Teaching and Learning Shakespeare through Theatre-based Practice

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This book provides an overview of theatre-based teaching of Shakespeare and offers a comprehensive exploration of the educational principles underpinning the practice. Through exploring how and why theatre-based practice in the classroom can open up the possibilities of Shakespeare study, it investigates how different understandings emerge from our ever-shifting experiences of language and culture. This book empowers Shakespeare educators in supporting young people, aged 1520, to interact critically, creatively and collaboratively with the cultural inheritance of Shakespeares texts. Drawing on the authors range of scholarly experience, and practical work with organizations, including the Royal Shakespeare Company, Shakespeares Globe, the Folger and Shakespeare Schools Foundation, Part One engages in lively dialogue with core questions of Shakespeares educational and cultural positions within the classroom. Part Two is based around a series of interviews with key practitioners from a range of Shakespeare performance and education organizations, exploring the core principles and practices behind their work and how these translate into the range of resources and programmes they offer. Part Three focuses on the experiences of practicing classroom teachers, realistically reviewing the opportunities and constraints of teaching through theatre-based approaches, with contributions from a diverse set of teachers who have found success with young people in different contexts and with different challenges.

Author Bio

Tracy Irish is an education practitioner, scholar and teacher with a specialism in Shakespeare. She works regularly with the RSC and the Universities of Birmingham and Warwick, UK. Jennifer Kitchen is a theatre education practitioner and scholar, teaching at The University of Warwick, UK.