Teaching Shakespeare

Subject EDUC90494 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

June, Parkville - Taught on campus.
Pre-teaching Period Start 20-Jun-2016
Teaching Period 27-Jun-2016 to 01-Jul-2016
Assessment Period End 24-Jul-2016
Last date to Self-Enrol 21-Jun-2016
Census Date 27-Jun-2016
Last date to Withdraw without fail 15-Jul-2016

Pre-teaching period:

During the pre-teaching period, students will be required to complete reading that will be provided via LMS.

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours total over the 5 day intensive period in July (during the Victorian school holidays).
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability


Dr Richard Sallis



Subject Overview:

The teaching of Shakespeare will be explored through a pedagogy entailing an active, participatory and critical approach. Students will engage in workshop activities. Dramatic texts will be actively explored from the point of view of educators, actors, directors, audiences and scholars - including artistic problem-solving and investigation of contemporary critical issues. Effective program and unit planning for the classroom or other educational contexts will be introduced. This subject will be taught through an intensive week's workshop during the July Victorian school holidays, with the assessment occurring during this week and immediately following. The content will flow through directly to be taken up in EDUC90495 Shakespeare in the Classroom and Community.

Learning Outcomes:

On completion of this subject students should be able to:

  • Apply and further develop skills in embodying Shakespeare in classroom and rehearsal settings
  • Practise a range of pedagogical skills in teaching Shakespeare
  • Demonstrate an understanding of relevant educational themes in the study of Shakespearean texts.

There will be two items of assessment, each worth 50%

  • Item 1: Journal – a journal based on the practical workshops will be completed during the Intensive week. (2,500 words)
  • Item 2: Reflective Essay – an analytical essay/report critically reflecting on key approaches, strategies, and techniques introduced during the Intensive. (2,500 words)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject students should :

  • have a strong sense of intellectual integrity and the ethics of scholarship;
  • have an in-depth knowledge of their specialist discipline(s);
  • be critical and creative thinkers, with an aptitude for continued self-directed learning;
  • have expanded their analytical and cognitive skills through learning experiences in diverse subjects;
  • have the capacity to participate fully in collaborative learning and to confront unfamiliar problems;
  • have initiated and implemented constructive change in their communities, including professions and workplaces;
  • have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations;
  • be able to mentor future generations of learners.
Related Course(s): Graduate Certificate in the Teaching of Shakespeare
Master of Education
Master of Education
Postgraduate Certificate in the Teaching of Shakespeare

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