This paper discusses the experience of teaching Shakespeare’s plays in performance, staging the plays with the students as part of the learning experience.
The learning outcomes are treated in three sections – the first relating the effects of performance on the students’ linguistic proficiency, the second giving some examples of how the students discover and learn to master the mechanics of Renaissance theatre from the inside, and the third and final section trying to show how making the play their own, understanding and identifying with their part, gives the students new insights that are applicable in a wider context.
Copyright (c) 2020 Kiki Lindell
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