Teaching with Shakespeare: Critics in the ClassroomBruce McIver, Ruth Stevenson University of Delaware Press, 1994 - 269 pagina's "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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Pagina 7
... King Lear King Lear 1.1.33-283 R. A. FOAKES Disestablishing Shakespeare 60 78 94 886 98 Teaching Textual Variation : Hamlet and King Lear 115 Textual versions of " To be or not to be " 116 Parallel texts of King Lear 3.3 117 LEAH MARCUS ...
... King Lear King Lear 1.1.33-283 R. A. FOAKES Disestablishing Shakespeare 60 78 94 886 98 Teaching Textual Variation : Hamlet and King Lear 115 Textual versions of " To be or not to be " 116 Parallel texts of King Lear 3.3 117 LEAH MARCUS ...
Pagina 9
... King Lear from the Vietor edition ( 1892 ) / 125 6. Henry V , 1600 Quarto / 236 7. " English Camp . Boys ' Slaughter " / 243 8. " Concluding Scene of the Battle of Agincourt " / 244 Acknowledgments The editors thank not only the English ...
... King Lear from the Vietor edition ( 1892 ) / 125 6. Henry V , 1600 Quarto / 236 7. " English Camp . Boys ' Slaughter " / 243 8. " Concluding Scene of the Battle of Agincourt " / 244 Acknowledgments The editors thank not only the English ...
Pagina 15
... King Lear , " Professor Foakes set the stage for such questioning and discovery by introducing basic ques- tions about history , genre , and language ( " the imaginative resonances of the text " ) , by establishing parameters for ...
... King Lear , " Professor Foakes set the stage for such questioning and discovery by introducing basic ques- tions about history , genre , and language ( " the imaginative resonances of the text " ) , by establishing parameters for ...
Pagina 16
... Lear , while he himself took the role of the king . The students and Professor Foakes did not read the text but improvised it out of their own experience of the play , and gradually there developed a flurry of dramatic accusations and ...
... Lear , while he himself took the role of the king . The students and Professor Foakes did not read the text but improvised it out of their own experience of the play , and gradually there developed a flurry of dramatic accusations and ...
Pagina 23
... King Lear when he sat down , almost unwillingly , to reread it . Nonetheless , we are drawn back again and again to works we admire . My second poetry teacher , Morton Berman , taught me the power of empa- thy ; as he told the story of ...
... King Lear when he sat down , almost unwillingly , to reread it . Nonetheless , we are drawn back again and again to works we admire . My second poetry teacher , Morton Berman , taught me the power of empa- thy ; as he told the story of ...
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Teaching with Shakespeare: Critics in the Classroom Bruce McIver,Ruth Stevenson Fragmentweergave - 1994 |
Teaching with Shakespeare: Critics in the Classroom Bruce McIver,Ruth Stevenson Geen voorbeeld beschikbaar - 1994 |
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