Reading for Feb. 18
February 16, 2008
I love our Teaching Shakespeare readings this week. They (almost) make Shakespeare sound like great fun. That brings up an interesting question, though: How am I to dialogue with a book with which I have no disagreements? I suppose I could play the devil’s advocate, but that works only when there seems to be a viable opposing point of view. But with this book … what’s to argue with?
For example, I agree wholeheartedly with Rex Gibson’s view that all class activities should be “student-centred” (p. 116 and various other places in the text). This is the mantra that my practicum mentor teacher keeps trying to pound into my head. Again, what’s to argue with?
The closest thing to controversy in this book is Gibson’s discussion of those critics who disapprove of doing studies of Shakespearean characters (pp. 110-111) “They mock investigations that speculate about characters’ backgrounds.” Gibson’s reply: “Such a stance is misplaced intellectualism, a narrow and improverished textuality … (the characters) have an uncanny and delightful way of living in the mind and heart.” So there.
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February 17th, 2008 at 1:53 pm
I have to concur with you, my green friend. There is very little to disagree with in this book; Gibson is a cheerleader for Shakespeare instruction, and his writing serves as an effective motivator for me and my handlings of Shakespeare in the classroom. I will say that Gibson’s quote stating that critics who do not believe in character studies is pure gold; “Such a stance is misplaced intellectualism, a narrow and impoverished textuality. It is resolutely anti-dramatic in its neglect of the very evident appeal of character study” (p. 111). Character study gives students the opportunity to parse out the motivations and faults of characters, and I am thankful that Gibson recognizes the value of such exercises…
Gibson, R. (1998). Teaching Shakespeare. Cambridge: Cambridge University Press.
February 18th, 2008 at 2:55 pm
I am also in agreement. Gibson makes some great points, especially when it comes to studying the characters. I like the interactive ideas of having students to turn characters in to real people by setting up mock interviews and media introductions. These types of activities help students to place Elizabethan characters in a modern world thus allowing students to create a connection. These activities are in some ways also incorporating performance and drama as well which is another concept that Gibson supports wholeheartedly.