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Shakespeare Reloaded encourages middle secondary students to imaginatively engage with Shakespeare's plays and poetry as they actively explore key ideas and themes and how these are expressed through language. This active approach to studying Shakespeare will complement and enhance the study of individual text.
Reimagining Shakespeare Education by Liam E. Semler,Claire Hansen,Jacqueline Manuel Pdf
Shakespeare education is being reimagined around the world. This book delves into the important role of collaborative projects in this extraordinary transformation. Over twenty innovative Shakespeare partnerships from the UK, US, Australia, New Zealand, the Middle East, Europe and South America are critically explored by their leaders and participants. –Structured into thematic sections covering engagement with schools, universities, the public, the digital and performance, the chapters offer vivid insights into what it means to teach, learn and experience Shakespeare in collaboration with others. Diversity, equality, identity, incarceration, disability, community and culture are key factors in these initiatives, which together reveal how complex and humane Shakespeare education can be. Whether you are interested in practice or theory, this collection showcases an abundance of rich, inspiring and informative perspectives on Shakespeare education in our contemporary world.
Teaching Shakespeare and Marlowe by L. E. Semler Pdf
This book explores how to achieve innovative approaches to teaching and learning Shakespeare and Marlowe within formal learning systems such as school and university.
How and Why We Teach Shakespeare by Sidney Homan Pdf
In How and Why We Teach Shakespeare, 19 distinguished college teachers and directors draw from their personal experiences and share their methods and the reasons why they teach Shakespeare. The collection is divided into four sections: studying the text as a script for performance; exploring Shakespeare by performing; implementing specific techniques for getting into the plays; and working in different classrooms and settings. The contributors offer a rich variety of topics, including: working with cues in Shakespeare, such as line and mid-line endings that lead to questions of interpretation seeing Shakespeare’s stage directions and the Elizabethan playhouse itself as contributing to a play’s meaning using the "gamified" learning model or cue-cards to get into the text thinking of the classroom as a rehearsal playing the Friar to a student’s Juliet in a production of Romeo and Juliet teaching Shakespeare to inner-city students or in a country torn by political and social upheavals. For fellow instructors of Shakespeare, the contributors address their own philosophies of teaching, the relation between scholarship and performance, and—perhaps most of all—why in this age the study of Shakespeare is so important.
Drama Reloaded by Peter Elliott,Ned Manning,Margaret Saltau,Elizabeth Surbey Pdf
Using an eclectic mix of classic and contemporary drama texts from Australia and around the world, Drama Reloaded draws students into the world of drama with a particular focus on plays and the theatrical production process.
International Perspectives on English Teacher Development by Andrew Goodwyn,Jacqueline Manuel,Rachel Roberts,Lisa Scherff,Wayne Sawyer,Cal Durrant,Don Zancanella Pdf
The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time. With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction. International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.
Teaching Shakespeare Beyond the Centre by K. Flaherty,P. Gay,L. Semler Pdf
Showcasing a wide array of recent, innovative and original research into Shakespeare and learning in Australasia and beyond, this volume argues the value of the 'local' and provides transferable and adaptable models of educational theory and practice.
Teaching Shakespeare and His Sisters by Emma Whipday Pdf
What are we teaching, when we teach Shakespeare? Today, the Shakespeare classroom is often also a rehearsal room; we teach Shakespeare plays as both literary texts and cues for theatrical performance. This Element explores the possibilities of an 'embodied' pedagogical approach as a tool to inform literary analysis. The first section offers an overview of the embodied approach, and how it might be applied to Shakespeare plays in a playhouse context. The second applies this framework to the play-making, performance, and story-telling of early modern women – 'Shakespeare's sisters' – as a form of feminist historical recovery. The third suggests how an embodied pedagogy might be possible digitally, in relation to online teaching. In so doing, this Element makes the case for an embodied pedagogy for teaching Shakespeare.
Teaching with Interactive Shakespeare Editions by Laura B. Turchi Pdf
This Element examines the opportunities that interactive digital editions give teachers, software developers and scholars to connect Shakespeare's works to twenty-first century students by presenting three case studies of interactive digital editions of Shakespeare incorporated into classroom teaching.
Shakespeare and Place-Based Learning by Claire Hansen Pdf
This Element considers place as a partner in the learning process. It aims to develop a learner's sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare's texts, and by expanding critical awareness of their environmental responsibilities.
