Practical Approaches to Teaching Shakespeare through Performance
Over the course of the past twenty years teaching through classroom performance has become an acceptable, if not standard, approach to Shakespeare. A number of scholars have set forth valuable practical suggestions and theoretical rationalisations for introducing/including performance. Performance approaches can be extraordinarily enlightening and conducive to student learning. However, what are the drawbacks and limits of performance approaches in the classroom? How can we establish, especially for resistant administrators or students, the value of experiential learning? What can we do, as instructors, when it simply isn't working? Further, how can we tell when it is? Participants are encouraged to share assignments and syllabi, as well as practical tips and advice. Both scholars with a lengthy history of employing performnace in the classroom and those just beginning to experiment, as well as elementary, secondary or university instructors, are welcome.
This seminar was chaired by Hillary Fogerty ( firstname.lastname@example.org ). For more information about specific papers, please contact the participants individually. Contact details are listed at the bottom of each abstract.
Abstracts will be available here soon.