USING PERFORMANCE-BASED PEDAGOGY TO DEVELOP CRITICAL THINKING WITH SHAKESPEAREAN SONNETS IN PHILOLOGY

Abstract

This article examines the effectiveness of a performance-based approach in fostering critical thinking skills in philology students, using Shakespeare's sonnets as a case study. The focus is on the use of tableau vivant and character monologues as specific pedagogical techniques. The article analyzes how these methods contribute to the development of analytical and interpretive skills, empathy, and non-verbal communication. It argues that actively engaging students in the process of embodying sonnets through performance deepens their understanding of the text, stimulates creative thinking, and cultivates a more conscious approach to literary study. The article is addressed to educators in philology departments and researchers interested in innovative methods of teaching literature.