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Teaching with Shakespeare : critics in the classroom

Author: Bruce McIver; Ruth Stevenson; Union College (Schenectady, N.Y.). English Department.
Publisher: Newark : University of Delaware Press ; London ; Cranbury, NJ : Associated University Presses, ©1994.
Edition/Format:   Print book : State or province government publication : EnglishView all editions and formats
Summary:
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  Read more...
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Genre/Form: Criticism, interpretation, etc
Additional Physical Format: Online version:
Teaching with Shakespeare.
Newark : University of Delaware Press ; London ; Cranbury, NJ : Associated University Presses, ©1994
(OCoLC)609230652
Online version:
Teaching with Shakespeare.
Newark : University of Delaware Press ; London ; Cranbury, NJ : Associated University Presses, ©1994
(OCoLC)624426897
Named Person: William Shakespeare; William Shakespeare; William Shakespeare; William Shakespeare
Material Type: Government publication, State or province government publication
Document Type: Book
All Authors / Contributors: Bruce McIver; Ruth Stevenson; Union College (Schenectady, N.Y.). English Department.
ISBN: 0874134919 9780874134919
OCLC Number: 29359825
Notes: Lectures delivered throughout the academic year 1990-1991 at Union College, under the sponsorship of the English Dept.
Description: 269 pages ; 25 cm
Contents: Introduction / Bruce McIver and Ruth Stevenson --
Poems posing questions ; Reading for difference: The sonnets ; Sonnets 33, 60, Romeo and Juliet 1.5.93-106, Sonnets 94, 105, 116, 129 / Helen Vendler --
Cutting the bard down to size ; Making a start on King Lear ; King Lear 1.1.33-283 / Ray Foakes --
Disestablishing Shakespeare ; Teaching textual variation: Hamlet and King Lear / Textual versions of "To be or not to be" ; Parallel texts of King Lear 3.3 / Leah Marcus --
Dramatic structure and effect in Julius Caesar ; Teaching a midsummer night's dream 1.1.1-251 / John Wilders --
Interpreting through wordplay: The merry wives of windsor ; Teaching and wordplay: The "wall" of a midsummer night's dream ; The merry wives of windsor 4.1.1-85 ; A midsummer night's dream 5.1.28-370 / Patricia Parker --
"A political thriller": The life and times of Henry V ; Pages of the 1600 Quarto ; Passages and figures from "Henry V": A screen adaptation by Kenneth Branagh ; Palinode / Annabel Patterson --
Notes on contributors --
A short list of recent works on teaching Shakespeare.
Responsibility: edited by Bruce McIver and Ruth Stevenson.

Abstract:

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.

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