222 pages | 2 B/W Illus.
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.
Introduction: How and Why
Section 1: Encountering Shakespeare’s Verbal and Visual Text with Students
1. Theatricality and the Resistance of Thesis
2. ‘That’s a question: How shall we try it?’ (The Comedy of Errors 5.1)
3. Re-Entering Macbeth: ‘Witches Vanish’ and Other Stage Directions
S. P. Cerasano
4. Seeing the Elizabethan Playhouse in Richard II
Section 2: Learning through Performance
5. Acting and Ownership in the Shakespeare Classroom
James Bulman and Beth Watkins
6. Performing Hamlet
7. ‘Gladly Would He Learn and Gladly Teach’: Empowering Students with Shakespeare
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
11. ‘And so everyone according to his cue’: Practice-led Teaching and Cue-scripts in the Classroom
Miranda Fay Thomas
12. Collaborating with Shakespeare
13. Shakespeare without Print
Section 4: Shakespeare in Various Classrooms
14. That Depends: What Do You Want Two Plus Two To Be?
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
17. Teaching Shakespeare to Retirees in the OLLI Program
Afterword: Cur Non?