Abstract

Many students in American universities are unable to absorb information from a Shakespeare text in the lecture-discussion format. Consumption of electronic media has both absorbed increasing amounts of their time and encouraged passive modes of learning. My response is to seek a pedagogy that produces, on the one hand, in active interpreters of complex language, and, on the other, a participatory, collegial classroom through a pedagogy fusing traditional modes of literary criticism with active modes of learning.

pdf

Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 135-152
Launched on MUSE
2011-01-16
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.