Difference between revisions of "Teaching Shakespeare to Undergraduates, Folger Institute NEH microgrant project (2016-2017)"

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Funded by a grant from the National Endowment for the Humanities’ [http://www.neh.gov/divisions/education Division of Education Programs], the "Teaching Shakespeare to Undergraduates" program hosts a competitive micro-grant application for [http://www.folger.edu/first-folio-tour First Folio!] university sites, a summer 2016 workshop, and a blog space for participating professors, librarians, and administrators to discuss undergraduate Shakespearean pedagogy. In addition, this NEH grant-funded program will yield an online suite of teaching tools drawn from micro-grant projects and blog developments.
+
''This page includes open access teaching resources in addition to summarizing this Folger Institute project.''
  
=== ''Program Staff'' ===
+
The [[Folger Institute]]'s [[Center for Shakespeare Studies]] administered this national micro-grant project funded by the NEH [http://www.neh.gov/divisions/education Division of Education Programs.] ''Teaching Shakespeare to Undergraduates'' awarded micro-grants to college faculty involved in the Folger's NEH-sponsored national tour [http://www.folger.edu/first-folio-tour First Folio!]. The micro-grant competition challenged college faculty to leverage the energy of public outreach initiatives towards teaching strategies, resources, and objectives in a digital age. These faculty development grants also sought to summon a community of practitioners, constituted across departments in large universities and among faculty on various campuses in a local region. The project launched with a summer 2016 workshop at the Folger which gathered representatives from each awarded team, and concluded by making new teaching resources developed from micro-grants available on this page.
[http://www.folger.edu/staff/dr-kathleen-lynch Dr. Kathleen Lynch], Program Director  
 
  
[http://www.folger.edu/staff/kyle-vitale Dr. Kyle Vitale,] Program Manager
+
Project Director: [http://www.folger.edu/staff/dr-kathleen-lynch Dr. Kathleen Lynch] | Research Associate / Project Manager: [https://ctl.yale.edu/people/kyle-vitale Dr. Kyle Vitale] | Project Intern: [https://www.english.umd.edu/profiles/jdecamillis Justine DeCamillis]  
  
[http://www.english.umd.edu/academics/undergraduate/advising/advisor-profiles/DeCamillis Justine DeCamillis], Program Intern
+
=== ''Micro-Grant Awardees'' ===
 +
Through competitive micro-grants managed by the Folger Institute, 21 college faculty teams were awarded funds to develop initiatives that strengthen college-level instruction of Shakespeare's plays. Main institutions and contacts were as follows:  
 +
* Belmont University, TN
 +
** ''Dr. Marcia McDonald and Dr. Jayme Yeo, Department of English''
 +
 
 +
* Cleveland State University, OH
 +
** ''Dr. James Marino, Department of English''
  
=== ''Micro-Grant Competition'' ===
 
Through competitive micro-grants managed by the Folger Institute, 21 college faculty teams were awarded funds to establish proposed initiatives and digital projects that strengthen college-level instruction of Shakespeare's plays. Awarded faculty teams are headquartered in colleges and universities around the country:
 
* Belmont University, TN
 
 
* Drew University, NJ
 
* Drew University, NJ
 +
** ''Dr. Kimberly Rhodes, Department of Art History''
 +
 
* Emory University, GA
 
* Emory University, GA
 +
** ''Dr. Sheila Cavanagh, Department of English''
 +
 
* Florida International University, FL
 
* Florida International University, FL
 +
** ''Dr. Jamie Sutton and Dr. Vernon Dickson, Department of English''
 +
 
* Gallaudet University, DC
 
* Gallaudet University, DC
* University of Hawai'i, HI
+
** ''Dr. Jill Bradbury, Department of English''
 +
 
 
* Kansas State University, KS
 
* Kansas State University, KS
 +
** ''Dr. Don Hedrick and Dr. Kara Northway, Department of English''
 +
 
* Mary Baldwin College, VA
 
* Mary Baldwin College, VA
* Cleveland State University, OH
+
** ''Dr. Paul Menzer, Shakespeare and Performance''
 +
 
 
* Texas A&M University (College Station and Corpus Christi), TX
 
* Texas A&M University (College Station and Corpus Christi), TX
 +
** ''Dr. Kathryn Santos, Department of English''
 +
 
* Tulane University, LA
 
* Tulane University, LA
 +
** ''Dr. Scott Oldenburg, Department of English''
 +
 
* University of Arizona, AZ
 
* University of Arizona, AZ
 +
** ''Dr. Meg Lota Brown and Dr. David Sterling Brown, Department of English''
 +
 
