Articles for the Classroom

Cowling, Erin, Ana Méndez-Oliver, and Glenda Y. Nieto-Cuebas, editors. Teaching Social Justice through Early Modern Spanish Literature and Cultures. Special issue of Journal of Studies in Medieval and Renaissance Teaching (SMART), vol. 32, no. 1, 2025.

Cowling, Erin, and Glenda Nieto-Cuebas. “Dismantling Myths and Repositioning the Other: Tirso de Molina for the 21st Century Classroom.” Tirso de Molina: Interdisciplinary Perspectives from the Twenty-First Century, edited by Esther Fernández, Tamesis, 2023, pp. 285–99.

Hegstrom, Valerie. “Comedia Scholarship and Performance: El muerto disimulado from the Archive to the Stage.” Comedia Performance, vol. 4, no. 1, 2007, pp. 152–78.

Hegstrom, Valerie, and Anna-Lisa Halling. “More than Muses: Digital Archive as Pedagogical Tool.” Feminist Pedagogy, vol. 6, no. 5, 2026, article 8.

Hegstrom, Valerie, and Dale J. Pratt. “Mentoring Environments and Golden Age Theater Production.” Approaches to Teaching Early Modern Spanish Drama, edited by Margaret Greer and Laura Bass, Modern Language Association, 2006, pp. 198–205.

Hegstrom, Valerie, and Dale J. Pratt. “Mentoring Spanish Theater Performance and Service Learning: The BYU Spanish Golden Age Theater Project’s Production of Guillén de Castro’s El Narciso en su opinión.” Religious and Secular Theater in Golden Age Spain: Essays in Honor of Donald T. Dietz, edited by Susan Paun de García and Donald Larson, Peter Lang, 2017, pp. 175–87.

Hegstrom, Valerie. “Teaching the Mujer Varonil as the Wonder Woman of Early Modern Spain.” Reconsidering Early Modern Spanish Literature through Mass and Pop Culture: Contemporizing the Classics in the Classroom, edited by Mindy Badia and Bonnie Gasior, Juan de la Cuesta Hispanic Monographs, 2021, pp. 193–208.

Hegstrom, Valerie, and Amy R. Williamsen. “Gendered Matters: Engaging Research on Early Modern Dramaturgas in the Classroom.” Teaching Gender through Latin American, Latino, and Iberian Texts and Culture, edited by Leila Gómez, Asunción Horno-Delgado, Mary K. Long, and Núria Silleras-Fernández, Sense Publishers, 2015, pp. 99–124.

Nieto-Cuebas, Glenda. “Experiential Learning and the Spanish Comedia: Process and Outcomes.” Living the Comedia: Essays Celebrating Amy Williamsen, vol. 2, edited by E. Fernández and J. Y. Porras, University Press of the South, 2020, pp. 1–15.

Nieto-Cuebas, Glenda. “Turning Students’ Projects into Shareable Digital Content in the Early Modern Spanish Class.” Sixteenth Century Journal, vol. 51, no. S1, 2020, pp. 273–76.

Nieto-Cuebas, Glenda, and Henry Blume. “The Witching Hour: Interdisciplinary Cross-Course Experience for Social Justice Oriented Pedagogy.” Journal of Studies in Medieval and Renaissance Teaching (SMART), vol. 32, no. 1, 2025.

Nieto-Cuebas, Glenda, Hannah Treadway, Jasmine Lew, and Paula Rodríguez. “Medieval Ballads in Miniature and Our New Gold: Collaborative Theatre Projects in the Digital Era.” Comedia Performance: Journal of the Association for Hispanic Classical Theater, vol. 19, no. 1, 2022, pp. 85–100.

Rodríguez Villar, Alejandra Juno. “‘Para que se represente esta comedia aparente que hace el humano sentido’: Representar la comedia hoy para que no se olvide el ayer.” Acotaciones: Investigación y Creación Teatral, vol. 1, no. 50, 2023, pp. 23–44, https://doi.org/10.32621/ACOTACIONES.2023.50.01.

Rodríguez Villar, Alejandra Juno. “El retablo de las maravillas representa hoy la famosa fazaña de La Barraca: convirtiendo a Cervantes dramaturgo en familiar para el público estadounidense.” Comedia Performance, vol. 18, no. 1, 2021, pp. 66–86, https://doi.org/10.5325/comeperf.18.1.0066.

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