Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-zzh7m Total loading time: 0 Render date: 2024-04-28T09:59:37.534Z Has data issue: false hasContentIssue false

Part IV - Digital Reimaginings

Published online by Cambridge University Press:  02 February 2023

Liam E. Semler
Affiliation:
University of Sydney
Claire Hansen
Affiliation:
Australian National University, Canberra
Jacqueline Manuel
Affiliation:
University of Sydney
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Reimagining Shakespeare Education
Teaching and Learning through Collaboration
, pp. 203 - 264
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bell, Henry and Borsuk, Amy, 2020. ‘Teaching Shakespeare: Digital Processes’, Research in Drama Education: The Journal of Applied Theatre and Performance 25.1, 17.CrossRefGoogle Scholar
Carson, Christie and Kirwan, Peter, 2014. ‘Introduction: Defining Current Digital Scholarship and Practice: Shakespeare Pedagogy and the Digital Age’, in Carson, Christie and Kirwan, Peter (eds.), Shakespeare and the Digital World: Redefining Scholarship and Practice. Cambridge: Cambridge University Press, 5862.Google Scholar
Casey, Jim, 2019. ‘Digital Shakespeare Is Neither Good Nor Bad, But Teaching Makes It So’, Humanities 8.2, 119.Google Scholar

References

Asian Shakespeare Intercultural Archive (A-S-I-A). http://a-s-i-a-web.org/en/home.phpGoogle Scholar
Berger, Harry, Jr., 1989. Imaginary Audition: Shakespeare on Stage and Page (Berkeley and Los Angeles: University of California Press).Google Scholar
Braunmuller, A. R. and Rodes, David S., 1994. Macbeth (CD-ROM: The Voyager Company).Google Scholar
Coover, Robert, 1992. ‘The End of Books’, New York Times Book Review, 21 June, 1, 74–5.Google Scholar
Coover, Robert, 2000. ‘Literary Hypertext: The Passing of the Golden Age’, Feed Magazine. http://nickm.com/vox/golden_age.html.Google Scholar
Dimock, Wai Chee, 2007. Through Other Continents: American Literature across ‘Deep Time’ (Princeton: Princeton University Press).Google Scholar
Donaldson, Peter S., 2013. ‘Hamlet, the Heike and the Fall of Troy’, Shakespeare: Journal of the British Shakespeare Association 9.3, 191203.Google Scholar
Erne, Lukas, 2013. Shakespeare as Literary Dramatist (2nd ed. Cambridge: Cambridge University Press).CrossRefGoogle Scholar
Friedlander, Larry, 1991. ‘Electrifying Shakespeare: Modern Day Technology in a Renaissance Museum’, Hypermedia and Interactivity in Museums (Toronto: Ontario: Archives and Museum Informatics), 118–25. www.archimuse.com/publishing/hypermedia/hypermedia.Ch14.pdfGoogle Scholar
HamletWorks. Edited by Kliman, Bernice W., Clary, Nicholas, Assand, Hardin, and Rasmussen, Eric. http://triggs.djvu.org/global-language.com/ENFOLDED/index.phpGoogle Scholar
Honigmann, E.A.J., 1990. ‘Do-It-Yourself Lear’, New York Review of Books, 25 Oct, 5860.Google Scholar
Li, Ruru and Gillies, John, (n.d.). Performing Shakespeare in China 1980–1990 (CD-ROM).Google Scholar
Meisei University Shakespeare Database. http://shakes.meisei-u.ac.jp/Google Scholar
MIT Global Shakespeares: Video and Performance Archive. https://globalshakespeares.mit.edu/Google Scholar
Shakespeare Electronic Archive, 1996–. Massachusetts Institute of Technology. http://shea.mit.edu/shakespeare/htdocs/main/index.htmGoogle Scholar
Trivedi, Poonam, 2004. King Lear in India (CD-ROM).Google Scholar
Understanding Shakespeare. JSTOR Labs and Folger Shakespeare Library. www.jstor.org/understand/shakespeareGoogle Scholar
Warren, Michael J. (ed.), 1990. The Complete King Lear, 1608–1623 (Berkeley: University of California Press).Google Scholar
Yong, Li Lan, 2009. ‘After Translation’, Shakespeare Survey 62, 283295.Google Scholar

