Shakespeare Electronic Conference, Vol. 4, No. 921. Friday, 10 December 1993.
(1) From: William Godshalk <
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
>
Date: Thursday, 09 Dec 1993 22:56:51 -0500 (EST)
Subj: Re: SHK 4.0913 Re: Teaching, Reading, and Seeing Shakespeare
(2) From: Michael Sharpston <
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
>
Date: Friday, 10 Dec 1993 12:00:00 -0500 (EST)
Subj: RE: SHK 4.0886 Re: Teaching and Reading Shakespeare
(1)----------------------------------------------------------------------------
From: William Godshalk <
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
>
Date: Thursday, 09 Dec 1993 22:56:51 -0500 (EST)
Subject: 4.0913 Re: Teaching, Reading, and Seeing Shakespeare
Comment: Re: SHK 4.0913 Re: Teaching, Reading, and Seeing Shakespeare
If Helen Ostovich is referring to my experiment in prosing blank verse, I'd
like to defend myself. In answer to her question, yes, I really hate it when my
students turn blank verse into prose. I harangue them on the use of the virgule
- which really puzzles them. But in my assignment, I gave my students a passage
changed into prose, and the first thing I asked them to do was to turn it back
into poetry. And I am pleased to report that they carried out this part of the
assignment with amazing accuracy. I was amazed in any case.
Comically enough, the transformation into prose didn't seem to help their
comprehension very much - even with my parentheses and commas to help guide
them. I was hoping for better results.
What if I ask them to explain the structure of Shakespeare's sentences,
commenting on problems and difficulties?
Yours, Bill Godshalk
(2)----------------------------------------------------------------------------
From: Michael Sharpston <
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
>
Date: Friday, 10 Dec 1993 12:00:00 -0500 (EST)
Subject: 4.0886 Re: Teaching and Reading Shakespeare
Comment: RE: SHK 4.0886 Re: Teaching and Reading Shakespeare
I like Hardy Cook's idea of using audiotapes. It is less active than reading
out loud in class, but also less socially daunting. And listening to a Walkman
is almost like thinking something, it is so intimate. The music of the blank
verse should go right into the brain. Certainly I know chunks of Gielgud as
Hamlet by heart, just from listening to the tape many times as a teenager (no
Walkman then).
Michael Sharpston
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
|