Teaching (Not Preaching) Masterworks in Drama
	Carolyn D. Roark, Baylor University, TX 

Instructors of dramatic literature face significant challenges to teaching 
undergraduates, caught between the established canon of university curriculum 
and ongoing field challenges to the same. The following article describes how 
a dramatic literature class at a mid-sized private university stimulates 
critical engagement through a syllabus structured on thematic usefulness 
and collaborative group projects using performance as an analytical medium. 
Students receive the benefits of canon-based learning—a shared vocabulary 
and knowledge base—without promoting an unquestioning belief in “great texts.” 

Academic Exchange Quarterly   Spring  2007  
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