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CONTENTS: Jeremy Lawrance: Why Golden Age? – Stuart Davis: The Golden Age in the Hispanic Studies classroom: The changing shape of what we teach our undergraduates in the UK – Almudena García González: El estudio del mundo literario de la España del siglo diecisiete desde la icción televisiva del siglo ventiuno: autores, obras y contexto presentes en El Ministerio del Tiempo – Ted Bergman: What 50 Cent can teach us about Quevedo: The case for using analogy and video clips – Collin McKinney: The next best thing?: Introducing Don Quijote as a graphic novel – Idoya Puig: Teaching literature and language using a multiliteracies framework: Exploring intercultural skills with Cervantes’s La española inglesa – Jules Whicker: Technologically assisted translational activity: An approach to teaching Spanish Golden Age literature – Karl McLaughlin: Meaningful parallels for students: Golden Age poetic production as examples of talent shows and celebrity spats – Antonio Carreño-Rodríguez: Golden Age ‘diss tracks’: Teaching Baroque poetry and polemic through rap – Rubén Cristóbal Hornillos: La poesía clásica a través de canciones actuales – Aroa Algaba Granero/Sara Sánchez-Hernández El proyecto de innovación docente TAAULA. El teatro áureo en el aula de Filología – Gema Cienfuegos Antelo: Escenas para el aula de E/LE: el personaje femenino en el teatro del Siglo de Oro – Duncan Wheeler: The pedagogic potential (and limitations) of cinematic adaptations The growing challenges posed by the teaching of early modern texts to generations less accustomed to reading and analysing literature makes the need to present these texts in creative and attractive forms all the more pressing. Cervantes, Lope, Calderón, Quevedo and Góngora risk being consigned to the past in many centres of learning if they are not made more accessible to today’s learners.At the same time, new pedagogical methods based on technologies and multiliteracies afford renewed opportunities to open up these classic texts to higher education students and to the wider public. Learners can be encouraged to engage with key works using a variety of means, including visual media, music and appropriate contextual parallels.The present volume addresses these concerns and opportunities by assembling pedagogical expertise and good practice to facilitate the task of teaching older texts through new methodologies. It brings together Golden Age scholars from the UK, Spain and the US, who offer different perspectives and approaches drawn from their respective academic contexts. As the volume demonstrates, common concerns clearly exist but so too does the strong belief that there is much to be shared in terms of innovative ideas and practical applications for teaching the great classics of Spain’s Golden Age and helping them retain the place they deservedly occupy in Spanish Studies «Spanish Golden Age texts rank among the finest achievements of European literature. This volume will succeed in introducing students to the glories of a wonderful tradition. The contributors deserve congratulations for highlighting the contemporary relevance as well as the originality of enthralling, timeless poetry, prose and drama.» (Peter William Evans , Emeritus Professor of Film Studies, School of Languages, Linguistics and Film, Queen Mary University of London)«Thoughtful, practical and inspirational, these essays reveal bright perspectives for the MFL classroom in times of change and challenge and new angles for scholarship in Spanish Studies. The power of the stories, images, plots and poems of the Golden Age get connected here to an engine of insight on cultural value, reinterpretation, youth audiences, posterity and educational priorities.» (Chris Perriam, Professor of Hispanic Studies, School of Arts, Languages and Cultures, University of Manchester)
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