Teaching with Shakespeare: Critics in the ClassroomBruce McIver, Ruth Stevenson University of Delaware Press, 1994 - 269 Seiten "Today the number and nature of interpretive strategies developed by contemporary theorists for reading Shakespeare's texts may not only delight but also disconcert the scholars, critics, teachers, and students who study them. In this work, six leading Shakespearean scholar-critics, in a series of clear and elegant lectures delivered to undergraduate English majors, explain distinctive procedures that they and other influential, contemporary critics use for interpreting Shakespeare's poems and plays. Workshops, which illustrate with Shakespearean texts the practice of specific methods, follow the lectures." "Helen Vendler (Harvard) guides readers to Shakespeare's poetry by explaining and illustrating how to hear the unexpected and unobtrusive but crucial questions that sonnets pose, and by tracing the increasingly powerful perceptions that precise, informed aesthetic responses to these questions evoke. R. A. Foakes (UCLA) identifies basic cultural issues underlying traditional approaches to teaching Shakespeare's plays, especially the tragedies, and explains how poststructuralist responses to these issues lead to a reevaluation of the "Bard." Leah Marcus (U. Texas, Austin) also explains cultural issues, particularly about the "construct" that has become "Shakespeare," and introduces editorial questions about the actual textual versions offered to students, notably of Hamlet and King Lear. With emphasis on the plays in performance, John Wilders (Oxford, Middlebury) delivers a structure-oriented, acting-centered analysis of Julius Caesar and then directs, in similar fashion, a production of the first scene of A Midsummer Night's Dream. Patricia Parker (Stanford), on the other hand, follows intricate lines of wordplay through a series of deconstructions and reconstructions in The Merry Wives of Windsor and A Midsummer Night's Dream. Bringing the series to a close, Annabel Patterson (Duke) presents an explicitly issue-oriented analysis of editorial, critical, scholarly, dramatic, and cinematic interpretations of Henry V; and she offers a concluding commentary on the workshops of her colleagues."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved |
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Seite 13
... language of critical strategy , of interpre- tative assertion or aggression ; rather , she encouraged students to discover how poems themselves dictate the appropriate critical procedures and how to become close to them through ...
... language of critical strategy , of interpre- tative assertion or aggression ; rather , she encouraged students to discover how poems themselves dictate the appropriate critical procedures and how to become close to them through ...
Seite 15
... language ( " the imaginative resonances of the text " ) , by establishing parameters for critical freedom in interpretation , and by tracing something of the critical history of Lear . He then involved the class in a process where ...
... language ( " the imaginative resonances of the text " ) , by establishing parameters for critical freedom in interpretation , and by tracing something of the critical history of Lear . He then involved the class in a process where ...
Seite 17
... language and that form abstract patterns with a life of their own . In his workshop , " Teaching A Midsummer Night's Dream , " he involved the students as actors and audience physically , as several of them per- formed the first scene ...
... language and that form abstract patterns with a life of their own . In his workshop , " Teaching A Midsummer Night's Dream , " he involved the students as actors and audience physically , as several of them per- formed the first scene ...
Seite 24
... languages . Brower was a critic , rather than a historian of ideas or a biographical writer ; he had trained under I. A. Richards at Cambridge , and had learned to ask us the most provocative question after " Would you print it ? " — to ...
... languages . Brower was a critic , rather than a historian of ideas or a biographical writer ; he had trained under I. A. Richards at Cambridge , and had learned to ask us the most provocative question after " Would you print it ? " — to ...
Seite 25
... language in which it was written ; my mother knew a great deal of English poetry by heart , and my father introduced us to poems in Spanish , French , and Italian . At school we sang the Latin liturgy and Latin hymns , and chanted the ...
... language in which it was written ; my mother knew a great deal of English poetry by heart , and my father introduced us to poems in Spanish , French , and Italian . At school we sang the Latin liturgy and Latin hymns , and chanted the ...
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Teaching with Shakespeare: Critics in the Classroom Bruce McIver,Ruth Stevenson Keine Leseprobe verfügbar - 1994 |
Häufige Begriffe und Wortgruppen
actors adjectives audience battle of Agincourt bliss Branagh Caesar called character classroom context conveying Cordelia cozening critical cultural cultural materialists death Demetrius disestablishing doth Dover Wilson dramatic Duke edition Elizabethan English Evans extreme Falstaff father feel figure film Foakes Folio version French Germans Goneril Grammar Scene Hamlet hath haue Helen Vendler Henry Hermia interpretation Kenneth Branagh Kent kind King Lear language Latin Lear's literary London look Lord lovers lust Lysander Marcus mean Merry Wives Midsummer Night's Dream Mistress mora night Ovid Oxford play's plot poem poststructuralist Pyramus Pyramus and Thisbe Quarto version quatrain question Regan Renaissance revenge sense Shakespeare's plays Shakespeare's sonnets soliloquy sonnet speak speech stage Teaching Shakespeare textual theater thee there's Theseus thing Thisby Thisby's thou tion tradition translation University Press Vendler wall women wordplay words workshop
Beliebte Passagen
Seite 149 - O, pardon me, thou bleeding piece of earth, That I am meek and gentle with these butchers! Thou art the ruins of the noblest man That ever lived in the tide of times. Woe to the hand that shed this costly blood! Over thy wounds now do I prophesy,— Which, like dumb mouths do ope their ruby lips To beg the voice and utterance of my tongue...
Seite 116 - No traveller returns, puzzles the will, And makes us rather bear those ills we have Than fly to others that we know not of?
Seite 58 - Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this ; For saints have hands that pilgrims' hands do touch, And palm to palm is holy palmers
Seite 38 - Let me not to the marriage of true minds Admit impediments, love is not love Which alters when it alteration finds, Or bends with the remover to remove. O no, it is an ever-fixed mark That looks on tempests and is never shaken; It is the star to every wand'ring bark, Whose worth's unknown, although his height be taken.
Seite 38 - The expense of spirit in a waste of shame Is lust in action...
Seite 95 - Let it be so, — thy truth, then, be thy dower : For, by the sacred radiance of the sun, The mysteries of Hecate, and the night ; By all the operation of the orbs From whom we do exist, and cease to be...
Seite 116 - tis a consummation Devoutly to be wish'd. To die, to sleep; To sleep: perchance to dream; ay, there's the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there's the respect That makes calamity of so long life...
Seite 59 - Past reason hunted; and no sooner had, Past reason hated, as a swallowed bait, On purpose laid to make the taker mad: Mad in pursuit, and in possession so; Had, having, and in quest to have, extreme; A bliss in proof, and proved, a very woe; Before, a joy proposed; behind, a dream.