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Teaching Shakespeare beyond the centre = Australasian perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Shakespeare beyond the centre/ edited by Kate Flaherty, Penny Gay and L. E. Semler.
Reminder of title:	Australasian perspectives /
other author:	Flaherty, Kate
Published:	Basingstoke :Palgrave Macmillan, : 2013.,
Description:	1 online resource.
Notes:	Includes index.
Online resource:	An electronic book accessible through the World Wide Web; click for information
ISBN:	9781137275073 (electronic bk.)

Teaching Shakespeare beyond the centre = Australasian perspectives /
Teaching Shakespeare beyond the centreAustralasian perspectives /[electronic resource] :edited by Kate Flaherty, Penny Gay and L. E. Semler. - Basingstoke :Palgrave Macmillan,2013. - 1 online resource. - Palgrave Shakespeare studies. - Palgrave Shakespeare studies..

Includes index.

Introduction: Learning Locally; K.Flaherty, P.Gay & L.E. Semler -- PART I: SHAKESPEARE AND THE COLONIAL STUDENT -- From Domestic Didacticism to Compulsory Examination: School Shakespeare from 1850 to the present; L.Brady -- 'The Bogey of the Schoolroom': Shakespeare, 'Royal Readers' and New Zealand writers; M.Murray-Pepper -- Supposing a Blackboard to be a Bear: Touring Shakespeare to Australian teenagers; D.Martin -- PART II: NEW PARADIGMS -- Admitting to Adaptation in the Shakespeare Classroom; J.Clement -- Unthinking Hamlet: Stage, Page and Critical Thought; L.Johnson -- Habitation and Naming: Teaching local Shakespeares; K.Flaherty -- The Lecture as Theatre: Learning the Boundaries of Scepticism in The Winter's Tale; H.Griffiths -- Emergence in Ardenspace: Shakespeare Pedagogy, As You Like It, and Modus Iferandi; L.E.Semler -- PART III: MEETING TWENTY-FIRST CENTURY STUDENTS -- Teaching Shakespeare through Familial Identity: Exploring the Centrality of Home in Romeo and Juliet; G.Brock -- 'Let me be that I am': The Rhetoric of the Teenage Self and Shakespeare in Performance; S.Golsby-Smith -- Operation Shakespeare: Titus in Ten Days; D.Denley -- A Shakespeare Brief Immersion Method for Undergraduates; P.Gay -- Teaching with Cue Scripts: Making the Most of Fear in the Student Actor; A.Kamaralli -- 'We know what we are, but not what we may be': Teaching Shakespeare to Future Teachers; M-R.McLaren -- Using Sinicised Adaptations for Shakespeare Pedagogy in Taiwan: The Banquet and Bond; C.Chun-pai Hsieh -- Shakespeare Synecdoche: Or, How to teach music through literature (and vice-versa); C.Griffiths -- Shakespeare of the Oppressed; R.Pensalfini.

"Teaching Shakespeare Beyond the Centre" showcases a wide array of recent, innovative and original research into Shakespeare and learning in Australasia, in secondary, tertiary and adult education. Premised on the dissolution of the centre/colony binary that for so long structured the reception and teaching of Shakespeare in the colonies, the book explores the use of local knowledge and experience to invigorate and renew learning. In elevating the value of the 'local', the book provides models of educational theory and practice that are transferable and adaptable. The editors have drawn on contributors with diverse areas of expertise including dramatic practitioners, historicist scholars, school teachers and academics who train teachers, and literary scholars with an interest in new theoretical and practical approaches to pedagogy.

ISBN: 9781137275073 (electronic bk.)

Source: 636624Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Personal Names:

88277
Shakespeare, William,
1564-1616--Criticism and interpretation--20th century.Index Terms--Genre/Form:

96803
Electronic books.

LC Class. No.: PR2987 / .T43 2013

Dewey Class. No.: 822.3/3

Teaching Shakespeare beyond the centre = Australasian perspectives /
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505 0 $a Introduction: Learning Locally; K.Flaherty, P.Gay & L.E. Semler -- PART I: SHAKESPEARE AND THE COLONIAL STUDENT -- From Domestic Didacticism to Compulsory Examination: School Shakespeare from 1850 to the present; L.Brady -- 'The Bogey of the Schoolroom': Shakespeare, 'Royal Readers' and New Zealand writers; M.Murray-Pepper -- Supposing a Blackboard to be a Bear: Touring Shakespeare to Australian teenagers; D.Martin -- PART II: NEW PARADIGMS -- Admitting to Adaptation in the Shakespeare Classroom; J.Clement -- Unthinking Hamlet: Stage, Page and Critical Thought; L.Johnson -- Habitation and Naming: Teaching local Shakespeares; K.Flaherty -- The Lecture as Theatre: Learning the Boundaries of Scepticism in The Winter's Tale; H.Griffiths -- Emergence in Ardenspace: Shakespeare Pedagogy, As You Like It, and Modus Iferandi; L.E.Semler -- PART III: MEETING TWENTY-FIRST CENTURY STUDENTS -- Teaching Shakespeare through Familial Identity: Exploring the Centrality of Home in Romeo and Juliet; G.Brock -- 'Let me be that I am': The Rhetoric of the Teenage Self and Shakespeare in Performance; S.Golsby-Smith -- Operation Shakespeare: Titus in Ten Days; D.Denley -- A Shakespeare Brief Immersion Method for Undergraduates; P.Gay -- Teaching with Cue Scripts: Making the Most of Fear in the Student Actor; A.Kamaralli -- 'We know what we are, but not what we may be': Teaching Shakespeare to Future Teachers; M-R.McLaren -- Using Sinicised Adaptations for Shakespeare Pedagogy in Taiwan: The Banquet and Bond; C.Chun-pai Hsieh -- Shakespeare Synecdoche: Or, How to teach music through literature (and vice-versa); C.Griffiths -- Shakespeare of the Oppressed; R.Pensalfini.
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