The gappiness in Shakespeare
Performative possibilities
DOI:
https://doi.org/10.33178/scenario.16.1.3Keywords:
Waldorf, Shakespeare, Performative approach to L2, GappinessAbstract
In this paper I outline a performative approach to working with Shakespeare in a Waldorf school, relating this to Smith’s notion of Shakespeare’s ‘gappiness’. It locates this teaching and learning in the context of block teaching, an innovative method used in some Waldorf schools. The paper offers a theoretical account of the performative approach based on the notion of learning in a community of practice and the immersion in unfamiliar landscapes of practice – in this case working with Shakespeare’s Macbeth- in relation to the developmental tasks of 17-18 year old school students. The workshop process in classroom learning is then described.
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