Michael Benton's book develops the concept of spectatorship as an answer to these questions. It explores the similarities and differences in our experiences of literature and the visual arts, and discusses their implications for pedagogy and their applications in cross-curricular work in the classroom. Teachers will find that, while many of the visual and verbal texts may be familiar, the approaches to them offer fresh insights and a rich agenda for the classroom. Shakespeare, Fielding, Hogarth, Blake, Wordsworth, Constable, Turner, the Pre-Raphaelites, Wilfred Owen, Paul Nash, Stanley Spencer, Ted Hughes and Seamus Heaney - the range of authors and artists discussed is both extensive and relevant to the National Curriculum and to post-16 and undergraduate courses.

The book uses the long-standing theatre metaphor to bring political spectators out into the open, finding that they can be politically powerful. Filling out the metaphor with theatre theory, the book also finds that the metaphor can produce a viable model of democratic politics that incorporates spectators in a positive, meaningful way.

This accessible yet authoritative book considers and encourages flexible, playful and innovative practices in the teaching of writing, and shows how certain practices can develop children's creative and linguistic potential and their overall skill

Following other volumes in the Learning to Read Critically series, Learning to Read Critically in Language and Literacy aims to develop skills of critical analysis and research design.

The Guided Reader for Secondary English draws on extracts from the published work of some of the most influential education writers to provide insight, guidance and clarity about key issues affecting Secondary English teachers. The book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. The extracts are accompanied by a summary of the key ideas and issues raised, questions to promote discussion and reflective practice, and annotated further reading lists to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters cover: Theoretical models of curricular English The nature and structure of the Secondary School English curriculum Historical perspectives Texts and intertextuality The arts context for secondary English Assessment and evaluation Linguistic and cultural contexts Future possibilities and tensions Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text will be an essential resource for those that wish to deepen their understanding of Secondary English Education.

Feminist Film Studies is a readable, yet comprehensive textbook for introductory classes in feminist film theory and criticism. Karen Hollinger provides an accessible overview of women’s representation and involvement in film, complemented by analyses of key texts that illustrate major topics in the field. Key areas include: a brief history of the development of feminist film theory the theorization of the male gaze and the female spectator women in genre films and literary adaptations the female biopic feminism and avant-garde and documentary film women as auteurs lesbian representation women in Third Cinema. Each chapter includes a "Films in Focus" section, which analyzes key texts related to the chapter’s major topic, including examples from classical Hollywood, world cinema, and the contemporary period. This book provides students in both film and gender/women’s studies with a clear introduction to the field of feminist film theory and criticism.

This volume explores the theories and methodologies that help us to learn more about readers. It presents a comprehensive review of the major research theories on response, and the current techniques and methodologies for carrying out research. Organized into three parts-theories of response, ways to study response, and ways to study classroom instruction in literature-it will be of interest to a variety of audiences including teachers of literature, teacher training, supervision, curriculum and program evaluation, psychometrics, linguistics, discourse theory, computer science, cognitive psychology, and developmental psychology.

How can one become a successful artist? Where should one start a career in the art world? What are useful strategies to achieve recognition in the art system? Such questions hoard in students' minds ever since entering art school and they probably chase every kind of art professional who is at an early career stage. “The Road to Parnassus” tries to understand what makes a good start in today's art world, who are influential players in the field and which strategies might apply. The swift career ascension of Glasgow artist Douglas Gordon – one of today's leading visual artists – and of the broader YBA generation that rose into worldwide prominence in the 1990s – Damien Hirst and Sarah Lucas among the best known – serves as a convenient case to analyse contemporary artist strategies. This book takes a multidisciplinary approach – spanning from traditional art history, to sociology and economics – pursuing the reconstruction of the field of forces in art as intended by French sociologist Pierre Bourdieu. Compared to previous publications on art system dynamics, such as Thompson's “The $12 Million Stuffed Shark”, this book offers an enhanced understanding of the factors that allow a young artist to enter the arena of contemporary art. The present research should help uncover the art system logic – which appears enigmatic to non-experts – revealing that artists are aware they need to consider global trends, beat competitors and meet the demands of dealers, collectors, curators and museums. This book furthers existing contributions on the YBAs (for example Stallabrass' “High Art Lite”), offering innovative conclusions on recent British art, such as on the duality between London and Glasgow, the gender opposition among emerging artists and the predominance of resourceful authors.