‘Superteachers’, saints and solitaires: an investigation into advanced skills teachers of drama

This paper reports on a survey conducted in 2010 among ASTs who identified themselves as being specialists in, or having responsibility for, the subject of drama. The survey endeavoured to explore the professional backgrounds and experiences of these ASTs and gain insights into what they enjoyed about the role. It was especially concerned to address the following questions: 1. What general skills do ASTs in drama think they need to possess? 2. What subject specific knowledge and skills do they feel are needed to satisfy the demands of their role? In addition, insights were sought into what training and support had been afforded them, how they regarded themselves and were regarded by others in the role.

Christian Gottlob Heyne and the changing fortunes of the commentary in the age of Altertumswissenschaft

This chapter discusses the pedagogic and scholarly priorities that informed Heyne’s commentaries on Tibullus (1755), Virgil (1767-75) and Homer (1802), as well as their initial critical reception. Like those of his teachers, Gesner and Ernesti, Heyne’s works eschew detailed textual scholarship in favour of aesthetic and historicizing appreciation of literary works as wholes. Their formal innovations – most notably the relegation of advanced philological discussions to endnotes and the inclusion of excursuses on significant historical and cultural questions – are an attempt to tailor a traditional format to the demands of an Enlightened age and the cultural-historical interests of the new Altertumswissenschaft. The chapter discusses their contrasting critical receptions in order to raise questions about the viability of Heyne’s endeavours to make a traditional medium fit new concerns.