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Jordan was born female, but wants to live the last year of high school as a boy. He discovers being true to himself isn't so simple.
Love! Betrayal! Ambition! Tragedy! Jealousy! Williams Shakespeare's universal themes continue to resonate with readers of all ages more than 400 years after his death. This wonderful, fully illustrated book introduces children to the Bard and more than thirty of his most famous and accessible verses, sonnets, and speeches. From “Shall I compare thee to a summer’s day?” to “O, she doth teach the torches to burn bright!” and “All the world’s a stage,” the words of the greatest playwright and poet spring to life on the page. The next generation of readers, poets, and actors will be entranced by these works of Shakespeare. Each poem is illustrated and includes an explanation by an expert and definitions of important words to give kids and parents the fullest explanation of their content and impact.
Writing and the English Renaissance is a collection of essays exploring the full creative richness of Renaissance culture during the sixteenth and seventeenth centuries. As well as considering major literary figures such as Spenser, Marlowe, Donne and Milton, lesser known - especially women - writers are also examined. Radical writing and popular culture are considered as well. The scope of the study not only extends the parameters for debate in Renaissance studies, but also adopts a radical interdisciplinary approach, bridging the gap between literary, historical, cultural and women's studies, leading to a much fuller picture of life in the sixteenth and seventeenth centuries. The authors discussed are placed in their full historical and literary context, with an extensive selection of original documentation included in the text - for example, from The Book of Common Prayer or the Homilies to contextualize the writing under discussion. This distinctive approach, combined with a detailed chronology of the period and bibliography, embracing both canonical and non-canonical writers, makes this volume a unique reference resource and course reader for Renaissance studies.
This book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. In keeping with a/r/tography this research uses social science methods and creative methods of data collection. Interviews and reflective writing about the participant’s educational and experiential backgrounds are complimented by the writing of monologues. Themes from the data collected during interviews, reflective writing and monologues led to the understandings that: there is a connection between developing consciousness and having a noetic experience; actor-teachers want to talk about their noetic experiences; residue is an a/r/tographic rendering used to describe the way that having an illuminating experience in theatre school affected the participants; and an immanent curriculum can be understood by theatrical engagement. In addition to exploring the interview data and monologues, time is spent understanding the works of Antonin Artaud, a prolific theatre artist and a/r/tography, a method of arts-based research. This theoretical and a/r/tographical investigation leads to the creation of Interludes. These Interludes, theorized as rhizomatic curricular offshoots, allow for multiple entry points into these new understandings and provide an example of how to bring together artful inquiry into an academic arena. AWARDS: 2013 American Educational Research Association (AERA) Arts Based Educational Research (ABER) Dissertation Honorable Mention 2013 Canadian Society for the Study of Education (CATE) Canadian Association of Teacher Education (CATE) PhD Dissertation Award of Distinction Link to Info: https://www.mcgill.ca/dise/about/academicstaff/carter Dr. Mindy R. Carter is an Assistant Professor at McGill University in the Department of Integrated Studies in Education. She has taught a range of education courses specializing in arts education and curriculum theory. Her research focuses on a/r/tography, teacher identity, teacher education, arts based educational research and curriculum. Her publications have addressed knowledge mobilization, democracy and arts education, the impact of autobiographical and a/r/tographical dispositions on teacher candidates and the impact of creating art on teacher’s pedagogical development and identity. She is actively involved in local and international arts education organizations.
Examines the role of Elizabethan drama in the shape of cultural belief, values, and understanding of political authority.
A Midsummer Night's Dream is perhaps the best loved of Shakespeare's plays. It brings together aristocrats, workers, and fairies in a wood outside Athens, and from there the enchantment begins. In the introduction to this edition, Peter Holland pays particular attention to dreams and dreamers, and to Shakespeare's construction of a world of night and shadows. Both here and in his commentary he explores the play's extensive performance history to illustrate the wide range of interpretations of which it is capable. - ;A Midsummer Night's Dream is perhaps the best loved of Shakepeare's plays. It brings together aristocrats, workers, and fairies in a wood outside Athens, and from there the enchantment begins. Simple and engaging on the surface, it is none the less a highly original and sophisticated work, remarkable for both its literary and its theatrical mastery. It is one of the very few of Shakespeare's plays which do not draw on narrative sources, which suggests that it reflects his deepest imaginative concerns to an unusual degree. In his introduction Peter Holland pays particular attention to dreams and dreamers, and to Shakespeare's construction of a world of night and shadows. Both here and in his commentary he explores the play's extensive performance history to illustrate the wide range of interpretations of which it is capable. -

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