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.

Local/ Global Shakespeare and Advertising examines the local/ global and rhizomatic phenomenon of Shakespeare as advertised and Shakespeare as advertising. Starting from the importance and the awareness of advertising practices in the early modern period, the volume follows the evolution of the use of Shakespeare as a promotional catalyst up to the twenty-first century. The volume considers the pervasiveness of Shakespeare’s marketability in Anglophone and non-Anglophone cultures and its special engagement with creative and commercial industries. With its inter-and transdisciplinary perspective and its international scope, this book brings new insights into Shakespeare’s selling power, Shakespeare as the object of advertising and Shakespeare as part of the advertising vehicle, in relation to a range of crucial cultural, ideological and political issues.

An “extraordinarily brilliant” and “pleasurably naughty” (André Aciman) investigation into the Shakespeare authorship question, exploring how doubting that William Shakespeare wrote his plays became an act of blasphemy…and who the Bard might really be. The theory that Shakespeare may not have written the works that bear his name is the most horrible, unspeakable subject in the history of English literature. Scholars admit that the Bard’s biography is a “black hole,” yet to publicly question the identity of the god of English literature is unacceptable, even (some say) “immoral.” In Shakespeare Was a Woman and Other Heresies, journalist and literary critic Elizabeth Winkler sets out to probe the origins of this literary taboo. Whisking you from London to Stratford-Upon-Avon to Washington, DC, she pulls back the curtain to show how the forces of nationalism and empire, religion and mythmaking, gender and class have shaped our admiration for Shakespeare across the centuries. As she considers the writers and thinkers—from Walt Whitman to Sigmund Freud to Supreme Court justices—who have grappled with the riddle of the plays’ origins, she explores who may perhaps have been hiding behind his name. A forgotten woman? A disgraced aristocrat? A government spy? Hovering over the mystery are Shakespeare’s plays themselves, with their love for mistaken identities, disguises, and things never quite being what they seem. As she interviews scholars and skeptics, Winkler’s interest turns to the larger problem of historical truth—and of how human imperfections (bias, blindness, subjectivity) shape our construction of the past. History is a story, and the story we find may depend on the story we’re looking for. “Lively” (The Washington Post), “fascinating” (Amanda Foreman), and “intrepid” (Stacy Schiff), Shakespeare Was a Woman and Other Heresies will forever change how you think of Shakespeare…and of how we as a society decide what’s up for debate and what’s just nonsense, just heresy.

An up-to-date survey of Shakespeare's King Lear on screen and the aesthetic, social and political issues raised by screen versions.

Shakespeare's late plays are a 'mixed bag' with a common theme: from the fiendishly jealous Leontes to the saintly Pericles; from the ineffectual Cymbeline to the omnipotent Propspero; from the 'sprites and goblins' of The Tempest to the famous bear of The Winter's Tale, the characters have excited wonder and contempt while the range of incident is almost irresponsibly extravagant. Was Shakespeare losing his grip, or his interest, or both? Was he striking out in some bold new theatrical direction? This Guide provides a critical survey of the major debates and issues surrounding the late plays, from the earliest published accounts to the present day. Nicholas Potter offers a clear guiding narrative and an exploration of literary history, focusing on how criticism of these remarkable works, and attempts to make sense of them, have developed over the years.

It is a commonplace of Shakespeare criticism that he invented few of the plots of his plays and the sources he drew upon have been often and rewardingly studied. The emphasis of this book, however, is not on sources but on what may be called Shakespeare's story-telling technique especially as seen in the articulation and pacing of events. Ranging widely through the canon, the book identifies characteristic problems and achievements which occur in the course of Shakespeare's handling of his story material. Different aspects of Shakespeare's treatment of, and attitude to, story are studied with reference groups of plays and, in two final chapters, essays on Hamlet and King Lear apply and extend the findings of the preceding discussions. The point of view adopted serves, above all, to bring out the vitality and resourcefulness of Shakespeare's creative imagination, recognition of which must underpin all commentary but may easily be lost to sight in the increasing sophistication of criticism and scholarship.

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.

Shakespeare and Digital Pedagogy is an international collection of fresh digital approaches for teaching Shakespeare. It describes 15 methodologies, resources and tools recently developed, updated and used by a diverse range of contributors in Great Britain, Australia, Asia and the United States. Contributors explore how these digital resources meet classroom needs and help facilitate conversations about academic literacy, race and identity, local and global cultures, performance and interdisciplinary thought. Chapters describe each case study in depth, recounting needs, collaborations and challenges during design, as well as sharing effective classroom uses and offering accessible, usable content for both teachers and learners. The book will appeal to a broad range of readers. College and high school instructors will find a rich trove of usable teaching content and suggestions for mounting digital units in the classroom, while digital humanities and education specialists will find a snapshot of and theories about the field itself. With access to exciting new content from local archives and global networks, the collection aids teaching, research and reflection on Shakespeare for the 21st century.