* University of Colorado Boulder, CO
 
* University of Colorado Boulder, CO
 +
** ''Dr. Rachael Deagman, Department of English''
 +
 
* University of Connecticut, CT
 
* University of Connecticut, CT
 +
** ''Dr. Thomas Meacham, Department of Dramatic Arts''
 +
 +
* University of Hawai'i, HI
 +
** ''Dr. M. Puakea Nogelmeier and Ms. Ano'ilani Aga, Kawaiheulani Center for Hawaiian Language''
 +
 
* University of Iowa, IA
 
* University of Iowa, IA
 +
** ''Dr. Adam Hooks, Department of English''
 +
 
* University of Louisville, KY
 
* University of Louisville, KY
 +
** ''Dr. Andrew Rabin and Dr. Mark Mattes, Department of English''
 +
 
* University of Minnesota Duluth, MN
 
* University of Minnesota Duluth, MN
 +
** ''Dr. Krista Twu, Department of English''
 +
 
* University of Oregon, OR
 
* University of Oregon, OR
 +
** ''Dr. Lara Bovilsky, Department of English''
 +
 
* University of South Dakota, SD
 
* University of South Dakota, SD
 +
** ''Dr. Darlene Farabee, Department of English''
 +
 
* Wayne State University, MI
 
* Wayne State University, MI
 +
** ''Dr. Jaime Goodrich, Department of English''
 +
 
* Wheeling Jesuit University, WV
 
* Wheeling Jesuit University, WV
 +
** ''Dr. Amy Phillips, Department of English''
 +
 +
 +
A map presenting the location of micro-grant sites can be found [https://drive.google.com/open?id=1z0RQtIkjRPeo0EiySpiqHqrBaQo&usp=sharing here].
 +
 +
Awarded projects included regional conferences bringing flagship universities and local colleges into conversation; new websites featuring teaching modules, digitized exhibitions and archival materials, modern performance archives, and hyperlinked editions of Folger Digital Texts crafted by undergraduate students; new coursework, workshops, and instructional videos in book history, book arts, performance, and cultural issues; deep dives into Shakespeare and local demographic representations; and white papers counseling on workshop and conference development. A sampling of the fruits from some of these programs is available at the bottom of this page.
  
A map presenting the location of micro-grant and ''First Folio!'' sites can be found [https://drive.google.com/open?id=1z0RQtIkjRPeo0EiySpiqHqrBaQo&usp=sharing here].
+
=== ''Pedagogical Workshop at the Folger'' ===
 +
Representatives from each micro-grant team gathered at the Folger on June 13 and 14, 2016, to attend workshops and roundtables that aided in identifying resources for student work and strategizing over their use. Folger Institute project staff summarized the following as guiding questions across the micro-grants:
 +
* How do faculty introduce students to early modern material culture in ways that open channels for considering today's proliferating digital media scenes?
 +
* On a related note, how do faculty create classroom assignments that reach out to online resources for students with varying digital literacy and dependencies?
 +
* How will faculty bring a better understanding of editorial theory and practice into the classroom? (And why would they?) What are the hands-on opportunities for undergrads to approach texts as editors do, whether working with a modern print edition, a facsimile, or a digital edition?
 +
* How do faculty discuss the relations of text and performance, adaptation, translation, and so on?
 +
* How do faculty bring theater history into the discussion, from performance stills, to sound clips, to annotated prompt books?
  
Awarded projects include regional conferences focusing on Shakespeare in local culture; undergraduates constructing performance archives for historical and modern acting companies; digitizing Shakespeare and Shakespeare-related texts in collections, and hyperlinking with [[Folger Digital Texts]]; print history workshops; translations of Shakespeare into native languages, including Hawaiian; and new resources from Shakespeare’s plays for local community outreach.
 
