Welcome to Teaching Early English Performance Wiki!

This wiki is a collaborative space for a roundtable session planned for NeMLA 2014 in Harrisburg, PA.
Our roundtable is scheduled for Friday March 28, 2014: 8:30-9:45 in Hilton - Delaware.

Early English Performance and Student-Centered Learning
Original CFP: This roundtable explores effective teaching practices for medieval and early modern performance (non-Shakespearean). Submissions should address how student-centered activities (collaborative / experiential practices, flipped / hybrid assignments, tech / web resources) overcome challenges posed by teaching lesser canonical works. Abstracts addressing a wide range of performance genres are welcome. Interested participants see http://teachingearlyenglishperformance.wikispaces.com. Please submit 250-word abstracts to rhizme@qc.cuny.edu

NeMLA convention participants may present a paper at a panel and also present at a creative session or participate in a roundtable.

Extended Description / Abstract:

This roundtable seeks to cull various pedagogical approaches and effective classroom practices for the teaching of early English performance (non-Shakespearean). Medieval dramatic texts and non-Shakespearean plays from the early modern era are often absent from reading lists for the non-major and, indeed, even required survey courses. Due to constraints of time, these lesser or non-canonical works are often overlooked because of the various challenges surrounding their successful inclusion, some of which are: a dearth of non-specialist editions, the difficulty of early English, and the distance between performance practices in our own moment and those of the early performance era in terms of genre, audience expectations and participation, and cultural contexts.

Submissions to this session will discuss best practices in terms of engaging early English performance texts in student-centered learning environments. Papers will address the utility of a particular text to specific learning goals, as well as present successful activities for engaging students in the learning process, including but not limited to collaborative or experiential practices, flipped or hybrid activities, and the use of technology and web resources to further enhance and excite student interest. Suggestions for atypical textual pairings are welcome, as are abstracts addressing a wide range of performance genres.

The significance of this session is two-fold: it seeks to broaden the range of texts typically taught to undergraduates – to broaden the canon if you will – while simultaneously aiming to develop a resource of activities and practices which focus on student-centered learning. To that end, this panel will maintain an online space where participants and other interested educators can develop ideas through collaboration.