Abstract
In this paper I outline a performative approach to working with Shakespeare in a Waldorf school, relating this to Smith’s notion of Shakespeare’s ‘gappiness’. It locates this teaching and learning in the context of block teaching, an innovative method used in some Waldorf schools. The paper offers a theoretical account of the performative approach based on the notion of learning in a community of practice and the immersion in unfamiliar landscapes of practice – in this case working with Shakespeare’s Macbeth- in relation to the developmental tasks of 17-18 year old school students. The workshop process in classroom learning is then described.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Scenario: A Journal of Performative Teaching, Learning, Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