  
=== ''Pedagogy Workshop'' ===
+
The workshop responded to these questions through roundtables and individual themed sessions. In the opening roundtable, "Thinking Pedagogically," Dr. [[Stephen Buhler]] performed a selection of the Bard’s sonnets set to popular rock ballads on his mandolin, while he, Dr. [[Diana Henderson]], Dr. [[Kim McLean-Fiander]], and Dr. [[Scott Trudell]] explored how pedagogy in the digital age requires deeper evaluations of our classroom audience and new approaches to the student, not as individuals, but as hybrid media consumers. The second roundtable, "Mediated Shakespeares" co-hosted by Dr. [[Alan Galey]], Dr. [[Adam Hooks]], and Dr. [[James Marino]], concerned questions of scale, deconstruction, and different media pathways for students to approach Shakespeare.
Representatives from each micro-grant team gathered at the Folger on June 13 and 14, 2016, to attend workshops and roundtables on undergraduate pedagogy. In the opening roundtable, "Thinking Pedagogically," Dr. [[Stephen Buhler]] performed a selection of the Bard’s sonnets set to popular rock ballads on his mandolin, while he, Dr. [[Diana Henderson]], Dr. [[Kim McLean-Fiander]], and Dr. [[Scott Trudell]] explored how pedagogy in the digital age requires deeper evaluations of our classroom audience and new approaches to the student, not as individuals, but as hybrid media consumers. The second roundtable, "Mediated Shakespeares" co-hosted by Dr. [[Alan Galey]], Dr. [[Adam Hooks]], and Dr. [[James Marino]], concerned questions of scale, deconstruction, and different media pathways for students to approach Shakespeare.
 
  
Through micro-grant applications and dialogue with workshop speakers, five themes emerged and were explored in depth during the individual sessions of the workshop.
+
'''Book and Print History in Mediation'''
  
==== '''Book and Print History in Mediation''' ====
 
 
These workshops explored how welcoming archival materials into the classroom leads students and scholars into productive conversations of intention, production, and human error. Drs. Galey and Hooks co-hosted two interactive seminars that used various editions of [[Hamlet|''Hamlet'']]'' ''to demonstrate how students can make discoveries by examining the material text. They shared lesson plans that help student edit original printings for punctuation, diagram the printing history of a text, and more.
 
These workshops explored how welcoming archival materials into the classroom leads students and scholars into productive conversations of intention, production, and human error. Drs. Galey and Hooks co-hosted two interactive seminars that used various editions of [[Hamlet|''Hamlet'']]'' ''to demonstrate how students can make discoveries by examining the material text. They shared lesson plans that help student edit original printings for punctuation, diagram the printing history of a text, and more.
  
==== '''Digital Projects''' ====
+
'''Digital Projects'''
Digital projects like the [https://mapoflondon.uvic.ca/ Map of Early Modern London], introduced by Dr. McLean-Fiander, demonstrated how bringing Shakespeare's world into present-day mediums and histories provides students with a nuanced understanding of his cultural impact. Drs. [[Owen Williams]] and [[Kyle Vitale]] shared some of the Folger’s evergreen and emerging digital resources, including ''[http://shakespearedocumented.org/ Shakespeare Documented],'' [[Hamnet]], the [[Digital image collection]] and J-STOR’s "[https://labs.jstor.org/shakespeare/ Understanding Shakespeare,]" leading a conversation about the use and improvement of these tools for the undergraduate classroom.
+
 
 +
Digital projects like the [https://mapoflondon.uvic.ca/ Map of Early Modern London], introduced by Dr. McLean-Fiander, demonstrated how bringing Shakespeare's world into present-day mediums and histories provides students with a nuanced understanding of his cultural impact. Drs. [[Owen Williams]] and [[Kyle Vitale]] shared some of the Folger’s evergreen and emerging digital resources, including ''[http://shakespearedocumented.org/ Shakespeare Documented],'' [[Hamnet]], the [[Digital image collection]] and JSTOR’s "[https://labs.jstor.org/shakespeare/ Understanding Shakespeare,]" leading a conversation about the use and improvement of these tools for the undergraduate classroom.
  
==== '''Performance and Interactive Digital Media ''' ====
+
'''Performance and Interactive Digital Media '''
Several workshops explored developments in more traditional teaching approaches. Drs. [[Paul Menzer]], [[Doreen Bechtol]], Stephen Buhler and James Marino examined how embodied performance through music, reading aloud, and physical engagement with texts can help students understand cues and emotional construction in the text. Exploring performance pedagogy and digital media, Dr. Diana Henderson explored classroom approaches that balance mass media and online modules with “on your feet” lesson plans, while Dr. Scott Trudell showed how media projects like his own "[http://mapoflondon.uvic.ca/SOUN1.htm Sounds of Pageantry]," along with blogging platforms in the classroom, help students envision the sensory realities of performance.  
+
 
 +
Several workshops explored developments in more traditional teaching approaches. Drs. [[Paul Menzer]], [[Doreen Bechtol]], Buhler and Marino examined how embodied performance through music, reading aloud, and physical engagement with texts can help students understand cues and emotional construction in the text. Exploring performance pedagogy and digital media, Dr. Henderson explored classroom approaches that balance mass media and online modules with “on your feet” lesson plans, while Dr. Trudell showed how media projects like his own "[http://mapoflondon.uvic.ca/SOUN1.htm Sounds of Pageantry]," along with blogging platforms in the classroom, help students envision the sensory realities of performance.  
 +
 
