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Preface to the Series | p. ix |
Preface to the Volume | p. xi |
Materials | |
Classroom Texts | p. 3 |
Online Texts | p. 4 |
The Instructor's Library | p. 5 |
Reference Works | p. 5 |
Biographical Resources | p. 6 |
Critical Collections | p. 8 |
Critical Studies | p. 8 |
Intellectual and Critical Contexts: Fin de Siecle Europe and America | p. 14 |
Selected Web Sites | p. 15 |
Approaches | |
Introduction: Wilde's Challenge to Teachers | p. 19 |
Contexts for Teaching Wilde | |
The Critic as Student: An Argumentative Approach | p. 24 |
The Irish Wilde | p. 35 |
Oscar Wilde and the 1890s: A Single-Figure Course | p. 42 |
Teaching Wilde's Fiction: The Picture of Dorian Gray, the Short Stories, and the Fairy Tales | |
Gray Zones: Teaching The Picture of Dorian Gray as a Victorian Novel | p. 52 |
Teaching The Picture of Dorian Gray as a "Gay" Text | p. 62 |
Dorian Gray in the Twentieth Century: The Politics and Pedagogy of Filming Oscar Wilde's Novel | p. 75 |
The Shorter Fiction Approached and Questioned | p. 83 |
Teaching Wilde's Fairy Tales: Aestheticism as Social and Cultural Critique in "The Happy Prince" and "The Nightingale and the Rose" | p. 93 |
Teaching Wilde's Comedies | |
An Introductory Approach to Teaching Wilde's Comedies | p. 100 |
A Method for Using Biography in the Teaching of Oscar Wilde's Comedies | p. 108 |
Teaching Melodrama, Modernity, and Postmodernity in Lady Windermere's Fan | p. 117 |
Wilde about Ibsen: The Fusion of Dramatic Modes in A Woman of No Importance | p. 126 |
Wilde in the Comparative Arts Course: Teaching An Ideal Husband | p. 135 |
Form and Freedom in The Importance of Being Earnest | p. 142 |
Teaching Salome: A Test Case for Modern Approaches | |
Teaching Oscar Wilde's Salome in a Theater History and Dramatic Literature Seminar | p. 151 |
Oscar Wilde and the Motif of Looking: An Approach to Teaching Gender Issues in Salome | p. 157 |
Viewing Salome Symbolically | p. 163 |
Salome, C'est Moi? Salome and Wilde as Icons of Sexual Transgression | p. 171 |
Unveiling Salome: The Word-Made-Flesh Undone | p. 180 |
Teaching Wilde's Criticism | |
Using Wilde's Intentions to Help Students Establish Wilde's Intentions | p. 188 |
Teaching Oscar Wilde: "The Portrait of Mr. W. H." and the Crisis of Faith in Victorian England and English Studies | p. 196 |
Teaching Wilde's Trial and Later Writing | |
Tomorrow on Trial: Wilde's Case in the Classroom | p. 204 |
The Love That Dare Not Teach Its Name: Wilde, Religious Studies, and Teaching Tolerance | p. 212 |
Learning the Importance of Being an Earnest Reader through De Profundis and Gross Indecency | p. 220 |
"All Men Kill the Thing They Love": Romance, Realism, and The Ballad of Reading Gaol | p. 230 |
Notes on Contributors | p. 249 |
Survey Respondents | p. 253 |
Works Cited | p. 255 |
Index | p. 273 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.