E s379M • Teaching Shakespeare Through Performance
2:30 PM-4:00 PM
Designed for undergraduates in teaching programs as well as teachers already in the field, the course explores the techniques, approaches, and value of performance in teaching. All class meetings are workshops in performance, using poetry, prose, and plays, as well as pedagogical essays as subject materials. Students should be prepared for warm-up exercises, improvisations, games, and active participation in all performance projects. On three occasions, the class will study at The Winedale Historical Center, near Round Top, during the 2004 Shakespeare at Winedale program. During this residential phase of the course (a total of approximately 60 hours in all), students have the opportunity of working with the summer Shakespeare at Winedale class, the Outreach to Schools class, and the Breakthrough program as well as with former Shakespeare at Winedale students who have experience teaching Shakespeare through performance at the secondary school level.
The performance approach emphasizes:
* The importance of language, especially the rhetorical or affective power of words
* Critical and imaginative interpretive skills
* Performance as a social art, a ritual form of interaction among individuals, and an act of exploration leading to self discovery
* Embodiment and understanding of other, including gender, class, culture, race, ability, and body type
Writing (Journal, two brief interpretive essays, and a final project on planning a performance approach to teaching Shakespeare) 50%
Workshop/class participation 50%
Goffman, The Performance of Self in Everyday Life (Doubleday)
Shakespeare, William: Macbeth, The Tempest, The Merry Wives of Windsor, A Midsummer Nights Dream
Course supplement: A collection of poetry, prose, essays, and pedagogical materials.