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Books > Language & Literature > Literature: history & criticism > Plays & playwrights > 16th to 18th centuries > Shakespeare studies & criticism
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How and Why We Teach Shakespeare - College Teachers and Directors Share How They Explore the Playwright's Works with Their Students (Paperback)
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How and Why We Teach Shakespeare - College Teachers and Directors Share How They Explore the Playwright's Works with Their Students (Paperback)
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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 under a Creative Commons
Attribution-Non Commercial-No Derivatives 4.0 license.
https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780367190798_oachapter10.pdf
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