Teaching Shakespeare Beyond the Major

ISBN-13: 9783031242236 / Angielski / Twarda / 2024

Tyler Sasser; Emma Atwood

Opis

This edited collection considers the task of teaching Shakespeare in general education college courses, a task which is often considered obligatory, perfunctory, and ancillary to a professor’s primary goals of research and upper-level teaching. The contributors apply a variety of pedagogical strategies for teaching general education students who are often freshmen or sophomores, non-majors, and/or non-traditional students. Offering instructors practical classroom approaches to Shakespeare’s language, performance, and critical theory, the essays in this collection explicitly address the unique pedagogical situations of today’s general education college classroom.

Spis treści

1. INTRODUCTION.- 2. “Teaching Shakespeare off the Tenure Track” .- 3. “One-Act Shakespeare: Teaching Cultural Legacy Through Excerpts and Adaptations”.- 4. "'To double business bound': Shakespeare, Hamlet, and Multiple Gen Ed Requirements".-5. “Deictics, Deformance, Imitation, Performance, Skills: Rethinking Shakespeare in the Survey Course”.- 6. “A Return on Investment in Shakespeare”.- 7. “‘Green Shakespeare’ and the Environmental Studies Classroom”.- 8. “Shakespeare Pedagogy and Twenty-First Century Multicultural Sensibilities”.- 9. “Shakespeare for Non-Majors: Enhancing Student Understanding Through Context and Creative Engagement”.- 10. “‘Some Enchanted Trifle’: Shakespeare and Popular Culture in the Community College”.- 11. Choose Your Own Adventure: Embracing Student-Selected Readings in the General Education Shakespeare Course .- 12. “Teaching Shakespeare Online: Close Reading from Afar”.-  13. “Online Shakespearean Role Playing”.- 14. “Reading through the Stage”.- 15. “Existential Shakespeare: Citizenship in the International Service-Learning Classroom”.

O autorze

M. Tyler Sasser is Assistant Professor of Honors at the University of Alabama, USA, where he teaches several courses on early modern literature, children’s literature, and film. Sasser’s research appears in Medieval and Renaissance Drama in England, Shakespeare Newsletter, Shakespeare Bulletin, The Tennessee Williams Annual Review, Children’s Literature, Children’s Literature Association Quarterly, and Children’s Literature in Education. He has contributed recent chapters to Shakespeare and Millennial Fiction (2017), Queering Childhood in Early Modern English Drama and Culture (2018), Shakespeare and Geek Culture (2020), and Liberating Shakespeare: Adaptation, Trauma and Empowerment for Young Adult Audiences (2023). In 2018, Sasser co-organized “Teaching Shakespeare in and beyond the Classroom” for the Hudson Strode Program in Renaissance Studies at the University of Alabama, a 2-day conference focused on teaching Shakespeare to non-English majors.

Emma K. Atwood is Associate Professor of English at the University of Montevallo, USA – Alabama’s only public liberal arts college. She teaches courses on Shakespeare and contemporary society, early modern drama, early modern poetry, and Renaissance women and gender. Atwood’s research interests include Shakespeare, pedagogy, spatial dramaturgy, performance theory, and women, gender, and sexuality. She has published articles in Comparative Drama, the Journal of Medieval and Early Modern Studies, Early Modern Women: An Interdisciplinary Journal, Borrowers and Lenders, and This Rough Magic. She is an editor of the forthcoming digital critical edition of The Court and Kitchin of Elizabeth Cromwell, an associate of the Shakespeare and Dance project, and has contributed to public-facing scholarship with the American Shakespeare Center and JSTOR Daily.

Blurb

This edited collection considers the task of teaching Shakespeare in general education college courses, a task which is often considered obligatory, perfunctory, and ancillary to a professor’s primary goals of research and upper-level teaching. The contributors apply a variety of pedagogical strategies for teaching general education students who are often freshmen or sophomores, non-majors, and/or non-traditional students. Offering instructors practical classroom approaches to Shakespeare’s language, performance, and critical theory, the essays in this collection explicitly address the unique pedagogical situations of today’s general education college classroom.

M. Tyler Sasser is Assistant Professor of Honors at the University of Alabama, USA, where he teaches several courses on early modern literature, children’s literature, and film. Sasser’s research appears in Medieval and Renaissance Drama in England, Shakespeare Newsletter, Shakespeare Bulletin, The Tennessee Williams Annual Review, Children’s Literature, Children’s Literature Association Quarterly, and Children’s Literature in Education. He has contributed recent chapters to Shakespeare and Millennial Fiction (2017), Queering Childhood in Early Modern English Drama and Culture (2018), Shakespeare and Geek Culture (2020), and Liberating Shakespeare: Adaptation, Trauma and Empowerment for Young Adult Audiences (2023). In 2018, Sasser co-organized “Teaching Shakespeare in and beyond the Classroom” for the Hudson Strode Program in Renaissance Studies at the University of Alabama, a 2-day conference focused on teaching Shakespeare to non-English majors.

Emma K. Atwood is Associate Professor of English at the University of Montevallo, USA – Alabama’s only public liberal arts college. She teaches courses on Shakespeare and contemporary society, early modern drama, early modern poetry, and Renaissance women and gender. Atwood’s research interests include Shakespeare, pedagogy, spatial dramaturgy, performance theory, and women, gender, and sexuality. She has published articles in Comparative Drama, the Journal of Medieval and Early Modern Studies, Early Modern Women: An Interdisciplinary Journal, Borrowers and Lenders, and This Rough Magic. She is an editor of the forthcoming digital critical edition of The Court and Kitchin of Elizabeth Cromwell, an associate of the Shakespeare and Dance project, and has contributed to public-facing scholarship with the American Shakespeare Center and JSTOR Daily.