The Shakespeare Conference: SHK 22.0235 Monday, 19 September 2011
Date: Wednesday, 14 Sep 2011 14:05:36 -0400
Subject: Teaching the Early Modern Period
Teaching the Early Modern Period
Edited by Derval Conroy and Danielle Clarke
“This book is an excellent addition to materials on pedagogy not simply for the early modern period but in general. The range of responses is fittingly diverse and much thought has been put into designing a well-crafted and innovative collection. The key importance of the volume is its geographical, disciplinary, and cultural range. One of the great virtues of this book is its diversity, and it will appeal to scholars, postgraduates, and teachers in the UK, USA, Europe, and Australia.”—Jerome de Groot, University of Manchester, UK
Teaching the Early Modern Period is an innovative project that brings together leading early modernists drawn from a wide geographical and disciplinary background. Scholars from English, History, and French Studies unite in this unique volume to examine the challenges, and solutions to those challenges, which the early modern period provides in the third-level classroom. Nine essays are interspersed with fourteen shorter reflections by contributors from Ireland, the UK, France, the Netherlands, South Africa, Canada, and the USA; the volume hence provides a rare transcontinental insight into current pedagogical praxis in a number of Western national traditions, presenting a wide range of case-studies of how research can inform teaching from scholars who refuse to accept a divorce between the two.
Introduction; D. Clarke & D. Conroy
The Scholarship of Teaching the Early Modern: An Overview; D. Conroy
Part I: The Early Modern in the Digital Age
Renaissance Teaching and Learning: Humanist Pedagogy in the Digital Age and What It Might Teach Us; D. Clarke
Information Revolutions Past and Present, and Teaching the Early Modern Period; P. Dover
Part II: The Early Modern and Its Others
'Other voices': The Early Modern Past in Provincial America; J. Dewald
Exploring the Limits of the Thinkable; S. Stuurman
Lobola, the Intombi, and the Soft-Porn Centaur: Teaching King Lear in the Post-Apartheid South African Classroom; D. Seddon
Windows of Gold; R. Whelan
A Renaissance Woman Adrift in the World; M. E. Wiesner-Hanks
Worlds Apart, Worlds Away: Integrating the Early Modern in the Antipodes; S. Broomhall
Paradise Regained? Teaching the Multicultural Renaissance; J. Grogan
Shakespeare and the Problem of the Early Modern Curriculum; A. Hadfield
Part III: The Early Modern in the Contemporary Classroom: Course Design and Classroom Practice
An Early Modern Challenge: Finding the Student In-Road; P. Cheney
Teaching Shakespeare Historically; M. Burnett
The Importance of Being Endogenous; A. Viala
Literature, Philosophy and Medicine: Strategies for an Interdisciplinary Approach to the Seventeenth Century; B. Höfer
Versailles; H. Goldwyn
Paradoxical Creativity: Using Censorship to Develop Critical Reading and Thinking; K. Waterson
T-shirt Day, Utopia and Henry VIII's Dating Service: Using Creative Assignments to Teach Early Modern History; C. Levin
The Importance of Boredom in Learning About the Early Modern; C. Sullivan
Part IV: Performing the Early Modern
French Seventeenth-Century Theatre: Saying is Believing; H. Phillips
Teaching Early-Modern Spectacle through Film: Exploring Possibilities, Challenges, and Pitfalls through a French Corpus; G. Spielmann
Relevance and Its Discontents: Teaching Sofia Coppola's Marie Antoinette; A. Wygant
Presence, Performance, and Critical Pleasure: Play and Prerequisites in Research and Teaching; C. Biet
Derval Conroy is Lecturer in French at University College Dublin, Ireland. She has published extensively on women and women writers in seventeenth-century France.
Danielle Clarke is Associate Professor of English Renaissance Language and Literature at University College Dublin, Ireland. She has published widely on questions of gender, language, and representation in the early modern period.
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