Abstract
This article explores the way gender resonates in Shakespeare’s Julius Caesar through an active study of live performance. Combining pedagogy with performance as an interpretive methodology, this research focuses upon using my unique classroom situation, teaching ultra-Orthodox Jewish adolescent females, as a platform for analysis. Performing Julius Caesar in my classroom represents an inversion of early modern all-male performance. The question explored in this study is: what does this reversal illuminate about constructions of gender among ultra-Orthodox adolescents?.
| Original language | English |
|---|---|
| Pages (from-to) | 155-172 |
| Number of pages | 18 |
| Journal | Research in Drama Education |
| Volume | 24 |
| Issue number | 2 |
| DOIs | |
| State | Published - 3 Apr 2019 |
Bibliographical note
Publisher Copyright:© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Funding
This work was supported by the Bar-Ilan University Presidential Fellowship for Outstanding Scholars.
| Funders | Funder number |
|---|---|
| Bar-Ilan University |
Keywords
- Shakespeare
- adolescents
- feminism
- pedagogy
- performance
- ultra-Orthodox Jews
