Thesis (M.F.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains [iv], 57 p. Includes abstract. Includes bibliographical references (p. 53).

Thesis (M.M.)--University of North Texas, 2002. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 118-123).

Inaug.-diss.--Munich. / Lebenslauf. "Berichtigungen" slip mounted on p. 80. "Literaturverzeichnis": p. [79]-80.

Thesis (M.A.)--University of North Carolina at Wilmington, 2004. / " ... there will be five chapters about each of the films: Laurence Olivier's Richard III(1955); Herbert Ross's The Goodbye Girl (1977); Jane Howell's The Tragedy of Richard III (1983); Ian McKellan and Richard Loncraine's Richard III (1996); and Al Pacino's documentary Looking for Richard (1996)." Includes bibliographical references (leaves : [57]-60).

Thesis (M.F.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iv, 65 p. Includes abstract. Includes bibliographical references (p. 64-65).

Shakespeare at Winedale is one of the most unique and extensive Shakespeare-through-performance programs in the nation, yet it has not received much critical attention. This report suggests that Shakespeare at Winedale's innovations deserve closer attention, as they can provide insights on what can be possible with a "total immersion" performance approach with Shakespeare. The report examines: 1) the cultural and historical elements that came together to create the program, including the story of how program founder James Ayres first brought students out to Winedale; 2) the unique pedagogical advantages of the Winedale setting and the learning opportunities it invites; 3) an attempt to place Shakespeare at Winedale somewhat in context of both the cultural currents of the time and the growing acceptance in the academy of the performance approach; 4) a description of Winedale's emphasis on play as an approach to the text; 5) Ayres's idea of the "second play" that is possible through the sense of community fostered at Winedale. The report is aimed primarily at teachers interested in new insights into the value of the performance approach, but also at any students and teachers of Shakespeare. / text

The plays of William Shakespeare have long been considered a source of cultural and educational interest by both academics and filmmakers, and the practice of adapting Shakespeare’s works to film has existed for almost as long as film itself. The name “Shakespeare” evokes ideals of cultural legitimacy and importance, and Shakespeare film as a genre is always caught up in questions of fidelity and legitimacy. In adapting Shakespeare to the screen, filmmakers also adapt, whether deliberately or not, the various cultural beliefs that his work is steeped in. Early modern ideas about gender, race and class are reproduced in modern film through the adaptation of Shakespeare, often excused or unexamined in the name of fidelity. This thesis discusses Shakespeare’s three plays Hamlet, Richard III and The Taming of the Shrew, all of which deal in some way with gender roles and the place and power of women, whether that power is sexual, political or verbal. I also examine three film adaptations of the plays: Kenneth Branagh’s Hamlet, Ian McKellen and Richard Loncraine’s Richard III, and Gil Junger’s 10 Things I Hate About You. All three films serve as examples of the way the misogyny present in Shakespeare’s works is reproduced and sometimes magnified through adaptation to the screen. The reproduction of early modern gender hierarchies is naturalised in a number of ways across the three films, including the use of star power, the invocation of Shakespeare as a cultural authority, and specific filmic techniques such as flashback and the cutting and editing of film and screenplay. I argue that in all three films, the faithful adaptation of Shakespearean ideas of gender comes at the expense of both the women characters and those women who make up the films’ audience.

This thesis explores the reasons teachers teach Shakespeare, especially his plays, in Secondary English classrooms, which plays teachers teach and why they teach them, and a catalog of methods of teaching Shakespeare. The catalog includes methods of introduction, literary analysis, performance, multimedia, and technology, as well as methods that integrate multiple approaches. The thesis stresses the integration of multiple approaches and the employment of a variety of methods.

Thesis (Ph. D.)--Yale university, 1902. / Also available in digital form on the Internet Archive Web site.

Thesis(M.A.)--Auburn University, 2006. / Abstract. Includes bibliographic references.