Teaching with Shakespeare: Critics in the ClassroomBruce McIver, Ruth Stevenson University of Delaware Press, 1994 - 269 páginas "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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Página 14
... 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 luxuriously ...
... 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 luxuriously ...
Página 15
... examples of such extrem- ism by professional critics , in his own analysis of Hamlet he skillfully exposed the limitations of determinate , unified , and ultimately , if indirect- ly , political interpretations of the play . In the ...
... examples of such extrem- ism by professional critics , in his own analysis of Hamlet he skillfully exposed the limitations of determinate , unified , and ultimately , if indirect- ly , political interpretations of the play . In the ...
Página 20
... example , led students to Shakespeare's sonnets as interrelated aesthetic voices to whose questions they might respond with precise intellectual and emotional perception , while John Wilders drew attention to the unfamiliar , quasi ...
... example , led students to Shakespeare's sonnets as interrelated aesthetic voices to whose questions they might respond with precise intellectual and emotional perception , while John Wilders drew attention to the unfamiliar , quasi ...
Página 26
... example in English of this prac- tice occurs in Keats's " On First Looking into Chapman's Homer " : Much have I traveled in the realms of gold , And many goodly states and kingdoms seen ; Round many western islands have I been Which ...
... example in English of this prac- tice occurs in Keats's " On First Looking into Chapman's Homer " : Much have I traveled in the realms of gold , And many goodly states and kingdoms seen ; Round many western islands have I been Which ...
Contenido
23 | |
V | 37 |
VI | 57 |
VII | 60 |
VIII | 78 |
IX | 94 |
X | 98 |
XI | 115 |
XVII | 166 |
XVIII | 205 |
XIX | 215 |
XX | 217 |
XXI | 222 |
XXII | 236 |
XXIII | 250 |
XXIV | 252 |
Otras ediciones - Ver todas
Teaching with Shakespeare: Critics in the Classroom Bruce McIver,Ruth Stevenson Vista de fragmentos - 1994 |
Teaching with Shakespeare: Critics in the Classroom Bruce McIver,Ruth Stevenson Sin vista previa disponible - 1994 |
Términos y frases comunes
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