Teaching and Learning Shakespeare through Theatre-Based Practice

Half Title
Series Page
Title Page
Copyright Page
Contents
Notes on Editors and Contributors
	Part One – Contributors
	Part Two – Interviewees
	Part Three – Contributors
Foreword
Acknowledgements
Note on the Text
Introduction
	Why now?
	Active and theatre-based Shakespeare: Definitions and context
	Rhetorics of cultural value
	Summary
Part I: Perspectives from multidisciplinary research
	Chapter 1: The pedagogy question
		Progressive principles
			Experiential learning: The classroom as rehearsal room
			Constructivism and progressivism: The text is completed through action
			Radical and liberal implications
		Embodied cognition: Learning through doing
			Mind as function of body
			The social brain
			Conceptual metaphors
		Ensemble
			Ensemble Shakespeare via the RSC and Warwick University
			Ensemble as a bridging metaphor
		The effective teacher
			Teaching as a practice
			The teacher/director parallel
			The competencies of an effective teacher of theatre-based Shakespeare
	Chapter 2: The cultural value question
		Cultural literacy
		Cultural capital
		Cultural and intercultural democracy
		Shakespeare as an icon of literary heritage
	Chapter 3: The literature question
		Shakespeare the storyteller: Why do we need stories?
			Social questions
			A moral playground
		Shakespeare the dramatist: Why do we need theatre?
			Embodied present
			Embodied action
			Embodied democracy
		Shakespeare the poet: Why do we need poetry?
			Mysteries and musicality
			Antithesis and nuance
	Chapter 4: The language question
		The humanity of language
			What do employers want?
			Multidisciplinary skills
		How sixteenth-century poetry develops twenty-first-century language skills
			Embodied meaning
			Building vocabulary
			Close reading
			Rhetoric
		Shakespeare for oracy
			Talking back to Shakespeare
Part II: Perspectives from organizations and practitioners
	Chapter 5: Perspectives from organizations and practitioners: Introduction
		Approach
		Funding
		Online
		Common values and themes
	Chapter 6: Aims, scope and areas of focus
		Aims
		Scope
		Particular areas of focus and interest
	Chapter 7: On teaching, schools, and culture
		On teaching and schools
		On culture
	Chapter 8: Why Shakespeare?
		Challenging language
		Raising questions
		Impact
Part III: Perspectives from the classroom
	Chapter 9: Perspectives from the classroom: Introduction
	Chapter 10: Dirty Shakespeare: Outdoor learning with primary pupils
	Chapter 11: How relevant is Shakespeare in an international school context?
		The international school context 
		Shakespeare in an international classroom
		The impact of a Shakespeare festival
		Final reflection 
	Chapter 12: Macbeth, ماكبث-, Макбет: Utilizing students’ code-switching as a tool for engaging with Shakespeare at secondary level
	Chapter 13: Salvaging the bard: A success story of theatre-based practice for neurodiverse learners
		Activeness improved attentiveness
		Growth in social and creative confidence
		Collaborative learning
	Chapter 14: Transference and Integration: Using Shakespeare to teach composition
	Chapter 15: Theatre-based pedagogy in a knowledge-rich curriculum: Perspectives from initial teacher training
	Chapter 16: Much ado about decolonized Shakespeare
Epilogue
References
Index