절충주의식 셰익스피어 교육방법: 『리어왕』을 중심으로
An Eclectic Approach to Teaching Shakespeare with Special Reference to King Lear
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My study aims at detailing an eclectic approach to teaching Shakespeare at college level. This approach combines literary analysis and appreciation of text and theatrical understanding of a play. In my past experience integration of the two approaches has turned out to be effective. I will explain in more detail about this method by focusing on King Lear. In order to teach Shakespeare successfully at colleges it is necessary to help students to overcome both temporal and linguistic barriers between the age of Shakespeare and the students. In the firs two weeks of semester I deliver some preliminary lectures on Shakespeare’s time, Shakespeare’s biography, Shakespeare’s stage, and Shakespeare’s text. The introductory lectures pave the way for the students to attempt profound analysis and close reading of King Lear. As Shakespeare’s text is largely written in blank verse, scanning assists students in improving reading comprehension and understanding prosody. The literary approach mainly consists of three parts. Close reading of the text should precede the interpretive and critical one. Teachers need to select important articles which shed light on the major issues of the work. Robert Heilman’s This Great Stage provides insights to the interpretation of the work. The last part of the literary approach is essay writing. Students choose two from study questions for each act of the play and submit one-page essays. I give feedback on their writings especially with regard to their critical understanding of the work and to good academic writing. Performative approach complements the literary one. Film shows and class performance are two useful methods in teaching King Lear from a performative perspective. Students can greatly benefit by watching some parts of classical film versions of King Lear produced by directors such as Peter Brook, Grigori Kozintsev, and Jean-Luc Godard. When film show is used in conjunction with debate, they can produce synergy effect. Class performance is a very effective way of helping student to keenly understand the theatrical dimension of the play. In my class students perform one scene of King Lear at the end of semester. Teaching Shakespeare can fulfill the double functions of education. First, Shakespeare’s works deal with such humanistic ideas as suffering, patience, justice, compassion. On the other hand Shakespeare’s plays are good material which can be used to improve students’ English competence. Teachers can achieve these two goals by adopting an eclectic approach, which I have illustrated with special reference to King Lear.
Abstract
My study aims at detailing an eclectic approach to teaching Shakespeare at college level. This approach combines literary analysis and appreciation of text and theatrical understanding of a play. In my past experience integration of the two approaches has turned out to be effective. I will explain in more detail about this method by focusing on King Lear. In order to teach Shakespeare successfully at colleges it is necessary to help students to overcome both temporal and linguistic barriers between the age of Shakespeare and the students. In the firs two weeks of semester I deliver some preliminary lectures on Shakespeare’s time, Shakespeare’s biography, Shakespeare’s stage, and Shakespeare’s text. The introductory lectures pave the way for the students to attempt profound analysis and close reading of King Lear. As Shakespeare’s text is largely written in blank verse, scanning assists students in improving reading comprehension and understanding prosody. The literary approach mainly consists of three parts. Close reading of the text should precede the interpretive and critical one. Teachers need to select important articles which shed light on the major issues of the work. Robert Heilman’s This Great Stage provides insights to the interpretation of the work. The last part of the literary approach is essay writing. Students choose two from study questions for each act of the play and submit one-page essays. I give feedback on their writings especially with regard to their critical understanding of the work and to good academic writing. Performative approach complements the literary one. Film shows and class performance are two useful methods in teaching King Lear from a performative perspective. Students can greatly benefit by watching some parts of classical film versions of King Lear produced by directors such as Peter Brook, Grigori Kozintsev, and Jean-Luc Godard. When film show is used in conjunction with debate, they can produce synergy effect. Class performance is a very effective way of helping student to keenly understand the theatrical dimension of the play. In my class students perform one scene of King Lear at the end of semester. Teaching Shakespeare can fulfill the double functions of education. First, Shakespeare’s works deal with such humanistic ideas as suffering, patience, justice, compassion. On the other hand Shakespeare’s plays are good material which can be used to improve students’ English competence. Teachers can achieve these two goals by adopting an eclectic approach, which I have illustrated with special reference to King Lear.
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