Reading Shakespeare through Drama arises out of case study research which focuses on reading as a socio-cultural practice. Underpinned by theories of reading, learning, drama and play, it is, nevertheless, rooted in the everyday work of secondary English classrooms. Utilising the dialogic ambiguities inherent in Shakespeare's playscripts, this collaborative approach to reading pays particular attention to adolescent readers as meaning-makers and cultural producers. The authors examine different iterations of 'active Shakespeare' pedagogies in the UK, the USA and Australia, drawing a distinction between 'reading through drama' as an approach and the theatre inflected practices promoted by well-known arts-based institutions. Observational and interview data highlight the importance of addressing issues concerning identity and representation that are inevitably raised by the study of canonical literature. Importantly, this Element situates teachers' practice within broader ideological contexts at institutional and national policy level, particularly from the perspective of England's highly regulated system of schooling.

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.

Dramas and Sonnets of William Shakespeare Vol. 1 is helpful to every learner of William Shakespeare (1564-1616) who, doubtless, saw himself as merely another professional man of the theatre who moved almost casually from play-acting to playwriting. And indeed he was very much a man of his time, a man of the Elizabethan theatre, who learnt to exploit brilliantly the stagecraft, the acting, and the pub¬lic taste of his day. It happens very rarely in the history of literature that a craftsman who has acquired perfect control of his medium, masterly ease in handling the techniques and conventions of his day, is also a universal genius of the highest order, combining with his technical proficiency a unique ability to render experience in poetic language and an uncanny, intuitive understanding of hu¬man psychology. Man of the theatre, poet and expert in the human passions, Shakespeare has appealed equally to those who admire the art with which he renders a story in terms of the acted drama or the insight with which he presents states of mind and complex¬ities of attitude or the unsurpassed brilliance he shows in giving conviction and a new dimension to the utterances of his characters through the poetic speech he puts in their mouths. It is a remark¬able combination of qualities. Yet he was no poetic genius descending on the theatre from above, but a working dramatist who found himself in catering for the public theatre of his day. Unquestionably the greatest poetic dramatist of Europe, he was also Marlowe’s successor, the heir to a tradition of playwriting, which we saw developing in the preceding chapter. His contemporaries saw him as one dramatist among others—a good one, and a popular one, but no transcendent genius who left all others far behind—and to the end of his active life he showed no reluctance to collaborate with other playwrights.

Reading Shakespeare Historically is a passionate, provocative book by one of the most renowned and popular Renaissance scholars writing today. Charting ten years of critical development, these challenging, witty essays shed new light on Renaissance studies. It also raises intriguing questions about how the culture and history of the past illuminates the key social and political issues of today. Lisa Jardine re-reads Renaissance drama in its historical and cultural context, from laws of defamation in Othello to the competing loyalties of companionate marriage and male friendship in The Changeling. In doing so she reveals a wealth of new insights, sometimes surprising but always original and engrossing. At the same time, these essays also provide a fascinating account of the rise of feminist scholarship since the 1980s and the diversifying of `new historicist' approaches over the same period. Reading Shakespeare Historically will fascinate and provoke students of shakespeare and his historical age, and general readers with an urge to understand how the culture and history of our past illuminates the key scoial and political issues of today.

Teaching Shakespeare in Primary Schools offers guidance and practical ideas for teaching Shakespeare’s plays across Key Stage 1 and 2. It demonstrates how the plays can engage young readers in exciting, immersive and fun literacy lessons and illustrates how the powerful themes, iconic characters and rich language remain relevant today. Part 1 explores the place of classic texts in modern classrooms – how teachers can invite children to make meaning from Shakespeare’s words – and considers key issues such as gender and race, and embraces modern technology and digital storytelling. Part 2 presents Shakespeare’s plays: The Tempest, A Midsummer Night’s Dream, Romeo and Juliet, Julius Caesar, Macbeth and The Winter’s Tale. For each play, there is a suggested sequence of activities that will guide teachers through the process of inspiring children, incubating ideas and making connections all before responding to it through drama, writing and other subjects. You don’t need to be an actor, a scholar or even an extrovert to get the best out of Shakespeare! Written by experienced teachers, this book is an essential resource for teachers of all levels of experience who want to teach creative, engaging and memorable lessons.

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.

This cutting-edge book explores Shakespeare’s negotiation of Reformation controversy about theories of salvation. While twentieth century literary criticism tended to regard Shakespeare as a harbinger of secularism, the so-called “turn to religion” in early modern studies has given renewed attention to the religious elements in Shakespeare and his contemporaries. Nevertheless, there remains an aura of uncertainty regarding some of the doctrinal and liturgical specificities of the period. This historical gap is especially felt with respect to theories of salvation, or soteriology. Such ambiguity, however, calls for further inquiry into historical theology. The author explores how the language and concepts of faith, grace, charity, the sacraments, election, free will, justification, sanctification, and atonement find expression in Shakespeare’s plays. In doing so, this book contributes to the recovery of a greater understanding of the relationship between early modern religion and Shakespearean drama. While the author shares David Scott Kastan’s reluctance to attribute particular religious convictions to Shakespeare, in some cases such critical guardedness has diverted attention from the religious topography of Shakespeare’s plays. Throughout this study, the author’s hermeneutic is to read Shakespeare through the lens of early modern theological controversy and to read early modern theology through the lens of Shakespeare.