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Teaching Shakespeare and His Sisters: An Embodied Approach

Lookup NU author(s): Dr Emma Whipday


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Today, the Shakespeare classroom is often also a rehearsal room, which encourages students to ‘minimize the distinction’ between the literary and the theatrical (Bevington 2016: 44). This Element explores the possibilities of an ‘embodied’ pedagogical approach as a tool to inform literary analysis; such an approach does not ‘minimize’ the distinction between the literary and the theatrical, but rather, explores how these two modes interrelate. 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.

Publication metadata

Author(s): Whipday E

Series Editor(s): Gillian Woods, Liam E. Semler

Publication type: Authored Book

Publication status: Published

Series Title: Cambridge Elements: Shakespeare and Pedagogy

Year: 2023

Number of Pages: 75

Print publication date: 01/07/2023

Acceptance date: 21/09/2022

Publisher: Cambridge University Press

Place Published: Cambridge


Library holdings: Search Newcastle University Library for this item

ISBN: 9781108972161