Shakespeare's Unreformed Fictions


Book Description

Why does Catholicism have such an imaginative hold on Shakespearean drama, even though the on-going Reformation outlawed its practice? Shakespeare's Unreformed Fictions contends that the answers to this question are theatrical rather than strictly theological. Avoiding biographical speculation, this book concentrates on dramatic impact, and thoroughly integrates new literary analysis with fresh historical research. In exploring the dramaturgical variety of the 'Catholic' content of Shakespeare's plays, Gillian Woods argues that habits, idioms, images, and ideas lose their denominational clarity when translated into dramatic fiction: they are awkwardly 'unreformed' rather than doctrinally Catholic. Providing nuanced readings of generically diverse plays, this book emphasises the creative function of such unreformed material, which Shakespeare uses to pose questions about the relationship between self and other. A wealth of contextual evidence is studied, including catechisms, homilies, religious polemics, news quartos, and non-Shakespearean drama, to highlight how early modern Catholicism variously provoked nostalgia, faith, conversion, humour, fear, and hatred. This book argues that Shakespeare exploits these contradictory attitudes to frame ethical problems, creating fictional plays that consciously engage audiences in the difficult leaps of faith required by both theatre and theology. By recognizing the playfulness of Shakespeare's unreformed fictions, this book offers a different perspective on the interactions between post-Reformation religion and the theatre, and an alternative angle on Shakespeare's interrogation of the scope of dramatic fiction.




Shakespeare's Unreformed Fictions


Book Description

Shakespeare's Unreformed Fictions asks why Catholicism had such an imaginative hold on Shakespearean drama, even though the on-going Reformation outlawed its practice. Concentrating on dramatic impact, and integrating literary analysis with fresh historical research, Gillian Woods offers a new and engaging answer to this important question.




Believing in Shakespeare


Book Description

This ground breaking and accessible study explores the connections between the English Reformation's impact on the belief in eternal salvation and how it affected ways of believing in the plays of Shakespeare. Claire McEachern examines the new and better faith that Protestantism imagined for itself, a faith in which scepticism did not erode belief, but worked to substantiate it in ways that were both affectively positive and empirically positivist. Concluding with in-depth readings of Richard II, King Lear and The Tempest, the book represents a markedly fresh intervention in the topic of Shakespeare and religion. With great originality, McEachern argues that the English reception of the Calvinist imperative to 'know with' God allowed the very nature of literary involvement to change, transforming feeling for a character into feeling with one.




Shakespeare: The Tragedies


Book Description

Shakespeare's tragedies are among the greatest works of tragic art and have attracted a rich range of commentary and interpretation from leading creative and critical minds. This Reader's Guide offers a comprehensive survey of the key criticism on the tragedies, from the 17th century through to the present day. In this book, Nicolas Tredell: - Introduces essential concepts, themes and debates. - Relates Shakespeare's tragedies to fi elds of study including psychoanalysis, gender, race, ecology and philosophy. - Summarises major critical texts from Dryden and Dr Johnson to Janet Adelman and Julia Reinhard Lupton, and covers influential critical movements such as New Criticism, New Historicism and poststructuralism. - Demonstrates how key critical approaches work in practice, with close reference to Shakespeare's texts. Informed and incisive, this is an indispensable guide for anyone interested in how the category of Shakespeare's tragedies has been constructed, contested and changed over the years.




Stage Directions and Shakespearean Theatre


Book Description

What do 'stage directions' do in early modern drama? Who or what are they directing: action on the stage, or imagination via the page? Is the label 'stage direction' helpful or misleading? Do these 'directions' provide evidence of Renaissance playhouse practice? What happens when we put them at the centre of literary close readings of early modern plays? Stage Directions and Shakespearean Theatre investigates these problems through innovative research by a range of international experts. This collection of essays examines the creative possibilities of stage directions and and their implications for actors and audiences, readers and editors, historians and contemporary critics. Looking at the different ways stage directions make meaning, this volume provides new insights into a range of Renaissance plays.




Shakespeare Survey: Volume 67, Shakespeare's Collaborative Work


Book Description

Shakespeare Survey is a yearbook of Shakespeare studies and productions. Since 1948, the Survey has published the best international scholarship in English and many of its essays have become classics of Shakespeare criticism. Each volume is devoted to a theme, or play, or group of plays; each also contains a section of reviews of that year's textual and critical studies and of the year's major British performances. The theme for Volume 67 is 'Shakespeare's Collaborative Work'. The complete set of Survey volumes is also available online at http://www.cambridge.org/online/shakespearesurvey. This fully searchable resource enables users to browse by author, essay and volume, search by play, theme and topic, and save and bookmark their results.




Shakespeare and Virtual Reality


Book Description

Teaching Shakespeare through performance has a long history, and active methods of teaching and learning are a logical complement to the teaching of performance. Virtual reality ought to be the logical extension of such active learning, providing an unrivalled immersive experience of performance that overcomes historical and geographical boundaries. But what are the key advantages and disadvantages of virtual reality, especially as it pertains to Shakespeare? And more interestingly, what can Shakespeare do for VR (rather than vice versa)? This Element, the first on its topic, explores the ways that virtual reality can be used in the classroom and the ways that it might radically change how students experience and think about Shakespeare in performance.




Teaching Shakespeare and His Sisters


Book Description

What are we teaching, when we teach Shakespeare? Today, the Shakespeare classroom is often also a rehearsal room; we teach Shakespeare plays as both literary texts and cues for theatrical performance. This Element explores the possibilities of an 'embodied' pedagogical approach as a tool to inform literary analysis. 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.




Shakespeare and Place-Based Learning


Book Description

This Element considers place as a partner in the learning process. It aims to develop a learner's sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare's texts, and by expanding critical awareness of their environmental responsibilities.




Critical Pedagogy and Active Approaches to Teaching Shakespeare


Book Description

Active approaches to teaching Shakespeare are growing in popularity, seen not only as enjoyable and accessible, but as an egalitarian and progressive teaching practice. A growing body of resources supports this work in classrooms. Yet critiques of these approaches argue they are not rigorous and do little to challenge the conservative status quo around Shakespeare. Meanwhile, Shakespeare scholarship more broadly is increasingly recognising the role of critical pedagogy, particularly feminist and decolonising approaches, and asks how best to teach Shakespeare within twenty-first century understandings of cultural value and social justice. Via vignettes of schools' participation in Coram Shakespeare School Foundation's festival, this Element draws on critical theories of education, play and identity to argue active Shakespeare teaching is a playful co-construction with learners and holds rich potential towards furthering social justice-oriented approaches to teaching the plays.