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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.
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
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