 +
'''Translating Shakespeare'''
  
==== '''Translating Shakespeare''' ====
 
 
 Dr. [[Alexa Huang]] explored the crowd sourcing power of translating Shakespeare across languages and cultures, with particular attention to editing practices as a form of cultural censorship. Dr. Huang also showed how translating Shakespeare’s complete works serves as a political ambassador for transcontinental collaboration. A session led by Dr. [http://www.folger.edu/staff/dr-georgianna-ziegler Georgianna Ziegler] explored, through the [[America's Shakespeare]] exhibition and related content, how Shakespeare was translated, adapted and adopted by newcomers in America from advertisements to early 19th century immigrant theater productions.  
 
 Dr. [[Alexa Huang]] explored the crowd sourcing power of translating Shakespeare across languages and cultures, with particular attention to editing practices as a form of cultural censorship. Dr. Huang also showed how translating Shakespeare’s complete works serves as a political ambassador for transcontinental collaboration. A session led by Dr. [http://www.folger.edu/staff/dr-georgianna-ziegler Georgianna Ziegler] explored, through the [[America's Shakespeare]] exhibition and related content, how Shakespeare was translated, adapted and adopted by newcomers in America from advertisements to early 19th century immigrant theater productions.  
  
==== '''Using the Digital Archive''' ====
+
'''Using the Digital Archive'''
Dr. [[Laura Estill]], borrowing from her own [http://www.worldshakesbib.org/homepage World Shakespeare Bibliography], explored utilization of online archives and crowd-sourcing for creating student bibliographies and helping students learn to analyze and organize metadata. In a second "Folger Resources" talk, Dr. Williams, Dr. Vitale and the Folger’s Database Applications Specialist [[Michael Poston]] demonstrated various uses for the Folger Digital Texts API in the classroom.
+
 
 +
Dr. [[Laura Estill]], borrowing from her own [http://www.worldshakesbib.org/homepage World Shakespeare Bibliography], explored utilization of online archives and crowd-sourcing for creating student bibliographies and helping students learn to analyze and organize metadata. In a second "Folger Resources" talk, Dr. Williams, Dr. Vitale and the Folger’s Data Architect [[Michael Poston]] demonstrated various uses for the Folger Digital Texts API in the classroom.
 +
 
 +
=== ''Teaching Resources'' ===
 +
 
 +
==== <br>'''Faculty Exchange''' ====
 +
Awarded faculty shared the following teaching resources from their micro-grant programming and accomplishments:
 +
 
 +
[http://guides.lib.wayne.edu/folgerkinglear Dividing the Kingdom] (Wayne State University): website featuring a range of interdisciplinary college teaching modules for ''King Lear'', including syllabuses, activities, assignments, and resources that explore adaptation, cultural studies, digital humanities, digital texts, performance, philosophy, student work, and textual criticism.
 +
 
 +
[http://shakespeare.belmont.edu/ Nashville Shakespeare Performance Archive] (Belmont University): a modern performance archive curated by students and drawing from the Nashville Shakespeare Festival, featuring photographs, videos, and scholarship about modern directing, acting, costume design, and songwriting for ''Comedy of Errors'' and other plays.
 +
 
 +
[http://shakespeare.lib.uiowa.edu Shakespeare at Iowa] (University of Iowa): online exhibition site "The Books That Made Shakespeare" features sections on "Shakespeare in Print," "Shakespeare's Library," and "Featurettes" like "Faking Shakespeare" and "Used Books" that explore the printing, adaption, and literary context of the plays, alongside Shakespeare's educational and cultural milieu.
 +
 
 +
[https://omeka.drew.edu/exhibits/show/willandword/introduction Will and the Word], [https://omeka.drew.edu/exhibits/show/booksinthetime/introduction Books in the Time of Shakespeare], and [https://omeka.drew.edu/exhibits/show/richard3/richard3 Richard III on Page and Stage] (Drew University): three exhibitions digitized from the ''First Folio! ''tour that explore, respectively, the religious beliefs, powers, and books in Shakespeare's England; an overview of the early modern printing process, from papermaking to binding decoration; and representations of ''Richard III'' from theater history and print.
 +
 
 +
[https://timespencil.org/home Time's Pencil] (University of Oregon): digitized exhibition from the ''First Folio!'' tour, charting how Shakespeare was adapted, revised, and rewritten over the centuries, through images and essays exploring the Folios and sonnets, adaptations and editions through the 17th and 18th centuries, and Shakespeare in children's education.
 +
 
