Evelyn Tribble: Difference between revisions

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This page reflects a scholar's association with the [[Folger Institute]].
This page reflects a scholar's association with the [[Folger Institute]].
 
Professor and Donald Collie Chair of English at the University of Otago, Dunedin, New Zealand. She is the author of ''Margins and Marginality: The Printed Page in Early Modern England'' (Virginia, 1993); ''Writing Material: Readings from Plato to the Digital Age'' (with Anne Trubek, Longmans, 2003); ''Cognitive Ecologies and the History of Remembering'' (with Nicholas Keene, Palgrave, 2011); and ''Cognition in the Globe: Attention and Memory in Shakespeare’s Theatre'' (Palgrave, 2011). She has also published scholarly articles in ''Shakespeare Quarterly''; ''Shakespeare''; ''Shakespeare Survey''; ''Shakespeare Studies''; and ''Textual Practice'', among others.


=== Long-term fellowship ===
=== Long-term fellowship ===


Ecologies of Skill in Early Modern England (Mellon, [[Folger Institute 2012-2013 long-term fellows|2012-2013]])
"Ecologies of Skill in Early Modern England" (Mellon, [[Folger Institute 2012–2013 long-term fellows|2012–2013]])


My project seeks to examine the skilled body, beginning with a study of the skilled body of the player and performer and working outward to wider cultural debates about skill and the body. Skill is embodied but also extended and embedded into its environment; it is profoundly social. I hope to construct what I term a cognitive ecology of skill in early modern England, both employing and calling into question contemporary research into skill and expertise in the contemporary cognitive sciences, including recent research into ‘enskillment’ in cognitive anthropology. Among the questions I hope to raise are: how is skill inculcated, appraised, valued, and evaluated cross-culturally and historically? Among the lines of investigation I propose are:
My project seeks to examine the skilled body, beginning with a study of the skilled body of the player and performer and working outward to wider cultural debates about skill and the body. Skill is embodied but also extended and embedded into its environment; it is profoundly social. I hope to construct what I term a cognitive ecology of skill in early modern England, both employing and calling into question contemporary research into skill and expertise in the contemporary cognitive sciences, including recent research into ‘enskillment’ in cognitive anthropology. Among the questions I hope to raise are: how is skill inculcated, appraised, valued, and evaluated cross-culturally and historically? Among the lines of investigation I propose are:
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===Scholarly programs===
===Scholarly programs===
Director, [[The_Early_Modern_Book_in_a_Digital_Age_(seminar)| The Early Modern Book in a Digital Age]] (Master's Seminar, 2000-2001, 2002-2003)
Director, [[The_Early_Modern_Book_in_a_Digital_Age_(seminar)| The Early Modern Book in a Digital Age]] (Master's Seminar, [[2000–2001 Folger Institute Scholarly Programs|2000–2001]], [[2002–2003 Folger Institute Scholarly Programs|2002–2003]])
:[[:File:Tribble.pdf|Syllabus]] (2001)
:[[:File:Tribble.pdf|Syllabus]] (2001)
Faculty, [[Habits of Reading in Early Modern England (NEH Institute)|Habits of Reading in Early Modern England]] (NEH Institute, 1997-Summer)


=== Service ===
=== Service ===
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[[Category:Folger Institute]]
[[Category:Folger Institute]]
[[Category:Scholar]]
[[Category:Fellowships]]
[[Category:Fellowships]]
[[Category:Long-term]]
[[Category:Long-term]]
[[Category: Scholarly programs]]
[[Category: Scholarly programs]]
[[Category:Shakespeare Quarterly]]
[[Category:2012-2013]]
[[Category:2012-2013]]
[[Category:2002-2003]]
[[Category:2002-2003]]
[[Category:2000-2001]]
[[Category:2000-2001]]
[[Category:1997-Summer]]

Latest revision as of 14:35, 16 April 2015

This page reflects a scholar's association with the Folger Institute.

Long-term fellowship

"Ecologies of Skill in Early Modern England" (Mellon, 2012–2013)

My project seeks to examine the skilled body, beginning with a study of the skilled body of the player and performer and working outward to wider cultural debates about skill and the body. Skill is embodied but also extended and embedded into its environment; it is profoundly social. I hope to construct what I term a cognitive ecology of skill in early modern England, both employing and calling into question contemporary research into skill and expertise in the contemporary cognitive sciences, including recent research into ‘enskillment’ in cognitive anthropology. Among the questions I hope to raise are: how is skill inculcated, appraised, valued, and evaluated cross-culturally and historically? Among the lines of investigation I propose are:

  • Internal evidence within the plays: how is skill and its converse—ineptness—represented and commented upon?
  • The wide range of inset skill displays with the fiction of the drama, including calls for fencing, dancing, pike-throwing, vaulting, and tumbling;
  • Accounts of extra-fictional—shall we say paratextual—feats of skill performed by players attached to companies or travelling with them;
  • Displays and discussion of skill within the wider cultural context of early modern England.

My aim is to construct a model of ecologies of skill within the period.

Scholarly programs

Director, The Early Modern Book in a Digital Age (Master's Seminar, 2000–2001, 2002–2003)

Syllabus (2001)

Faculty, Habits of Reading in Early Modern England (NEH Institute, 1997-Summer)

Service

Editorial Board, Shakespeare Quarterly