The Merchant in Venice. Shakespeare in the Ghetto

This book records the landmark performance of The Merchant of Venice in the Venetian Ghetto in 2016, the 400th anniversary of Shakespeare’s death and the 500th anniversary of the Jewish quarter that gave the world the word ‘ghetto’. Practitioners and critics discuss how this multi-ethnic production and its radical choice to cast five actors as Shylock provided the opportunity to respond creatively to Europe’s legacy of antisemitism, racism and difference. They observe how the place and play stand as ambivalent documents of civilization: instruments of intolerance but also sites of cultural exchange

Open-space Learning

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Open-space Learning offers a unique resource to educators wishing to develop a workshop model of teaching and learning. The authors propose an embodied, performative mode of learning that challenges the primacy of the lecture and seminar model in higher education. Drawing on the expertise of the CAPITAL Centre (Creativity and Performance in Teaching and Learning) at the University of Warwick, they show how pedagogic techniques developed from the theatrical rehearsal room may be applied effectively across a wide range of disciplines. The book offers rich case-study materials, supplemented by video and documentary resources, available to readers electronically. These practical elements are supplemented by a discursive strand, which draws on the methods of thinkers such as Freire, Vygotsky and Kolb, to develop a formal theory around the notion of Open-space Learning. CAPITAL was a collaboration between the University of Warwick's Department of English and the Royal Shakespeare Company. CAPITAL was succeeded by the Institute for Advanced Teaching and Learning (IATL) in 2010

Open-space Learning

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Open-space Learning offers a unique resource to educators wishing to develop a workshop model of teaching and learning. The authors propose an embodied, performative mode of learning that challenges the primacy of the lecture and seminar model in higher education. Drawing on the expertise of the CAPITAL Centre (Creativity and Performance in Teaching and Learning) at the University of Warwick, they show how pedagogic techniques developed from the theatrical rehearsal room may be applied effectively across a wide range of disciplines. The book offers rich case-study materials, supplemented by video and documentary resources, available to readers electronically. These practical elements are supplemented by a discursive strand, which draws on the methods of thinkers such as Freire, Vygotsky and Kolb, to develop a formal theory around the notion of Open-space Learning. CAPITAL was a collaboration between the University of Warwick's Department of English and the Royal Shakespeare Company. CAPITAL was succeeded by the Institute for Advanced Teaching and Learning (IATL) in 2010

Hamlet’s ‘Spendthrift Sigh’: Emotional Breathing On and Off the Stage

This is the author accepted manuscript. The final version is available from Palgrave Macmillan via the DOI in this record.This chapter addresses how the body’s release of the breath troubles, in the context of theatrical representation, the boundaries between the internal and the external and between actors and audience. Drawing on Renaissance and modern theories of emotions to explore the affective resonance of sighing in Hamlet, the chapter examines what it means to waste one’s self in breath, or how breath consumes the body as much as it invigorates it. Hypocritical, instrumental, communicative, self-consuming and self-revealing, breathing in Hamlet has no fixed referent but shifts as often as the characters shift their position and perspective, constantly pointing to the impossibility of ordering Hamlet’s and the playgoers’ experience

Wasting Breath in Hamlet

This is the final version. Available on open access from Palgrave via the DOI in this recordThis chapter draws on instances of disordered breathing in Hamlet in order to examine the cultural signifcance of sighs in the early modern period, as well as in the context of current work in the feld of medical humanities. Tracing the medical history of sighing in ancient and early modern treatises of the passions, the chapter argues that sighs, in the text and the performance of the tragedy, exceed their conventional interpretation as symptoms of pain and disrupt meaning on the page and on stage. In the light of New Materialist theory, the air circulating in Hamlet is shown to dismantle narratives of representation, posing new questions for the future of medical humanities