 +
[http://shakespeare.uconn.edu/teaching-shakespeare-to-undergraduates/ Experiencing Shakespeare] (University of Connecticut): website for "Experiencing Shakespeare" course, including videos of students editing and producing booklets of ''Hamlet '' on an antique hand press, and students viewing and then condensing ''King Lear'' into a puppet show informed by images from the Folger's Digital Image Collection.
 +
 
 +
[https://www.clevelandteachesshakespeare.org/ Cleveland Teaches Shakespeare] and [[Media:Cleveland Teachings Shakespeare Syllabus Write-Up.docx | Cleveland State Sample Syllabus]] (Cleveland State University): collaborative website featuring teaching resources and podcasts from northeastern Ohio colleges and universities; and, a sample syllabus shared and developed during the "Cleveland Teaches Shakespeare" conference, featuring explorations of ''Hamlet'' through paratextual matter in Case Western Reserve Special Collections and study of the intersections between material and reception history. 
 +
 
 +
[[Media:Teaching_Resources_for_Folgerpedia_8_10.pdf| Shakespeare, Diversity, and Technology]] (University of Arizona): An interactive resource guide for a course titled [http://uas.arizona.edu/sites/uas/files/pdf/ENGL%20331%20Diversifying%20Shakespeare-%20Engaging%20Beyond%208%2010.pdf "Shakespeare and Diversity: Engaging Beyond Boundaries."] The final project, [http://www.touchcast.com/testua/representation_borders_and_violence_in_shakespeare "Representation and (Social) Violence in Shakespeare"] was designed using this micro grant's resources. 
 +
 
 +
==== <br>'''Spotlight on Folger''' '''Resources''' ====
 +
Throughout the grant period, Project Director Dr. Kathleen Lynch, Project Manager Dr. Kyle Vitale, and Project Intern Justine DeCamillis also produced teaching content based on Folger resources:
 +
 
 +
'''[https://www.folger.edu/publishing-shakespeare/first-folio/diy-first-folio DIY First Folio]:''' a visually rich narrative of the First Folio's 1623 printing, featuring interactive exercises that allow users to fold and unfold Folio sheets, create play gatherings, print high resolution facsimile images of pages from the First Folio, and discover printing challenges like the copyright issues with ''Troilus''.
 +
 
 +
'''Image Slides:''' images curated from the Folger's Digital Image Collection for popular college classroom themes. Follow the link and then click "Export to Powerpoint"!
 +
 
 +
Topics:
 +
* [http://luna.folger.edu/luna/servlet/s/im07bm Shakespeare and Race]
 +
* [http://luna.folger.edu/luna/servlet/s/7xn133 Shakespeare and Gender]
 +
* [http://luna.folger.edu/luna/servlet/s/8n768b Shakespeare and Religion]
 +
* [http://luna.folger.edu/luna/servlet/view/group/2989 Shakespeare and Film]
 +
* [http://luna.folger.edu/luna/servlet/s/cq41c2 Empire in Shakespeare]
 +
 
 +
 
 +
Genre:
 +
* [http://luna.folger.edu/luna/servlet/s/9pbfw4 Shakespeare and Comedy]
 +
* [http://luna.folger.edu/luna/servlet/s/b7kv3s Shakespeare and Histories]
 +
* [http://luna.folger.edu/luna/servlet/s/4j0iyq Shakespeare and Tragedy]
 +
* [http://luna.folger.edu/luna/servlet/s/n4e7kw Shakespeare and Romance]
 +
 
 +
 
 +
History:
 +
* [http://luna.folger.edu/luna/servlet/view/group/2991 First-Fourth Folios]
 +
* [http://luna.folger.edu/luna/servlet/s/ojjk83 Stratford-upon-Avon]
 +
 
