COD 2015 - S468
Multiple perspectives to approach The Tempest (IGCSE Set Text 2015)
IGCSE, Literature and Language teachers interested in an alternative reading of Shakespeare
1
sessions, start: 18-May
The course chosen does not allow any new enrolment
Course detail
Year: 2015
Level: Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Ailen Geraghty
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
ARS 200.00
ARS 200.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 18 May 2015 | 05:30 pm | 08:30 pm |
Facilitator/s
Ailen Geraghty
IGCSE, Literature and Language teachers interested in an alternative reading of Shakespeare
- To propose a postmodern/feminist reading of the play and demonstrate how this can be relevant to teenagers.
- To revise the play and interpret it as a microcosmic world in which people who are marked as other by virtue of their gender, race, sexuality or class, are obliged to negotiate with the dominant culture.
- To analyse the play in terms of cultural power and the antagonistic polarisations it presents (male/female, black/white, politics/aesthetics).
- To revise the play and interpret it as a microcosmic world in which people who are marked as other by virtue of their gender, race, sexuality or class, are obliged to negotiate with the dominant culture.
- To analyse the play in terms of cultural power and the antagonistic polarisations it presents (male/female, black/white, politics/aesthetics).
- Introduction to Postmodern, Postcolonial and Feminist Criticism (applied to Literature).
- Implications of a Postmodern/Postcolonial and Feminist reading of Shakespeare and its relevance in class.
- Historical context of the play.
- Oppression and gender issues in the play.
- The concept of Orientalism.
- Implications of a Postmodern/Postcolonial and Feminist reading of Shakespeare and its relevance in class.
- Historical context of the play.
- Oppression and gender issues in the play.
- The concept of Orientalism.
1) Presentation and discussion of how to approach an alternative reading of Shakespeare.
2) Guided group reflection and exchange of ideas on the main themes and issues raised by the text.
3) Reading of key extracts in the play and reflection on how they mean.
4) Discussion on how to bring to the class the theory analysed in the course.
2) Guided group reflection and exchange of ideas on the main themes and issues raised by the text.
3) Reading of key extracts in the play and reflection on how they mean.
4) Discussion on how to bring to the class the theory analysed in the course.
- Ashcroft, B. (2001) On Post-colonial Futures. Writing Past Colonialism. London & New York: Continuum.
- Ashcroft, B., Griffiths, G. & Tiffin, H. (eds.) (1995) The Post-colonial Studies Reader. London: Routledge.
- Chedgzoy, K. (1995) Shakespeare's Queer Children: Sexual Politics and Contemporary Culture. New York: Manchester University Press.
- Loomba, A. (2002) Shakespeare, Race and Colonialism, New York: O.U.P.: Chapters 1 & 2 (pp. 22-74), chapter 4 (pp. 91-111)
- Loomba, A. (1998) Colonialism / Postcolonialism. London & New York: Routledge.
- Said, E. W. (1985) Orientalism. Penguin: Harmondsworth.
- Ashcroft, B., Griffiths, G. & Tiffin, H. (eds.) (1995) The Post-colonial Studies Reader. London: Routledge.
- Chedgzoy, K. (1995) Shakespeare's Queer Children: Sexual Politics and Contemporary Culture. New York: Manchester University Press.
- Loomba, A. (2002) Shakespeare, Race and Colonialism, New York: O.U.P.: Chapters 1 & 2 (pp. 22-74), chapter 4 (pp. 91-111)
- Loomba, A. (1998) Colonialism / Postcolonialism. London & New York: Routledge.
- Said, E. W. (1985) Orientalism. Penguin: Harmondsworth.