References

Bell, Henry and Amy, Borsuk, 2020. ‘Teaching Shakespeare: Digital Processes’, Research in Drama Education: The Journal of Applied Theatre and Performance 25.1, 17.Google Scholar
Cadiz, J. J., Gupta, A., and Grudin, J., 2000. ‘Using Web Annotations for Asynchronous Collaboration Around Documents’, in Proceedings of CSCW’00: The 2000 ACM Conference on Computer Supported Cooperative Work (Philadelphia, PA: ACM), 309–18.Google Scholar
Charon, Rita, 2006. Narrative Medicine: Honoring the Stories of Illness (Oxford: Oxford University Press).Google Scholar
Clayton, Tom, 2016. ‘Two Textual Cruxes in The Tempest’, Notes and Queries 63.3 (August), 436–41.Google Scholar
Coombs, David Sweeney and Coriale, Danielle (2016), ‘V21 Forum on Strategic Presentism: Introduction’, Victorian Studies 59.1, 87–9.CrossRefGoogle Scholar
Deleuze, Gilles and Félix, Guattari, 1987. A Thousand Plateaus: Capitalism and Schizophrenia, trans. Brian Massumi (Minneapolis: University of Minnesota Press).Google Scholar
Deleuze, Gilles and Félix, Guattari, 2004. A Thousand Plateaus, trans. Brian Massumi, 2 vols, Vol. 2: Capitalism and Schizophrenia (London: Continuum).Google Scholar
Dimock, Wai Chee, 2018. ‘Historicism, Presentism, Futurism’, PMLA 133.2, 257–63.Google Scholar
Fazel, Valerie M. and Louise, Geddes, 2017. ‘Introduction’, in Fazel, Valerie M. and Geddes, Louise (eds.), The Shakespeare User: Critical and Creative Appropriations in a Networked Culture (New York: Palgrave Macmillan), 122.Google Scholar
Fendler, Lynn, 2008. ‘The Upside of Presentism’, Paedagogica Historica: International Journal of the History of Education 44.6, 677–90.CrossRefGoogle Scholar
Henderson, Diana, 2018. ‘This Distracted Globe, This Brave New World: Learning from the MIT Global Shakespeares’ Twenty-First Century’, Broadcast Your Shakespeare: Continuity and Change across Media, ed. O’Neill, Stephen (London: Bloomsbury), 6785.Google Scholar
Internet Shakespeare Editions. University of Victoria, Canada. https://internetshakespeare.uvic.ca/Google Scholar
Joubin, Alexa Alice, 2011. ‘Global Shakespeare 2.0 and the Task of the Performance Archive’, Shakespeare Survey 64, 3851.Google Scholar
Joubin, Alexa Alice, and Donaldson, Peter S., 2019. MIT Global Shakespeares: Video and Performance Archive. https://globalshakespeares.mit.edu/Google Scholar
Karamcheti, Indira, 1993. ‘Caliban in the Classroom’, Radical Teacher 44, 1317.Google Scholar
Lanier, Douglas, 2014. ‘Shakespearean Rhizomatics: Adaptation, Ethics, Value’, Shakespeare and the Ethics of Appropriation, ed. Alice Joubin, Alexa and Rivlin, Elizabeth (New York: Palgrave Macmillan), 2140.Google Scholar
Dorothy, Miell and Littleton, Karen (eds.), 2004. Collaborative Creativity: Contemporary Perspectives (London: Free Association Books).Google Scholar
Miller, Kelly, Lukoff, Brian, King, Gary, and Mazur, Eric, 2018. ‘Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class’, Frontiers in Education 3 (March), doi.org/10.3389/feduc.2018.00008CrossRefGoogle Scholar
Moretti, Franco, 2013. Distant Reading (London: Verso).Google Scholar
Neil, Kelly M., 2020. ‘Using Affective Learning to Teach Shakespeare in the General Education Classroom’, University of Alabama Hudson Strode Program in Renaissance Studies Symposium on The Future of Teaching Shakespeare, February 21–2.Google Scholar
Newell, Catherine and Bain, Alan, 2018. Team-Based Collaboration in Higher Education Learning and Teaching: A Review of the Literature (Singapore: Springer Nature).Google Scholar
Öğütcü, Murat, 2020. ‘Teaching Shakespeare Digitally: The Turkish Experience’, Research in Drama Education: The Journal of Applied Theatre and Performance 25.1, 92102.Google Scholar
O’Neill, Stephen. 2014. Shakespeare and YouTube: New Media Forms of the Bard (New York: Bloomsbury).Google Scholar
Rocklin, Edward L., 2005. Performance Approaches to Teaching Shakespeare (Urbana, IL: National Council of Teachers of English).Google Scholar
Sanchez, Melissa E., 2008. ‘Seduction and Service in The Tempest’, Studies in Philology 105.1 (Winter), 5082.Google Scholar
Schupak, Esther B., 2018. ‘Shakespeare and Performance Pedagogy: Overcoming the Challenges’, Changing English 25.2, 163–79.Google Scholar
Shakespeare, William. 2005. The Oxford Shakespeare: The Complete Works 2nd Edition, ed. Wells, Stanley and Taylor, Gary (Oxford: Oxford University Press).Google Scholar
Spratt, Danielle and Draxler, Bridget, 2019. ‘Pride and Presentism: On the Necessity of the Public Humanities for Literary Historians’, Profession (Spring), https://profession.mla.org/pride-and-presentism-on-the-necessity-of-the-public-humanities-for-literary-historians/Google Scholar
Thurman, Chris, 2020. ‘Shakespeare.za: Digital Shakespeares and Education in South Africa’, Research in Drama Education: The Journal of Applied Theatre and Performance 25.1, 4967.Google Scholar
Varghese, Mary, 2019. ‘Meta-cognition: A Theoretical Overview’, International Journal of Advance Research in Education & Literature 5.8, 14.Google Scholar