 +
 
 +
'''Lesson plans and assignments:''' adaptable .docx materials for introducing the website [http://shakespearedocumented.org/exhibition Shakespeare Documented] into the classroom.
 +
* [[Media:LessonPlan-VenusEvolved.docx |Lesson Plan: Explore evolving editions of ''Venus and Adonis'']]''                                    ''
 +
* [[Media:LessonPlan-ValuingShakespeare,ValuingLiterature.docx |Lesson Plan: Explore Early Modern Criticisms of Shakespeare's Plays]]               
 +
* [[Media:LessonPlan-TroilusDetectiveWork.docx |Lesson Plan: Explore the Idiosyncrasies of the Folio ''Troilus'']]''                                      ''
 +
* [[Media:LessonPlan-ProfileaPlaytext.docx |Lesson Plan: Research a Playtext]]                                                                                             
 +
* [[Media:LessonPlan-LifeinShakespeare'sVillage.docx |Lesson Plan: Life in Shakespeare's Village]]                                                                         
 +
* [[Media:LessonPlanHowWeRead.docx |Lesson Plan: Analyzing Early Modern Commonplacing]]                                         
 +
<nowiki>-----</nowiki>
 +
* [[Media:Assignment-Research Entry.docx |Assignment: Write a Research Entry for Shakespeare Documented]]
 +
* [[Media:Assignment-Memeing Shakespeare.docx |Assignment: Memeing Shakespeare]]
 +
* [[Media:Assignment-Flash Essay on Title Pages.docx |Assignment: Short Essay on Title Pages in Shakespeare Documented]]
 +
* [[Media:Assignment-Essay.docx |Assignment: Full Research Essay]]
 +
* [[Media:Assignment-Early Modern Networks.docx |Assignment: Tracing Early Modern Social Networks]]
 +
* [[Media:Assignment-Create a Podcast.docx |Assignment: Create a Shakespearean Podcast]]
 +
[[Media:Assignment-Early Modern Networks.docx | ]]
  
=== ''TSU Yammer Blog'' ===
+
[[Media:Assignment-Create a Podcast.docx | ]]
On a private blog hosted by Yammer, micro-grant teams are building from the workshop, developing new lesson plans, and discussing pedagogical strategy during the 2016-2017 academic year. The blog includes interviews with professors, lesson plans developed from Folger materials, and data sharing resources. While the blog will expire in summer 2017, materials will be extracted and formalized for TSU’s final phase, a free suite of online teaching tools. 
 
  
=== ''Online Suite'' ===
 
Each micro-grant site will share a portion, sample, or detail from their awarded initiative with the Folger in order to construct a digital suite of free, open access pedagogical tools for teaching Shakespeare to undergraduates. The suite will represent a range of intense reflection and development on Shakespearean pedagogy from faculty in almost every university setting. This paragraph will be further updated as the online suite develops in summer 2017.  
 
 
[[Category:2016-2017]]
 
[[Category:2016-2017]]
 
[[Category:Folger Institute]]
 
[[Category:Folger Institute]]
Line 66: Line 177:
 
[[Category:Pedagogy]]
 
[[Category:Pedagogy]]
 
[[Category:Scholarly programs]]
 
[[Category:Scholarly programs]]
 +
[[Category:2016-Summer]]
 +
[[Category:Center for Shakespeare Studies]]
 +
[[Category:Undergraduate]]

Latest revision as of 13:38, 29 November 2017

This page includes open access teaching resources in addition to summarizing this Folger Institute project.

The Folger Institute's Center for Shakespeare Studies administered this national micro-grant project funded by the NEH Division of Education Programs. Teaching Shakespeare to Undergraduates awarded micro-grants to college faculty involved in the Folger's NEH-sponsored national tour First Folio!. The micro-grant competition challenged college faculty to leverage the energy of public outreach initiatives towards teaching strategies, resources, and objectives in a digital age. These faculty development grants also sought to summon a community of practitioners, constituted across departments in large universities and among faculty on various campuses in a local region. The project launched with a summer 2016 workshop at the Folger which gathered representatives from each awarded team, and concluded by making new teaching resources developed from micro-grants available on this page.

Project Director: Dr. Kathleen Lynch | Research Associate / Project Manager: Dr. Kyle Vitale | Project Intern: Justine DeCamillis  

Micro-Grant Awardees

Through competitive micro-grants managed by the Folger Institute, 21 college faculty teams were awarded funds to develop initiatives that strengthen college-level instruction of Shakespeare's plays. Main institutions and contacts were as follows:

