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Scores of women feel excluded from Shakespeare Studies because the sound of this field (whether it is academics giving papers at conferences or actors sharing performance insights) is predominantly male. In contrast, women are well represented in Shakespeare podcasts. Noting this trend, this Element envisions and urges a feminist podagogy which entails utilizing podcasts for feminism in Shakespeare pedagogy. Through detailed case studies of teaching women characters in Hamlet, A Winter's Tale, The Merchant of Venice, and As You Like It, and through road-tested assignments and activities, this Element explains how educators can harness the functionalities of podcasts, such as amplification, archiving, and community building to shape a Shakespeare pedagogy that is empowering for women. More broadly, it advocates paying greater attention to the intersection of Digital Humanities and anti-racist feminism in Shakespeare Studies.
The pedagogy of acting out Shakespeare has been extensive. Less work has been done on how students learn through spectatorship. This element will consider all within the current context of Shakespeare teaching in schools. Using grounded research, it will include work undertaken on a schools National Theatre production of Macbeth, as well as classroom-based, action research, using a variety of digital performances of Shakespeare plays. Both find means of extending student knowledge in unexpected ways through encountering interpretations of Shakespeare that the students had not considered. In reflecting on the practice of watching Shakespeare in an educational context- both at the theatre and in the classroom- this Element hopes to offer suggestions for how teachers might re-think the ways in which they present Shakespeare performed to their students particularly as a powerful way of building personal and critical responses to the plays.
Introduction -- Likeness and difference -- Desire -- Motherhood -- Language -- Between women
Essay from the year 2009 in the subject Didactics for the subject English - Literature, Works, grade: 1,0, Free University of Berlin (Englische Philologie), course: Seminar "Shakespeare and Women", language: English, abstract: In the Renaissance, the ideal of same-sex friendship between men was highly valued (cf. Kaplan 312). William Shakespeare referred to this theme in many of his literary works. In particular, his sonnets dedicated to the “Fair Lord” have provoked debates about the writer’s own sexuality. But the idea of “the other I” presented in the sonnets and included in most of Shakespeare’s plays is not limited to male friendship alone. Shakespearean drama offers many instances of affection or at least solidarity between women as well. “[J]ust as Shakespeare seems to pull free of the strictly classical dramatic forms, so too does he free himself of the purely neo-Platonic expression and uses of friendship” (Longo 8). Feminist criticism perceives the women in Shakespeare’s plays, in particular in the comedies, as powerful and dominant (cf. Berggren 18). Often cross-dressing appears to be the strategy that allows them to break with the traditional female role comprising the in the Renaissance still prevailing “virtues of silence, obedience and chastity” (McFeely 8) . “By obscuring their own sex, the heroines gain extraordinary access to the men they love...” (Berggren 22). But besides male disguise, relationships among women give strength to each other. All in all, nineteen of Shakespeare’s plays include intimate talks between women which take place in private and refer to very personal issues (cf. McKewin 119). In the following, I will analyse the relationships that exist among the women in Shakespeare’s problem play All’s Well That Ends Well. They can be considered particularly important, as due to the complete absence of cross-dressing in the play, they play an exceptional role in empowering the heroine. Helena “breaks out of both the cultural (historical) and psychic (transhistorical) strictures applied to women ... by the assertion of desire” (Asp 75). Her determined way of wooing Bertram makes him an object and thus a reversal of traditional roles takes place. The audience experiences All’s Well That Ends Well from a female desiring perspective. That makes the play unique within Shakespeare’s canon (cf. Asp 74) and makes the careful consideration of the background allowing this changed perspective inevitable.
Shakespeare's visionary women, usually confined to the periphery, claim centre stage to voice their sleeping and waking dreams. These women recount their visions through acts of rhetoric, designed to persuade and, crucially, to directly intervene in political action. The visions discussed in this Element are therefore not simply moments of inspiration but of political intercession. The vision performed or recounted on stage offers a proleptic moment of female speech that forces audiences to confront questions of narrative truth and women's testimony. This Element interrogates the scepticism that Shakespeare's visionary women face and considers the ways in which they perform the truth of their experiences to a hostile onstage audience. It concludes that prophecy gives women a brief moment of access to political conversations in which they are not welcome as they wrest narrative control from male speakers and speak their truth aloud.
