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Introduction (Forum: After Shakespeare on Film)

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eBook details

  • Title: Introduction (Forum: After Shakespeare on Film)
  • Author : Greg Colon Semenza
  • Release Date : January 01, 2010
  • Genre: Language Arts & Disciplines,Books,Professional & Technical,Education,
  • Pages : * pages
  • Size : 60 KB

Description

OUR FORUM, "AFTER SHAKESPEARE ON FILM," invites leading Shakespeare on film scholars to share some exploratory musings on four basic but hopefully provocative questions: First, what is the future of Shakespeare on celluloid now that the cinema boom provoked by Kenneth Branagh's Henry V (1989) appears to have run its course? Second, what is the future of Shakespeare and film studies now that a formerly ghettoized subfield has been assimilated--at least halfheartedly--by the scholarly Shakespeare industry? Next, what current and future technologies, if any, are likely to supplant film as the primary vehicle for disseminating Shakespeare within mass culture markets? Finally, how will the alternative technologies discussed in these pages--YouTube, Kindle, Web 2.0, digital cinematography, and so on--impact the scholarly teaching and theorization of Shakespeare's work and cultural legacy? As such questions would imply--oscillating as they do between interest in imaginative engagements of Shakespeare on one hand, and critical approaches to them on the other--the respective fates of cinematic Shakespeare and Shakespeare studies depend in many ways on one another. Especially after the so-called Great Recession, levels of support for the humanities in higher education will have much to do with questions about the practicality or real-world applicability of the subjects we study; and let's face it, no other subfield of Shakespeare studies has done more to locate and theorize the functions of Shakespeare in our world--the world outside of the ivory tower--than Shakespeare on film (and Shakespeare and popular culture) studies. If we are indeed "after" Shakespeare on film, we may also be after Shakespeare, precisely because the popularity, diversity, and marketability of Shakespeare films have advertised for several generations of nonscholars the continuing relevance of the playwright we study and teach. Multi-million-dollar film productions of Shakespeare's plays authorize--for mainstream audiences, for a large percentage of our students, and for bean-counting administrators--the continuing relevance of a 450-year-old playwright; the success of these films hinges largely on their educational usefulness, and their educational usefulness hinges on the approval or, at least, the interest of a few Shakespeare scholars. There is great, often unrecognized practicality in what we do, and yet practicality is not typically a major criterion for respectability in a Western educational tradition that has historically boasted of the "intrinsic value" of the liberal arts and sciences.


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