  • Belmont University, TN
    • Dr. Marcia McDonald and Dr. Jayme Yeo, Department of English
  • Cleveland State University, OH
    • Dr. James Marino, Department of English
  • Drew University, NJ
    • Dr. Kimberly Rhodes, Department of Art History
  • Emory University, GA
    • Dr. Sheila Cavanagh, Department of English
  • Florida International University, FL
    • Dr. Jamie Sutton and Dr. Vernon Dickson, Department of English
  • Gallaudet University, DC
    • Dr. Jill Bradbury, Department of English
  • Kansas State University, KS
    • Dr. Don Hedrick and Dr. Kara Northway, Department of English
  • Mary Baldwin College, VA
    • Dr. Paul Menzer, Shakespeare and Performance
  • Texas A&M University (College Station and Corpus Christi), TX
    • Dr. Kathryn Santos, Department of English
  • Tulane University, LA
    • Dr. Scott Oldenburg, Department of English
  • University of Arizona, AZ
    • Dr. Meg Lota Brown and Dr. David Sterling Brown, Department of English
  • University of Colorado Boulder, CO
    • Dr. Rachael Deagman, Department of English
  • University of Connecticut, CT
    • Dr. Thomas Meacham, Department of Dramatic Arts
  • University of Hawai'i, HI
    • Dr. M. Puakea Nogelmeier and Ms. Ano'ilani Aga, Kawaiheulani Center for Hawaiian Language
  • University of Iowa, IA
    • Dr. Adam Hooks, Department of English
  • University of Louisville, KY
    • Dr. Andrew Rabin and Dr. Mark Mattes, Department of English
  • University of Minnesota Duluth, MN
    • Dr. Krista Twu, Department of English
  • University of Oregon, OR
    • Dr. Lara Bovilsky, Department of English
  • University of South Dakota, SD
    • Dr. Darlene Farabee, Department of English
  • Wayne State University, MI
    • Dr. Jaime Goodrich, Department of English
  • Wheeling Jesuit University, WV
    • Dr. Amy Phillips, Department of English


A map presenting the location of micro-grant sites can be found here.

Awarded projects included regional conferences bringing flagship universities and local colleges into conversation; new websites featuring teaching modules, digitized exhibitions and archival materials, modern performance archives, and hyperlinked editions of Folger Digital Texts crafted by undergraduate students; new coursework, workshops, and instructional videos in book history, book arts, performance, and cultural issues; deep dives into Shakespeare and local demographic representations; and white papers counseling on workshop and conference development. A sampling of the fruits from some of these programs is available at the bottom of this page.

Pedagogical Workshop at the Folger

Representatives from each micro-grant team gathered at the Folger on June 13 and 14, 2016, to attend workshops and roundtables that aided in identifying resources for student work and strategizing over their use. Folger Institute project staff summarized the following as guiding questions across the micro-grants:

  • How do faculty introduce students to early modern material culture in ways that open channels for considering today's proliferating digital media scenes?
  • On a related note, how do faculty create classroom assignments that reach out to online resources for students with varying digital literacy and dependencies?
  • How will faculty bring a better understanding of editorial theory and practice into the classroom? (And why would they?) What are the hands-on opportunities for undergrads to approach texts as editors do, whether working with a modern print edition, a facsimile, or a digital edition?
  • How do faculty discuss the relations of text and performance, adaptation, translation, and so on?
  • How do faculty bring theater history into the discussion, from performance stills, to sound clips, to annotated prompt books?


The workshop responded to these questions through roundtables and individual themed sessions. In the opening roundtable, "Thinking Pedagogically," Dr. Stephen Buhler performed a selection of the Bard’s sonnets set to popular rock ballads on his mandolin, while he, Dr. Diana Henderson, Dr. Kim McLean-Fiander, and Dr. Scott Trudell explored how pedagogy in the digital age requires deeper evaluations of our classroom audience and new approaches to the student, not as individuals, but as hybrid media consumers. The second roundtable, "Mediated Shakespeares" co-hosted by Dr. Alan Galey, Dr. Adam Hooks, and Dr. James Marino, concerned questions of scale, deconstruction, and different media pathways for students to approach Shakespeare.

Book and Print History in Mediation

These workshops explored how welcoming archival materials into the classroom leads students and scholars into productive conversations of intention, production, and human error. Drs. Galey and Hooks co-hosted two interactive seminars that used various editions of Hamlet to demonstrate how students can make discoveries by examining the material text. They shared lesson plans that help student edit original printings for punctuation, diagram the printing history of a text, and more.

Digital Projects

Digital projects like the Map of Early Modern London, introduced by Dr. McLean-Fiander, demonstrated how bringing Shakespeare's world into present-day mediums and histories provides students with a nuanced understanding of his cultural impact. Drs. Owen Williams and Kyle Vitale shared some of the Folger’s evergreen and emerging digital resources, including Shakespeare Documented, Hamnet, the Digital image collection and JSTOR’s "Understanding Shakespeare," leading a conversation about the use and improvement of these tools for the undergraduate classroom.

