Abstract
Teaching undergraduate and graduate courses on early modern theater in the United States presents a major obstacle, namely, the great distance that separates instructors and students from the texts and contexts. In the face of such geographic, historical, and cultural distance, instructors must rely on a script that cannot reproduce the essence of the dramatic work at hand. University professors in the United States, in our quest to present early modern Hispanic theater in a way that is meaningful to students, can choose to stress the importance of staging as a fundamental element in teaching the classics. Here, we discuss the pedagogical benefits of a five-week study abroad program in Madrid, Spain, sponsored by the University of Delaware between 2004 and 2010, that focused on a multidisciplinary understanding of Golden Age theater as text, performance, and cultural phenomenon. We approach the evaluation of this program from our perspectives as program director and former participant of the program, respectively.
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