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This essay, an exercise in the scholarship of teaching and learning (SoTL), describes the experience of using the two issues of BLAST as the primary material for an undergraduate module taught in the School of English, Trinity College Dublin, in 2014 and 2015. The relationship between the BLAST module as it was taught in Trinity and the task of teaching modernism in general is described in an opening section that also outlines the specific pedagogical backdrop in tcd. The essay then goes on to explore some of the challenges and opportunities involved in discussing the magazine in the classroom. Drawing on site-specific documents such as the module reading schedule and its learning outcomes statement, as well as titles of student essays, a detailed account is given of the ways in which students responded to the magazine and its various materials in a particular pedagogical context. Abstracts from a selection of longer student essays are given in an appendix, following a concluding section in which the experience of teaching BLAST is related to broader questions of research and modernist pedagogy in the early twenty-first century.

BLAST at 100

A Modernist Magazine Reconsidered

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