Practical Approaches to Teaching Shakespeare


Book Description

A practical handbook of ideas and suggestions for all teachers of Shakespeare. Focusing on the process approach it helps students discover and experience Shakespeare's plays for themselves.




Bilingual Shakespeare


Book Description

Bilingual Shakespeare describes how teachers working with children at secondary level, and especially those who speak English as a second language, can encourage them to respond enthusiastically to Shakespeare's plays.




Teaching Shakespeare


Book Description

An improved, larger-format edition of the Cambridge School Shakespeare plays, extensively rewritten, expanded and produced in an attractive new design.




The RSC Shakespeare Toolkit for Teachers


Book Description

Developed by one of the world's leading theatre companies, this resource offers teachers a practical drama-based approach to teaching and appreciating three of Shakespeare's most popular plays: Romeo and Juliet, Macbeth, and A Midsummer Night's Dream.Drama-based exploration of the text for pupilsTeacher's notes and photocopiable worksheets for a lesson-by-lesson routeAlso works as a dip in resourceFlexible ideas for use with current teachingMapped to KS3 Framework for English and KS2 Primary Framework for LiteracyCD contains printable digital versions




How to Teach Your Children Shakespeare


Book Description

Outlines an engaging way to instill an understanding and appreciation of Shakespeare's classic works in children, outlining a family-friendly method that incorporates the history of Shakespearean theater and society.




Creative Shakespeare


Book Description

This unique book desribes the ways in which educational practitioners at Shakespeare's Globe theatre bring Shakespeare to life for students of all ages.The Globe approach is always active and inclusive - each student finds their own way into Shakespeare - focussing on speaking, moving and performing rather than reading. Drawing on her rich and varied experience as a teacher, Fiona Banks offers a range of examples and practical ideas teachers can take and adapt for their own lessons. The result is a stimulating and inspiring book for teachers of drama and English keen to enliven and enrich their students' experience of Shakespeare.




For All Time?


Book Description

The continued place of Shakespeare in the classroom and how various critical theories inform current pedagogy are at the core of this conversation among an international group of educators. Its scope ranges from the theoretical background on the subject to new research and practical tips for the teaching of Shakespeare. Digital Shakespeare, Shakespeare through performance, protecting Shakespeare, and Shakespeare for the new millennium are a sampling of the topics covered. Contributing to the discussion are representatives from Northwestern University, Colgate University, Western University, and Black Hills State.




Making Sense of Shakespeare


Book Description

He argues that Lear's "howl," for example, targets and rewards physical hearing, physical speaking, and their accompanying emotions as somatically connected to current or remembered sensations in mouth, throat, and lungs."--BOOK JACKET.




Teaching and Learning Shakespeare through Theatre-based Practice


Book Description

How can the study of Shakespeare contribute to equipping young people for the challenges of an uncertain future? This book argues for the necessity of a Shakespeare education that: finds meaning in the texts through inviting in the prior knowledge, experiences and ideas of students; combines intellectual, social and emotional learning; and develops a critical perspective on what a cultural inheritance is all about. It offers a comprehensive exploration of the educational principles underpinning theatre-based practice and explains how and why this practice can open up the possibilities of Shakespeare study in the classroom. It empowers Shakespeare educators working with young people aged 5-18 to interact critically, creatively and collaboratively with Shakespeare as a living artist. Drawing on the authors' research and experience with organizations including the Royal Shakespeare Company, Shakespeare's Globe, the Folger and Coram Shakespeare Schools Foundation, Part One consolidates recent developments in the field and engages in lively dialogue with core questions of Shakespeare's place in the classroom. Part Two curates a series of interviews with leaders and practitioners from the above and other Shakespeare institutions, exploring their core principles and practices. Part Three presents chapters from and about classroom teachers, who share their experiences of successfully embedding theatre-based approaches to Shakespeare in their own diverse contexts.




How to Think Like Shakespeare


Book Description

"This book offers a short, spirited defense of rhetoric and the liberal arts as catalysts for precision, invention, and empathy in today's world. The author, a professor of Shakespeare studies at a liberal arts college and a parent of school-age children, argues that high-stakes testing and a culture of assessment have altered how and what students are taught, as courses across the arts, humanities, and sciences increasingly are set aside to make room for joyless, mechanical reading and math instruction. Students have been robbed of a complete education, their imaginations stunted by this myopic focus on bare literacy and numeracy. Education is about thinking, Newstok argues, rather than the mastery of a set of rigidly defined skills, and the seemingly rigid pedagogy of the English Renaissance produced some of the most compelling and influential examples of liberated thinking. Each of the fourteen chapters explores an essential element of Shakespeare's world and work, aligns it with the ideas of other thinkers and writers in modern times, and suggests opportunities for further reading. Chapters on craft, technology, attention, freedom, and related topics combine past and present ideas about education to build a case for the value of the past, the pleasure of thinking, and the limitations of modern educational practices and prejudices"--




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