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 14
... problems . For example , in Sonnet 33 ( " Full many a glorious morning " ) , she drew attention to the inconspicuous but insistent inversion of traditional sonnet structure which leads us to ask " why the octave of this sonnet is so ...
... problems . For example , in Sonnet 33 ( " Full many a glorious morning " ) , she drew attention to the inconspicuous but insistent inversion of traditional sonnet structure which leads us to ask " why the octave of this sonnet is so ...
Pagina 16
... problems of interpretation created when we deal with plays which exist in radically different textual versions and which may ... problem of explaining " To be or not to be , " whose 1603 " Bad " Quarto version seems extremely strange in ...
... problems of interpretation created when we deal with plays which exist in radically different textual versions and which may ... problem of explaining " To be or not to be , " whose 1603 " Bad " Quarto version seems extremely strange in ...
Pagina 24
... problem in this text ? " We learned what he meant by " a critical problem " as we went along in his seminar ; it meant , " What made the writer write this rather than that ? " The livingness of learning in reading poetry was clear to me ...
... problem in this text ? " We learned what he meant by " a critical problem " as we went along in his seminar ; it meant , " What made the writer write this rather than that ? " The livingness of learning in reading poetry was clear to me ...
Pagina 26
... problem and its resolution . Many of Shakespeare's sonnets are crypto- Italian sonnets , with a true eight - line beginning . The six remaining lines , which in the Italian model would compose the sestet , often contain a “ short- ened ...
... problem and its resolution . Many of Shakespeare's sonnets are crypto- Italian sonnets , with a true eight - line beginning . The six remaining lines , which in the Italian model would compose the sestet , often contain a “ short- ened ...
Pagina 32
... problem posed by Sonnet 94 arises from the sudden turn , in quatrain three , away from the human imagery that dominates the octave . Out of nowhere we have something called " the summer's flower , " which rapidly summons up images of ...
... problem posed by Sonnet 94 arises from the sudden turn , in quatrain three , away from the human imagery that dominates the octave . Out of nowhere we have something called " the summer's flower , " which rapidly summons up images of ...
Overige edities - Alles bekijken
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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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