This collection of essays - written by experienced practitioners - seeks to define, or at least report on, the current position of Shakespeare in schools, colleges and other educational environments. Its primary purpose is to examine how, where and why Shakespeare manifests himself in the educational experience of school and college students today. The seven contributors address key topics such as making Shakespeare our contemporary, teaching Shakespeare at a comprehensive school and the work of the Shakespeare Birthplace Trust.
There are fireworks in London on 5th November when Marcel goes to stay with his friend, Henry. Henry lives next door to a professor who is looking after some very special letters written by William Shakespeare. When Marcel and Henry go to look at them, they are not there. Someone has stolen them! But Marcel is a detective, and he has to find the Shakespeare letters. A thrilling mystery novel featuring Marcel, the French mouse detective.
This book relates Shakespeare's comedies to a broad European background. At the beginning and again at the end of his career, Shakespeare was attracted by a tradition of stage romances which can be traced back to Chaucer's time. But the main shaping behind his comedies came from the classical tradition. Mr Salingar therefore examines the underlying theme of 'errors' in Greek and Roman comedies and, taking three Italian comedies famous in the sixteenth century as examples, ...
In this useful guide, Paul Cantor provides a clearly structured introduction to Shakespeare’s most famous tragedy. Cantor examines Hamlet’s status as tragic hero and the central enigma of the delayed revenge in the light of the play’s Renaissance context. He offers students a lucid discussion of the dramatic and poetic techniques used in the play. In the final chapter he deals with the uniquely varied reception of Hamlet on the stage and in literature generally from the seventeenth century to the present day.
Shakespeare and Impure Aesthetics by Hugh GradyShakespeare and Impure Aesthetics explores ideas about art implicit in Shakespeare’s plays and defines specific Shakespearean aesthetic practices in his use of desire, death and mourning as resources for art. Hugh Grady draws on a tradition of aesthetic theorists who understand art as always formed in a specific historical moment but as also distanced from its context through its form and Utopian projections.
