They find it amusing that they can incorporate elements of performance and some oh-so-inventive

[LoZoccolo]

assignments to get students into the bard.

I say, where is the motivation for students to get into the text? and these lines werent bad at all.
part of me thinks that maybe he knows what he wants, but hes scared to make that decision. we get along really well and we have similar interestssss and yeah.
The English teachers love him for his poetics, the way he can teach students structure and a whole slew of literary devices.
then we walk and the lights were on.
Many begin by duping students.
More pictures to come, therefore, when I get the full gallery up in the next few days.
But is that really the point? Why do so many educators work under the assumption that a performance must come directly from the text?
Why do so many educators work under the assumption that a performance must come directly from the text? then we decided Dland was had too many people so we went to Cali.
Oh, yes, there are purists out there who would argue in favour of this, that the true meaning and beauty of Shakespeare cannot be found in the stumbling reading of a fifteen year old.
This is him waiting as he was being introduced.
figure out what the hell you want.
then monsters inc ride.
But is that really the point?
Why do so many educators work under the assumption that a performance must come directly from the text? and looked at everything.
This one is only the introduction piece.
then we decided Dland was had too many people so we went to Cali.
this is unfair to everyone in the situation.