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dc.contributor.supervisor Fowler, Leah
dc.contributor.author Madsen, Valerie
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-29T15:10:21Z
dc.date.available 2010-03-29T15:10:21Z
dc.date.issued 2001
dc.identifier.uri https://hdl.handle.net/10133/1061
dc.description ix, 81 leaves ; 29 cm. -- en
dc.description.abstract Through analysis of teachers' responses to a survey, this study examines the methods of instruction and assessment being used to teach the Shakespearean drama in southern Alberta's high schools. While teachers generally use a wide variety of teaching and assessment strategies, the majority of these are desk-bound reading and writing endeavours with a strong emphasis on viewing videotaped productions. Relatively little use is made of active, performance-based teaching techniques. Some of the factors impacting teachers' decisions regarding instructional methodologies are time limitations, class size, final exam preparation, and the students' level of comfort with Shakespeare's language. However, since teachers' personal enjoyment of the plays and their concern for students' interests and needs are the most significant factors in determining their instructional approaches, more active approaches should be encouraged. To this end, a sample unit plan (for English 20, Macbeth) is provided to illustrate the range of activities possible. With increased knowledge of performance approaches and greater confidence in their own abilities to lead performance activities, teachers can greatly enhance their classroom presentation of Shakespeare's writing. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Shakespeare, William, 1564-1616 -- Study and teaching en
dc.subject Drama in education en
dc.title Strategies for teaching the Shakespearean drama en
dc.type Thesis en
dc.publisher.faculty Education en


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