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• catalog abstract "Today the number and nature of interpretive strategies developed by contemporary theorists for reading Shakespeare's texts may not only delight but also disconcert the scholars, critics, teachers, and students who study them. In this work, six leading Shakespearean scholar-critics, in a series of clear and elegant lectures delivered to undergraduate English majors, explain distinctive procedures that they and other influential, contemporary critics use for interpreting Shakespeare's poems and plays. Workshops, which illustrate with Shakespearean texts the practice of specific methods, follow the lectures. Helen Vendler (Harvard) guides readers to Shakespeare's poetry by explaining and illustrating how to hear the unexpected and unobtrusive but crucial questions that sonnets pose, and by tracing the increasingly powerful perceptions that precise, informed aesthetic responses to these questions evoke. R.A. Foakes (UCLA) identifies basic cultural issues underlying traditional approaches to teaching Shakespeare's plays, especially the tragedies, and explains how poststructuralist responses to these issues lead to a reevaluation of the "Bard." Leah Marcus (U. Texas, Austin) also explains cultural issues, particularly about the "construct" that has become "Shakespeare," and introduces editorial questions about the actual textual versions offered to students, notably of Hamlet and King Lear. With emphasis on the plays in performance, John Wilders (Oxford, Middlebury) delivers a structure-oriented, acting-centered analysis of Julius Caesar and then directs, in similar fashion, a production of the first scene of A Midsummer Night's Dream. Patricia Parker (Stanford), on the other hand, follows intricate lines of wordplay through a series of deconstructions and reconstructions in The Merry Wives of Windsor and A Midsummer Night's Dream. Bringing the series to a close, Annabel Patterson (Duke) presents an explicitly issue-oriented analysis of editorial, critical, scholarly, dramatic, and cinematic interpretations of Henry V; and she offers a concluding commentary on the workshops of her colleagues.".
• catalog contributor b6538776.
• catalog contributor b6538777.
• catalog contributor b6538778.
• catalog created "c1994.".
• catalog date "1994".
• catalog date "c1994.".
• catalog dateCopyrighted "c1994.".
• catalog description "Bringing the series to a close, Annabel Patterson (Duke) presents an explicitly issue-oriented analysis of editorial, critical, scholarly, dramatic, and cinematic interpretations of Henry V; and she offers a concluding commentary on the workshops of her colleagues.".
• catalog description "Foakes (UCLA) identifies basic cultural issues underlying traditional approaches to teaching Shakespeare's plays, especially the tragedies, and explains how poststructuralist responses to these issues lead to a reevaluation of the "Bard." Leah Marcus (U. Texas, Austin) also explains cultural issues, particularly about the "construct" that has become "Shakespeare," and introduces editorial questions about the actual textual versions offered to students, notably of Hamlet and King Lear. With emphasis on the plays in performance, John Wilders (Oxford, Middlebury) delivers a structure-oriented, acting-centered analysis of Julius Caesar and then directs, in similar fashion, a production of the first scene of A Midsummer Night's Dream. Patricia Parker (Stanford), on the other hand, follows intricate lines of wordplay through a series of deconstructions and reconstructions in The Merry Wives of Windsor and A Midsummer Night's Dream. ".
• catalog description "Includes bibliographical references (p. 262-263) and index.".
• catalog description "Introduction / Bruce McIver and Ruth Stevenson -- Poems posing questions ; Reading for difference: The sonnets ; Sonnets 33, 60, Romeo and Juliet 1.5.93-106, Sonnets 94, 105, 116, 129 / Helen Vendler -- Cutting the bard down to size ; Making a start on King Lear ; King Lear 1.1.33-283 / Ray Foakes -- Disestablishing Shakespeare ; Teaching textual variation: Hamlet and King Lear / Textual versions of "To be or not to be" ; Parallel texts of King Lear 3.3 / Leah Marcus -- Dramatic structure and effect in Julius Caesar ; Teaching a midsummer night's dream 1.1.1-251 / John Wilders -- Interpreting through wordplay: The merry wives of windsor ; Teaching and wordplay: The "wall" of a midsummer night's dream ; The merry wives of windsor 4.1.1-85 ; A midsummer night's dream 5.1.28-370 / Patricia Parker -- "A political thriller": The life and times of Henry V ; Pages of the 1600 Quarto ; Passages and figures from "Henry V": A screen adaptation by Kenneth Branagh ; Palinode / Annabel Patterson -- Notes on contributors -- A short list of recent works on teaching Shakespeare.".
• catalog description "Today the number and nature of interpretive strategies developed by contemporary theorists for reading Shakespeare's texts may not only delight but also disconcert the scholars, critics, teachers, and students who study them. In this work, six leading Shakespearean scholar-critics, in a series of clear and elegant lectures delivered to undergraduate English majors, explain distinctive procedures that they and other influential, contemporary critics use for interpreting Shakespeare's poems and plays. Workshops, which illustrate with Shakespearean texts the practice of specific methods, follow the lectures. Helen Vendler (Harvard) guides readers to Shakespeare's poetry by explaining and illustrating how to hear the unexpected and unobtrusive but crucial questions that sonnets pose, and by tracing the increasingly powerful perceptions that precise, informed aesthetic responses to these questions evoke. R.A. ".
• catalog extent "269 p. :".
• catalog hasFormat "Teaching with Shakespeare.".
• catalog identifier "0874134919 (alk. paper)".
• catalog isFormatOf "Teaching with Shakespeare.".
• catalog issued "1994".
• catalog issued "c1994.".
• catalog language "eng".
• catalog publisher "Newark : University of Delaware Press ; London ; Cranbury, NJ : Associated University Presses,".
• catalog relation "Teaching with Shakespeare.".
• catalog subject "822.3/3 20".
• catalog subject "Literature History and criticism Theory, etc.".
• catalog subject "PR2987 .T38 1994".
• catalog subject "Shakespeare, William, 1564-1616 Study and teaching.".
• catalog tableOfContents "Introduction / Bruce McIver and Ruth Stevenson -- Poems posing questions ; Reading for difference: The sonnets ; Sonnets 33, 60, Romeo and Juliet 1.5.93-106, Sonnets 94, 105, 116, 129 / Helen Vendler -- Cutting the bard down to size ; Making a start on King Lear ; King Lear 1.1.33-283 / Ray Foakes -- Disestablishing Shakespeare ; Teaching textual variation: Hamlet and King Lear / Textual versions of "To be or not to be" ; Parallel texts of King Lear 3.3 / Leah Marcus -- Dramatic structure and effect in Julius Caesar ; Teaching a midsummer night's dream 1.1.1-251 / John Wilders -- Interpreting through wordplay: The merry wives of windsor ; Teaching and wordplay: The "wall" of a midsummer night's dream ; The merry wives of windsor 4.1.1-85 ; A midsummer night's dream 5.1.28-370 / Patricia Parker -- "A political thriller": The life and times of Henry V ; Pages of the 1600 Quarto ; Passages and figures from "Henry V": A screen adaptation by Kenneth Branagh ; Palinode / Annabel Patterson -- Notes on contributors -- A short list of recent works on teaching Shakespeare.".
• catalog title "Teaching with Shakespeare : critics in the classroom / edited by Bruce McIver and Ruth Stevenson.".
• catalog type "Criticism, interpretation, etc. fast".
• catalog type "text".