References

Best, Michael, 2010. Shakespeare’s Life and Times. https://internetshakespeare.uvic.ca/Library/SLT/index.htmlGoogle Scholar
Best, Michael, Jenstad, Janelle, and Mardock, James (coord.), 2018. Internet Shakespeare Editions. https://internetshakespeare.uvic.ca/ (archived site).Google Scholar
Brown, Meaghan, Poston, Michael, and Williamson, Elizabeth (eds.), 2016. A Digital Anthology of Early Modern English Drama, Folger Shakespeare Library. http://emed.folger.edu.Google Scholar
Cave, Richard Allen (ed.), 2010. Richard Brome Online. www.dhi.ac.uk/brome/.Google Scholar
Estill, Laura. 2019. ‘Digital Humanities’ Shakespeare Problem’, Humanities 8.1. DOI: 10.3390/h8010045.CrossRefGoogle Scholar
Estill, Laura, 2021. ‘How Can We Evaluate Digital Editions of Early Modern English Drama’ (Renaissance Society of America), https://rsa.confex.com/rsa/21virtual/meetingapp.cgi/Paper/10532 Unpublished ms.Google Scholar
Greatley-Hirsch, Brett (coord.), 2018. Digital Renaissance Editions. https://digitalrenaissance.uvic.ca/ (archived site).Google Scholar
Holmes, Martin and Takeda, Joey, 2021. ‘Project Endings staticSearch Generator: Schema and Guidelines for Creating a staticSearch Engine for Your HTML5 Site’. https://endings.uvic.ca/staticSearch/docs/index.html.Google Scholar
Hooks, Adam and Lesser, Zachary, 2018. Shakespeare Census. https://shakespearecensus.org/.Google Scholar
Howard, Ashley, 2020 (ed). Rhodon and Iris. Student edition published on the LEMDO-dev server.Google Scholar
Janelle, Jenstad, McLean-Fiander, Kim, and McPherson, Kate, 2017. ‘The MoEML Pedagogical Partnership Program’, Digital Humanities Quarterly 11.3. www.digitalhumanities.org/dhq/vol/11/3/000302/000302.html.Google Scholar
Jenstad, Janelle and Takeda, Joseph, 2017. ‘Making the RA Matter: Pedagogy, Interface, and Practices’, in Sayers, Jentery (ed.), Making Things and Drawing Boundaries (Minneapolis: University of Minnesota Press), 7185.Google Scholar
Lancashire, Ian (ed.), 2021. Lexicons of Early Modern English. University of Toronto Libraries. https://leme.library.utoronto.ca/.Google Scholar
Lancashire, Ian and Tersigni, Elisa, 2018. ‘Shakespeare’s Hard Words, and Our Hard Senses’, in Jenstad, Janelle, Kaethler, Mark, and Roberts-Smith, Jennifer (eds.), Shakespeare’s Language in Digital Media (London: Routledge), 2746.Google Scholar
Massai, Sonia, 2021. ‘Shakespeare and Digital Editions’, in Erne, Lukas (ed.), The Arden Research Handbook of Shakespeare and Textual Studies (London: Bloomsbury), 244–61.Google Scholar
Mueller, Martin, 2014. ‘Shakespeare His Contemporaries: Collaborative Curation and Exploration of Early Modern Drama in a Digital Environment’. Digital Humanities Quarterly 8.3. www.digitalhumanities.org/dhq/vol/8/3/000183/000183.html.Google Scholar
Ostovich, Helen, Cockett, Peter, and Griffin, Andrew (gen. eds.), 2018. Queen’s Men Editions. https://qme.uvic.ca/ (archived site).Google Scholar
TEI Consortium, 2021. TEI P5: Guidelines for Electronic Text Encoding and Interchange. P5 Version 4.2.2. Last updated 9 April 2021. www.tei-c.org/Guidelines/P5/.Google Scholar

