Modern Drama special issue: Teaching Modern Drama
Modern Drama Special Issue: Teaching Modern Drama
Call for Papers
Abstracts due 15 June 2021
Since its founding in 1958, Modern Drama has offered innovative scholarship on dramatic literature to higher education professionals in theatre, literature, language, and adjacent disciplines. While educators have written the great majority of the journal’s articles and book reviews – many of which are clearly relevant to teaching drama in colleges and universities – a minority of contributions have focused intensively on pedagogy. Those that do, such as Harry Elam, Jr.’s “Teaching Joe Turner’s Come and Gone” (50.4, Winter 2007), demonstrate the interpretive value of pedagogical approaches – and vice versa. Scholars learn how drama works not only through performance, reading, researching, and writing, but also through teaching in classrooms and outside them.
For this special issue, “Teaching Modern Drama,” guest editor Jennifer Buckley seeks contributions that examine the most salient elements and aspects of pedagogy as it has been, is now, and could or should be practiced in various institutions and settings. Why and how do we and our students work with modern plays and playwrights? What effects or outcomes do we seek and/or experience?
Essays might consider how educators’ and students’ engagements with a specific play or plays address these topics:
- histories and theories of drama, including particular forms and genres
- modern dramatic canon formation and re-formation
- methods of reading, writing, performance, and research
- world, continental, national, regional, and diasporic histories
- personal and group identity formation
Please note that Modern Drama does not normally publish articles exceeding 9000 words. All essays will undergo anonymous peer review.