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Shakespeare and Place-Based Learning explores the potential of place for enriching Shakespeare pedagogy. Positioning place as a complex, multiperspectival phenomenon with stories and voices of its own, this Element considers place a partner in the learning process. The opening section traces the development of place-based education, culminating in a conceptual framework for use in Shakespeare pedagogy. Shakespeare and Place-Based Learning then examines how regional Australian students understand place in the Shakespeare classroom and presents a new definition of place designed for literary studies. This Element also investigates the challenges and potential of outdoor Shakespeare education through a case study of outdoor theatre workshops. Shakespeare and Place-Based Learning culminates with a pedagogical model and practical activities. This model aims to develop a learner's sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare's texts, and by expanding critical awareness of their environmental responsibilities.
List of contents
Meeting place; 1. Developing place-based Shakespeare pedagogy; 2. Defining place: lived and literary place in the Shakespeare classroom; 3. Exploring place: experimenting with outdoor Shakespeare; 4. Learning place: a model for teaching place-based Shakespeare; Place of departure: Shakespeare and identity.
Summary
This Element considers place as a partner in the learning process. It aims to develop a learner's sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare's texts, and by expanding critical awareness of their environmental responsibilities.
Foreword
This Element explores how place-based learning can enrich Shakespeare pedagogy and deepen environmental awareness in a learner.
