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The Shakespeare Conference: SHK 8.1057.  Tuesday, 21 October 1997.

[1]     From:   Annalisa Castaldo <acastald@thunder.ocis.temple.edu>
        Date:   Monday, 20 Oct 1997 11:21:34 -0400 (EDT)
        Subj:   Re: SHK 8.1055 RE: Classroom Strategies

[2]     From:   Bruce Golden <bgolden@wiley.csusb.edu>
        Date:   Monday, 20 Oct 1997 10:41:47 -0700 (PDT)
        Subj:   Re: SHK 8.1055  RE: Classroom Strategies


[1]-----------------------------------------------------------------
From:           Annalisa Castaldo <acastald@thunder.ocis.temple.edu>
Date:           Monday, 20 Oct 1997 11:21:34 -0400 (EDT)
Subject: 8.1055 RE: Classroom Strategies
Comment:        Re: SHK 8.1055 RE: Classroom Strategies

I want to echo and expand Michael Yogev's position on classroom
strategies. I find that performance, of all varieties, allows the
students to understand how flexible and ambiguous the plays are. Too
often (and especially in the introductory classes) students want the
Universal Truth that a Shakespeare play holds. To understand that
meaning might depend on how the lines are acted or even read is very
powerful.  From there, it is a short step to the great secret that the
very authoritative, hard bound text they have been reading isn't really
the text, but an editor's version. And once my students find that the
plays are not only open to interpretation but open to editing, they
become very excited about their authority with the text. And I find that
their readings become much richer and, perhaps surprisingly, much more
text based.

Annalisa Castaldo

[2]-----------------------------------------------------------------
From:           Bruce Golden <bgolden@wiley.csusb.edu>
Date:           Monday, 20 Oct 1997 10:41:47 -0700 (PDT)
Subject: 8.1055  RE: Classroom Strategies
Comment:        Re: SHK 8.1055  RE: Classroom Strategies

Regarding the recent Professor Hawkes contribution-uh oh, unpretentious
common sense?  Any connection with the fact that Kingsley Amis set
_Lucky Jim_ in Wales.

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