Disavowing Authority in the Shakespeare Classroom by Huw Griffiths Pdf
Based on real experiences of teaching Shakespeare in diverse classrooms and outreach programmes, this Element questions the role of authority in Shakespeare teaching. It connects an understanding of how Shakespearean texts function with critical thinking about teaching, especially derived from the work of Jaques Rancière. Certain elements of the Shakespearean text - notably how it was intended to teach its first readers, the actors, and its uses of dramatic irony - are revealed as already containing possibilities for more decentred forms of knowledge production.
Critical Pedagogy and Active Approaches to Teaching Shakespeare by Jennifer Kitchen Pdf
Active approaches to teaching Shakespeare are growing in popularity, seen not only as enjoyable and accessible, but as an egalitarian and progressive teaching practice. A growing body of resources supports this work in classrooms. Yet critiques of these approaches argue they are not rigorous and do little to challenge the conservative status quo around Shakespeare. Meanwhile, Shakespeare scholarship more broadly is increasingly recognising the role of critical pedagogy, particularly feminist and decolonising approaches, and asks how best to teach Shakespeare within twenty-first century understandings of cultural value and social justice. Via vignettes of schools' participation in Coram Shakespeare School Foundation's festival, this Element draws on critical theories of education, play and identity to argue active Shakespeare teaching is a playful co-construction with learners and holds rich potential towards furthering social justice-oriented approaches to teaching the plays.
Teaching English as a Second Language with Shakespeare by Fabio Ciambella Pdf
Teaching pragmatics, that is, language in use, is one of the most difficult and consequently neglected tasks in many English as a Second Language classrooms. This Element aims to address a gap in the scholarly debate about Shakespeare and pedagogy, combining pragmatic considerations about how to approach Shakespeare's language today in ESL classes, and practical applications in the shape of ready-made lesson plans for both university and secondary school students. Its originality consists in both its structure and the methodology adopted. Three main sections cover different aspects of pragmatics: performative speech acts, discourse markers, and (im)politeness strategies. Each section is introduced by an overview of the topic and state of the art, then details are provided about how to approach Shakespeare's plays through a given pragmatic method. Finally, an example of an interactive, ready-made lesson plan is provided.
Shakespeare Jubilees: 1769-2014 by Christa Jansohn,Dieter Mehl Pdf
This volume contains a collection of essays on Shakespeare Jubilees around the world, from 1769 to 2014. The contributions range from the elaborate celebrations in Shakespeare's hometown to more modest festivities elsewhere; and from ambitious, theatrical, and politically loaded demonstrations to nationally colored, culturally distinct, and idiosyncratic commemorations. The variety of ways in which geographically distant countries have remembered Shakespeare has never before been the object of a comparative study. The book's essays will throw new light on Shakespeare as a shared international heritage. (Series: Studies on English Literature / Studien zur englischen Literatur - Vol. 27) [Subject: Literary Studies, Shakespearean Studies, Theater Studies]
Shakespeare on screen : Macbeth by Sarah HATCHUEL,Nathalie VIENNE-GUERRIN,Victoria BLADEN Pdf
This addition to the Shakespeare on Screen series reveals the remarkable presence of Macbeth in the global Shakespearean screenscape. What is it about Macbeth that is capable of extending beyond Scottish contexts and speaking globally, locally and “glocally”? Does the extensive adaptive reframing ofMacbeth suggest the paradoxical irrelevance of the original play? After examining the evident topic of the supernatural elements—the witches and the ghost—in the films, the essays move from a revisitation of the well-known American screen versions, to an analysis of more recent Anglophone productions and to world cinema (Asia, France, South Africa, India, Japan, etc.). Questions of lineage and progeny are broached, then extended into the wider issues of gender. Finally, ballet remediations, filmic appropriations, citations and mises-en-abyme of Macbeth are examined, and the book ends with an analysis of a Macbeth script that never reached the screen. Ce nouvel ouvrage de la série « Shakespeare à l’écran » révèle la présence remarquable de Macbeth dans le paysage filmique shakespearien à l’échelle mondiale. Comment expliquer qu’une pièce dont l’intrigue est ancrée dans une nation, l’Écosse, ait pu être absorbée par des cultures aussi diverses ? Les multiples adaptations de Macbeth suggèrent-elles, de manière paradoxale, une moindre pertinence de la pièce originelle ? Après avoir exploré la représentation des éléments surnaturels (les sorcières et le fantôme), le volume revisite les films américains « canoniques », les productions anglophones plus récentes et les versions d’autres aires culturelles (Asie, France, Afrique du Sud, Inde, Japon, etc.) Les questions de lignée et de descendance sont abordées, puis prolongées dans des articles sur la représentation du genre. Les versions dansées, les appropriations, les citations et les mises en abyme de Macbeth sont ensuite analysées, et ce parcours mène à un étrange objet – un scénario non filmé.