AFFECT AND COLLABORATION THROUGH DRAMA: ENLIVENING SHAKESPEARE'S OTHELLO.

This article explores the application of dramabased pedagogies in a Grade 12 Advanced Placement (AP) English literature course. Through qualitative analysis, support for the use of dramatic pedagogies in the teaching of complex texts like Shakespeare's Othello is provided. Data from classroom observations, participant interviews, student-created masks, scripts, and live performances highlight the impact on student affect, collaboration, and the classroom community. The findings demonstrate that the use of dramatic approaches allows students to envision themselves as learning artists with an active role in texts like Othello. Students found avenues to connect with the characters, build greater fluency, and increase comprehension. This, therein, demonstrates how dramatic pedagogies can introduce new avenues for creative expression, nurtured through reflective practices, helping students find what is real by making believe. [ABSTRACT FROM AUTHOR]