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Abstract
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."
Introduction
The problem of the ...