Performance and Interactive Digital Media

Several workshops explored developments in more traditional teaching approaches. Drs. Paul Menzer, Doreen Bechtol, Buhler and Marino examined how embodied performance through music, reading aloud, and physical engagement with texts can help students understand cues and emotional construction in the text. Exploring performance pedagogy and digital media, Dr. Henderson explored classroom approaches that balance mass media and online modules with “on your feet” lesson plans, while Dr. Trudell showed how media projects like his own "Sounds of Pageantry," along with blogging platforms in the classroom, help students envision the sensory realities of performance.

Translating Shakespeare

 Dr. Alexa Huang explored the crowd sourcing power of translating Shakespeare across languages and cultures, with particular attention to editing practices as a form of cultural censorship. Dr. Huang also showed how translating Shakespeare’s complete works serves as a political ambassador for transcontinental collaboration. A session led by Dr. Georgianna Ziegler explored, through the America's Shakespeare exhibition and related content, how Shakespeare was translated, adapted and adopted by newcomers in America from advertisements to early 19th century immigrant theater productions.

Using the Digital Archive

Dr. Laura Estill, borrowing from her own World Shakespeare Bibliography, explored utilization of online archives and crowd-sourcing for creating student bibliographies and helping students learn to analyze and organize metadata. In a second "Folger Resources" talk, Dr. Williams, Dr. Vitale and the Folger’s Data Architect Michael Poston demonstrated various uses for the Folger Digital Texts API in the classroom.

Teaching Resources


Faculty Exchange

Awarded faculty shared the following teaching resources from their micro-grant programming and accomplishments:

Dividing the Kingdom (Wayne State University): website featuring a range of interdisciplinary college teaching modules for King Lear, including syllabuses, activities, assignments, and resources that explore adaptation, cultural studies, digital humanities, digital texts, performance, philosophy, student work, and textual criticism.

Nashville Shakespeare Performance Archive (Belmont University): a modern performance archive curated by students and drawing from the Nashville Shakespeare Festival, featuring photographs, videos, and scholarship about modern directing, acting, costume design, and songwriting for Comedy of Errors and other plays.

Shakespeare at Iowa (University of Iowa): online exhibition site "The Books That Made Shakespeare" features sections on "Shakespeare in Print," "Shakespeare's Library," and "Featurettes" like "Faking Shakespeare" and "Used Books" that explore the printing, adaption, and literary context of the plays, alongside Shakespeare's educational and cultural milieu.

Will and the Word, Books in the Time of Shakespeare, and Richard III on Page and Stage (Drew University): three exhibitions digitized from the First Folio! tour that explore, respectively, the religious beliefs, powers, and books in Shakespeare's England; an overview of the early modern printing process, from papermaking to binding decoration; and representations of Richard III from theater history and print.

Time's Pencil (University of Oregon): digitized exhibition from the First Folio! tour, charting how Shakespeare was adapted, revised, and rewritten over the centuries, through images and essays exploring the Folios and sonnets, adaptations and editions through the 17th and 18th centuries, and Shakespeare in children's education.

Experiencing Shakespeare (University of Connecticut): website for "Experiencing Shakespeare" course, including videos of students editing and producing booklets of Hamlet on an antique hand press, and students viewing and then condensing King Lear into a puppet show informed by images from the Folger's Digital Image Collection.

Cleveland Teaches Shakespeare and Cleveland State Sample Syllabus (Cleveland State University): collaborative website featuring teaching resources and podcasts from northeastern Ohio colleges and universities; and, a sample syllabus shared and developed during the "Cleveland Teaches Shakespeare" conference, featuring explorations of Hamlet through paratextual matter in Case Western Reserve Special Collections and study of the intersections between material and reception history.

 Shakespeare, Diversity, and Technology (University of Arizona): An interactive resource guide for a course titled "Shakespeare and Diversity: Engaging Beyond Boundaries." The final project, "Representation and (Social) Violence in Shakespeare" was designed using this micro grant's resources.


Spotlight on Folger Resources

Throughout the grant period, Project Director Dr. Kathleen Lynch, Project Manager Dr. Kyle Vitale, and Project Intern Justine DeCamillis also produced teaching content based on Folger resources:

DIY First Folio: a visually rich narrative of the First Folio's 1623 printing, featuring interactive exercises that allow users to fold and unfold Folio sheets, create play gatherings, print high resolution facsimile images of pages from the First Folio, and discover printing challenges like the copyright issues with Troilus.

Image Slides: images curated from the Folger's Digital Image Collection for popular college classroom themes. Follow the link and then click "Export to Powerpoint"!

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Lesson plans and assignments: adaptable .docx materials for introducing the website Shakespeare Documented into the classroom.

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