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Infused Shakespeare : = Devising the Traditional in Shakespeare Performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Infused Shakespeare :/
Reminder of title:	Devising the Traditional in Shakespeare Performance.
Author:	Keicher, Roger Edmund.
Description:	1 online resource (56 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Theater. -
Online resource:	click for full text (PQDT)
ISBN:	9780355680010

Infused Shakespeare : = Devising the Traditional in Shakespeare Performance.
Keicher, Roger Edmund.

Infused Shakespeare :Devising the Traditional in Shakespeare Performance. - 1 online resource (56 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--State University of New York at Buffalo, 2018.

Includes bibliographical references

My thesis will explore how combing theatre practices can create a stronger Shakespeare pedagogy. I will argue that infusing various theatre practices with devising theatre techniques will give students more agency in the classroom. Giving the student agency will encourage them to invest more deeply into their education. By agency I mean if they feel they have a say in what and how information is shared with them, it will that give them the freedom to include their personal, social, and cultural life into the classroom work. They will use their experience to help understand Shakespeare and promote contribution to the classroom. I will be using Shakespeare's Romeo and Juliet as my primary text because I have worked with it extensively and it is a play with themes that many students can relate to; young love, rebelling against authority. I will be using Tectonic Theatre Project's Moment Work, Frantic Assembly's Chair Duets, and Goat Island's Performance Project in 5 Steps as three techniques/ starting points to integrate into more traditional techniques used by Cecily Berry and Kristin Linklater. Exploring the philosophies of these companies, I will show how various techniques can be infused into the work of Shakespeare pedagogy. By focusing on chapter two of Freire's Pedagogy of the Oppressed, I want to examine how it can be applied to Shakespeare pedagogy. Finding ways to use Freire's problem posing method and explaining how that can strengthen more traditional techniques will be examined. I will show how many devising theatre companies are already using theories like Freire's in their own practices, and how combining them with other techniques creates a stronger Shakespeare pedagogy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355680010Subjects--Topical Terms:

836732
Theater.
Index Terms--Genre/Form:

554714
Electronic books.

Infused Shakespeare : = Devising the Traditional in Shakespeare Performance.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Eero Laine.
502 $a Thesis (M.A.)--State University of New York at Buffalo, 2018.
504 $a Includes bibliographical references
520 $a My thesis will explore how combing theatre practices can create a stronger Shakespeare pedagogy. I will argue that infusing various theatre practices with devising theatre techniques will give students more agency in the classroom. Giving the student agency will encourage them to invest more deeply into their education. By agency I mean if they feel they have a say in what and how information is shared with them, it will that give them the freedom to include their personal, social, and cultural life into the classroom work. They will use their experience to help understand Shakespeare and promote contribution to the classroom. I will be using Shakespeare's Romeo and Juliet as my primary text because I have worked with it extensively and it is a play with themes that many students can relate to; young love, rebelling against authority. I will be using Tectonic Theatre Project's Moment Work, Frantic Assembly's Chair Duets, and Goat Island's Performance Project in 5 Steps as three techniques/ starting points to integrate into more traditional techniques used by Cecily Berry and Kristin Linklater. Exploring the philosophies of these companies, I will show how various techniques can be infused into the work of Shakespeare pedagogy. By focusing on chapter two of Freire's Pedagogy of the Oppressed, I want to examine how it can be applied to Shakespeare pedagogy. Finding ways to use Freire's problem posing method and explaining how that can strengthen more traditional techniques will be examined. I will show how many devising theatre companies are already using theories like Freire's in their own practices, and how combining them with other techniques creates a stronger Shakespeare pedagogy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Theater. $2 swd $3 836732
650 4 $a Performing arts education. $3 1183538
655 7 $a Electronic books. $2 local $3 554714
690 $a 0465
690 $a 0457
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Buffalo. $b Theatre. $3 1194041
773 0 $t Masters Abstracts International $g 57-05(E).
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