A sea-change into something rich and strange: Transmediation in a Shakespeare and film course
Barger, Molly McQuown
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The purpose of this case study was to look at how students experienced Shakespeare through film in a course taught by a master Shakespeare instructor with training in both traditional lecture techniques and non-traditional teaching methods, such as discussion, drama pedagogy, and other techniques through instruction from the Folger Shakespeare Teaching Institute. It also looked at what impacts other criteria—such as classroom size, location, and time, which were out of the instructor’s control—had on their overall experience. This case study (Creswell, 2007) describes the experience of undergraduate students, both media studies and English majors, in a Shakespeare and film course at a large Northeastern university. It considers the analytic techniques of these students as well as their personal reflections on the course, its contents, and the instructor, Dr. Quickly, an expert teacher (Berliner, 1986, 2001; Shulman, 1987) and tenured professor at the university with several decades of teaching experience in the field of Shakespeare. The study examines how the students viewed the films, how they read the films as a text, how the course discussions helped or hindered their understanding, and how the films themselves helped the students gain an understanding of the original text in terms of its embodiment of the characters and the actions.