Essay from the year 2009 in the subject English - Literature, Works, grade: 1,0, Free University of Berlin (Englische Philologie), course: Seminar "Shakespeare and Women", language: English, abstract: In the Renaissance, the ideal of same-sex friendship between men was highly valued (cf. Kaplan 312). William Shakespeare referred to this theme in many of his literary works. In particular, his sonnets dedicated to the "Fair Lord" have provoked debates about the writer's own sexuality. But the idea of "the other I" presented in the sonnets and included in most of Shakespeare's plays is not limited to male friendship alone. Shakespearean drama offers many instances of affection or at least solidarity between women as well. " J]ust as Shakespeare seems to pull free of the strictly classical dramatic forms, so too does he free himself of the purely neo-Platonic expression and uses of friendship" (Longo 8). Feminist criticism perceives the women in Shakespeare's plays, in particular in the comedies, as powerful and dominant (cf. Berggren 18). Often cross-dressing appears to be the strategy that allows them to break with the traditional female role comprising the in the Renaissance still prevailing "virtues of silence, obedience and chastity" (McFeely 8) . "By obscuring their own sex, the heroines gain extraordinary access to the men they love..." (Berggren 22). But besides male disguise, relationships among women give strength to each other. All in all, nineteen of Shakespeare's plays include intimate talks between women which take place in private and refer to very personal issues (cf. McKewin 119). In the following, I will analyse the relationships that exist among the women in Shakespeare's problem play All's Well That Ends Well. They can be considered particularly important, as due to the complete absence of cross-dressing in the play, they play an exceptional role in empowering the heroine. Helena "breaks out of both the cultural (historical) and psychic (transhistor
The Arden Research Handbook of Shakespeare and Adaptation explores the dynamics of adapted Shakespeare across a range of literary genres and new media forms. This comprehensive reference and research resource maps the field of Shakespeare adaptation studies, identifying theories of adaptation, their application in practice and the methodologies that underpin them. It investigates current research and points towards future lines of enquiry for students, researchers and creative practitioners of Shakespeare adaptation. The opening section on research methods and problems considers definitions and theories of Shakespeare adaptation and emphasises how Shakespeare is both adaptor and adapted.A central section develops these theoretical concerns through a series of case studies that move across a range of genres, media forms and cultures to ask not only how Shakespeare is variously transfigured, hybridised and valorised through adaptational play, but also how adaptations produce interpretive communities, and within these potentially new literacies, modes of engagement and sensory pleasures. The volume's third section provides the reader with uniquely detailed insights into creative adaptation, with writers and practice-based researchers reflecting on their close collaborations with Shakespeare's works as an aesthetic, ethical and political encounter. The Handbook further establishes the conceptual parameters of the field through detailed, practical resources that will aid the specialist and non-specialist reader alike, including a guide to research resources and an annotated bibliography.
Teaching pragmatics, that is, language in use, is one of the most difficult and consequently neglected tasks in many English as a Second Language classrooms. This Element aims to address a gap in the scholarly debate about Shakespeare and pedagogy, combining pragmatic considerations about how to approach Shakespeare's language today in ESL classes, and practical applications in the shape of ready-made lesson plans for both university and secondary school students. Its originality consists in both its structure and the methodology adopted. Three main sections cover different aspects of pragmatics: performative speech acts, discourse markers, and (im)politeness strategies. Each section is introduced by an overview of the topic and state of the art, then details are provided about how to approach Shakespeare's plays through a given pragmatic method. Finally, an example of an interactive, ready-made lesson plan is provided.
Featuring case studies, essays, and conversation pieces by scholars and practitioners, this volume explores how Indian cinematic adaptations outside the geopolitical and cultural boundaries of India are revitalizing the broader landscape of Shakespeare research, performance, and pedagogy. Chapters in this volume address practical and thematic concerns and opportunities that are specific to studying Indian cinematic Shakespeares in the West. For instance, how have intercultural encounters between Indian Shakespeare films and American students inspired new pedagogic methodologies? How has the presence and popularity of Indian Shakespeare films affected policy change at British cultural institutions? How can disagreement between eastern and western perspectives on the politics of a Shakespeare film become the site for productive cross-cultural dialogue? This is the first book to explore such complex interactions between Indian Shakespeare films and Western audiences to contribute to the assessment of the new networks that have emerged as a result of Global Shakespeare studies and practices. The volume argues that by tracking critical currents from India towards the West new insights are afforded on the wider field of Shakespeare Studies - including feminist Shakespeares, translation in Shakespeare, or the study of music in Shakespeare - and are shaping debates on the ownership and meaning of Shakespeare itself. Contributing to the current studies in Global Shakespeare, this book marks a discursive shift in the way Shakespeare on Indian screen is predominantly theorised and offers an alternative methodology for examining non-Anglophone cinematic Shakespeares as a whole.
What are we teaching, when we teach Shakespeare? Today, the Shakespeare classroom is often also a rehearsal room; we teach Shakespeare plays as both literary texts and cues for theatrical performance. This Element explores the possibilities of an 'embodied' pedagogical approach as a tool to inform literary analysis. The first section offers an overview of the embodied approach, and how it might be applied to Shakespeare plays in a playhouse context. The second applies this framework to the play-making, performance, and story-telling of early modern women – 'Shakespeare's sisters' – as a form of feminist historical recovery. The third suggests how an embodied pedagogy might be possible digitally, in relation to online teaching. In so doing, this Element makes the case for an embodied pedagogy for teaching Shakespeare.