• PREVIOUS ISSUES
    • Spring 2019
      • Table of Contents, Spring 2019
    • Spring 2018
      • Table of Contents (Spring 2018)
      • Contributors (Spring 2018)
      • Advisory Board (Spring 2018)
      • Editor’s Introduction (Spring 2019)
    • Fall 2017
      • Table of Contents (Fall 2017)
      • Contributors (Fall 2017)
      • Advisory Board (Fall 2017)
    • Spring 2017
      • Table of Contents (Spring 2017)
        • Current Issue
      • Contributors (Spring 2017)
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      • Advisory Board (Spring 2017)
      • 1. Study Outside the Box – The “Modern” Staging of the Middle English Everyman
      • 2. The ‘Dante vivo’ Project, Florence, Italy
      • 3. Student Scholarly Identity and Multimodal Making with a Digital Anthology Project
      • 4. Gui de Cambrai’s Barlaam and Josaphat: A Primer of Medieval Christian Concepts for Undergraduates*
      • 5. Canterbury Trails: Walking with Immigrants, Refugees, and the Man of Law
      • 6. Race and Ethnicity: Saracens and Jews in Middle English Literature
    • Fall 2016
      • Advisory Board, Fall 2016
      • Contributors (Fall 2016)
      • Introduction (Fall 2016)
      • 1. ‘A’ is for Affeccioun: Strategies for Teaching the History of Emotions in Medieval Studies
      • 2. Teaching Feeling: Medieval Literature, Emotional Ethics, and the Case of Compassion
      • 3. Object Lessons: Inter- and Extra-Disciplinary Teaching in the History of Education
      • 4. “Parzival’s Fear and Werther’s Loathing” – Teaching Emotions in Medieval and Modern Literature to High School Students in Germany: An Experiment
      • 5. Mindfulness, Contemplative Pedagogy, and the Medieval Now
    • Spring 2016
      • Contributors (Spring 2016)
      • Advisory Board, Spring 2016
      • Introduction (Spring 2016)
      • 1. The Original Odd Couple: Constantine and Irene–Lesson for Grades 9-12
      • 2. Walking the Walk: Experiential Learning, Pilgrimage, and ‘Kynde Knowynge’
      • 3. The Horsemen of the Apocalypse Can’t Ride Unicorns: Adventures in Medieval Drama
      • 4. Is ‘My Lefe in a Lond’ or ‘My Lief in Londe’? And Does It Make a Difference?
      • 5. Creative Translation and Old English Poetry: A Teaching Technique
      • 6. Three Approaches to Teaching “Pearl”: Introduction to Literature, British Literature I, and the Mythology of J. R. R. Tolkien
      • 7. A Journey into Late Medieval Italy with “The Inferno”
      • 8. Medieval Popular Religion, Annotated Bibliography for Teachers
      • 9. Medieval Women Writers: An Annotated Bibliography for Teachers
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  • DISCUSSIONS: Food for Thought
    • Short Essay #1
    • Short Essay #2
    • Short Essay #3
    • Short Essay #4
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  • Educational Resources

Table of Contents Spring 2020

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VOLUME XVI, ISSUE I (SPRING 2020)

TABLE OF CONTENTS

EDITOR’S INTRODUCTION

ADVISORY BOARD

CONTRIBUTORS

ESSAYS

ALBRECHT CLASSEN, “Teaching Medieval Studies with a Modern Learning Management System: Top Hat in a Medieval Seminar”

JULIE PACE, “Teaching the Multi-Sensory Experience of Byzantine Art: Images at Chora Church, Istanbul, and What They Mean” 

JOHN TERRY, “Gardening with the Dead,” TEAMS 2019 ESSAY PRIZE CO-WINNER

YVONNE SEALE, “Mapping the Middle Ages,” TEAMS 2019 ESSAY PRIZE CO-WINNER

CAROLINE WOMACK, “A Medieval Approach to Romeo and Juliet in the High School Classroom (Grades 9-12),” TEAMS 2018 ESSAY PRIZE WINNER

SUSAN YAGER, “Playing with the Rhythms of Chaucer’s Poetry”


The Once and Future Classroom. XVI.I (Spring 2020)
© 2020 TEAMS Consortium for Teaching Medieval Studies

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