References

Azevedo, Jordan, Bloom, Gina, Burrell, Kirsten, Cowen, Rachel, Hartley, Kristen, Hill, Natalie, and Ah Ko, Yoon, 2018. ‘Play the Knave in Schools: Research from 2018–19 Teaching Interns’. ModLab, University of California, Davis, 8 June.Google Scholar
Banks, Fiona, 2014. Creative Shakespeare: The Globe Education Guide to Practical Shakespeare (London: Bloomsbury).Google Scholar
Blocksidge, Martin, 2003. Shakespeare in Education (New York, London: Continuum).Google Scholar
Bloom, Gina, 2019a. ‘Play the Knave’, in Schrier, Karen (ed.), Learning, Education, and Games, Vol III: 100 Games to Use in the Classroom and Beyond (Carnegie Mellon University: ETC Press), 304–11.Google Scholar
Bloom, Gina, 2019b. ‘Rough Magic: Performing Shakespeare with Gaming Technology’. Shakespeare Birthday Lecture: Folger Shakespeare Library, Washington, D.C., 23 April. www.youtube.com/watch?v=l6egGB5EayA.Google Scholar
Bloom, Gina, and Bates, Lauren, 2021. ‘Play to Learn: Shakespeare as Decolonial Praxis in South African Schools’, Shakespeare in Southern Africa 34, 7–22.Google Scholar
Bloom, Gina, Buswell, Evan, Milburn, Colin, Neff, Michael, and Toothman, Nicholas, 2020. Play the Knave (Davis, CA: ModLab) https://www.playtheknave.org/.Google Scholar
Bloom, Gina, Kemp, Sawyer, Toothman, Nicholas, and Buswell, Evan, 2016. ‘“A Whole Theatre of Others”: Amateur Acting and Immersive Spectatorship in the Digital Shakespeare Game Play the Knave’, Shakespeare Quarterly 67.4, 408–30.Google Scholar
Bloom, Gina, Toothman, Nicholas, and Buswell, Evan, 2021. ‘Playful Pedagogy and Social Justice: Digital Embodiment in the Shakespeare Classroom’, Shakespeare Survey 74, 3050.CrossRefGoogle Scholar
Cohen, Ralph Alan, 2018. ShakesFear and How to Cure It: The Complete Handbook for Teaching Shakespeare (London: Bloomsbury).Google Scholar
Csikszentmihalyi, Mihaly, 1990. Flow: The Psychology of Optimal Experience (New York: Harper and Row).Google Scholar
Edmiston, Brian, Enciso, Pat, and King, Martha L., 1987. ‘Empowering Readers and Writers Through Drama: Narrative Theater’, Language Arts 64.2, 219–28.Google Scholar
Edmiston, Brian, and Mckibben, Amy, 2011. ‘Shakespeare, Rehearsal Approaches, and Dramatic Inquiry: Literacy Education for Life’, English in Education 45.1, 86101.Google Scholar
Gibson, Rex, 1998. Teaching Shakespeare: A Handbook for Teachers. Cambridge School Shakespeare Series (Cambridge: Cambridge University Press).Google Scholar
Haddon, John, 2009. Teaching Reading Shakespeare (Abingdon, UK and New York: Routledge).Google Scholar
Riggio, Milla Cozart, 1999. Teaching Shakespeare Through Performance (New York: Modern Languages Association).Google Scholar
Rocklin, Edward L., 2005. Performance Approaches to Teaching Shakespeare (Urbana, IL: National Council of Teachers of English).Google Scholar
Savage, Karen, and Symonds, Dominic, 2018. Economies of Collaboration in Performance: More than the Sum of the Parts (Cham, Switzerland: Palgrave Macmillan).Google Scholar
Sawyer, Keith R., 2007. Group Genius: The Creative Power of Collaboration (New York: Basic Books).Google Scholar
Shores, Amanda, 2017. ‘Play the Knave in the English Shakespeare Curriculum: A Review’. Play the Knave: For the Classroom (blog). 28 June 2017. www.playtheknave.org/uploads/1/3/0/7/130747582/curriculum_review_of_play_the_knave.pdf.Google Scholar
Thompson, Ayanna, and Turchi, Laura, 2016. Teaching Shakespeare with Purpose: A Student-Centred Approach (Arden Shakespeare. London: Bloomsbury).Google Scholar
Ward, Brendan, 2017. ‘Drama King: Is It Valuable Or Is It All Just Fun and Games’? University of California, Davis, 28 June. https://m.youtube.com/watch?v=Hxs5H94Mq4k&feature=em-upload_owner.Google Scholar
Winston, Joe, 2015. Transforming the Teaching of Shakespeare with the Royal Shakespeare Company (London: Bloomsbury).Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×