Was Shakespeare a Man or a Woman? Discipline-Based Art Education as a Tool for Literary Inquiry and Guided Discovery

Autor/inn/en	Agnello, Mary Frances; Lucey, Thomas A.; Laney, James D.
Titel	Was Shakespeare a Man or a Woman? Discipline-Based Art Education as a Tool for Literary Inquiry and Guided Discovery
Quelle	In: Research Issues in Contemporary Education, 7 (2022) 3, S.120-171 (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2690-9251
Schlagwörter	Art Education; Guidelines; Teaching Methods; Educational Objectives; Intellectual Disciplines; Authors; English Literature; Secondary School Students; English Instruction; History; Learning Activities; Cooperative Learning; Independent Study; Critical Reading; Socialization; Drama; Inquiry; Active Learning + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Geisteswissenschaften; Author; Autor; Autorin; Englische literatur; Sekundarschüler; English langauage lessons; Englischunterricht; Geschichte; Geschichtsdarstellung; Lernaktivität; Kooperatives Lernen; Selbststudium; Kritisches Lesen; Socialisation; Sozialisation; Schauspiel; Aktives Lernen
Abstract	This article provides guidelines for student investigation that address teaching and learning objectives for both the social studies and language arts. Building on historical inquiry methods, the authors advocate for Discipline-Based Art Education (DBAE) as a vehicle for this learning. Because the curricula in secondary English/language arts and history potentially overlap, the question of the legitimacy of William Shakespeare's contributions to the Western canon provides opportunities for interdisciplinary learning. Students grapple with the question of whether Shakespeare would have been capable of writing all the works for which he is credited. They consider two other individuals who represent possible authors who were in position to develop the literary works that conventional histories ascribe to Shakespeare. Students pursue teacher-guided, self-directed, and collaborative activities to attempt to unravel the mystery of Shakespeare's identity and establish the legitimacy of his authorship of internationally celebrated dramas that have been celebrated for over four centuries. The importance of this learning is the impetus it offers students to pursue deep reading of Shakespeare's works to achieve social learning, as well as to exercise research skills that may avail students of keen insights to become better critical readers and historians. (As Provided).
Anmerkungen	Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01