney Homan Section 1: Encountering Shakespeare’s Verbal and Visual Text with Students 1. Theatricality and the Resistance of Thesis Andrew Hartley 2. ‘That’s a question: How shall we try it?’ (The Comedy of Errors 5.1) Nick Hutchison 3. Re-Entering Macbeth: ‘Witches Vanish’ and Other Stage Directions S. P. Cerasano 4. Seeing the Elizabethan Playhouse in Richard II Joseph Candido Section 2: Learning through Performance 5. Acting and Ownership in the Shakespeare Classroom James Bulman and Beth Watkins 6. Performing Hamlet Russell Jackson 7. ‘Gladly Would He Learn and Gladly Teach’: Empowering Students with Shakespeare Sidney Homan 8. Uncertain Text: Student and Teacher Find Their Way Onstage in Romeo and Juliet Jerry Harp and Erica Terpening 9. ‘In Practice Let Us Put It Presently’: Learning with Much Ado Fran Teague and Kristin Kundert Section 3: Approaching Shakespeare from Some Specific Angles 10. Shakespeeding into Macbeth and The Tempest: Teaching with the Shakespeare Reloaded Website Liam Semler 11. ‘And so everyone according to his cue’: Practice-led Teaching and Cue-scripts in the Classroom Miranda Fay Thomas 12. Collaborating with Shakespeare Frederick Kiefer 13. Shakespeare without Print Paul Menzer Section 4: Shakespeare in Various Classrooms 14. That Depends: What Do You Want Two Plus Two To Be? Cary Mazer 15. ‘Who's there?’ ‘Nay, answer me. Stand and unfold yourself’: Attending to Students in Diversified Settings Naomi Conn Liebler 16. Unpicking the Turkish Tapestry: Teaching Shakespeare in Anatolia Patrick Hart 17. Teaching Shakespeare to Retirees in the OLLI Program Alan Dessen Afterword: Cur Non? June Schlueter

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Author Information

Sidney Homan is Professor of English at the University of Florida and Visiting Professor at Jilin University in the People’s Republic of China. The recipient of many teaching awards, he was recently chosen as the Teacher/Scholar of the Year at the University of Florida. He is also a member of the Academy of Distinguished Teaching Scholars. Author of 16 books on Shakespeare and the modern playwrights, he is also an actor and director in professional and university theatres.

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