{"product_id":"teaching-and-learning-shakespeare-through-theatrebased-practice-9781350292048","title":"Teaching and Learning Shakespeare through","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eHow can the study of Shakespeare contribute to equipping young people for the challenges of an uncertain future? \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eThis book argues for the necessity of a Shakespeare education that: finds meaning in the texts through inviting in the prior knowledge, experiences and ideas of students; combines intellectual, social and emotional learning; and develops a critical perspective on what a cultural inheritance is all about. It offers a comprehensive exploration of the educational principles underpinning theatre-based practice and explains how and why this practice can open up the possibilities of Shakespeare study in the classroom. It empowers Shakespeare educators working with young people aged 5-18 to interact critically, creatively and collaboratively with Shakespeare as a living artist.\u003cbr\u003e\u003cbr\u003eDrawing on the authors' research and experience with organizations including the Royal Shakespeare Company, Shakespeare's Globe, the Folger and Coram Shakespeare Schools Foundation, \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis timely, important publication reinforces the continuing significance of Shakespeare in the school and university curriculum. It reminds students and teachers that active, creative and diverse approaches to the plays are rewarding and relevant. * Chris Green, Director of English and Drama, The Perse School, Cambridge, UK *\u003cbr\u003eEven as theatre companies scramble for financial footing and beloved plays become contested ground, Irish and Kitchen present a multidisciplinary case for active or embodied Shakespeare teaching. This book provides a dynamic survey of experiential, joyful and community-building theatre work for classrooms that should convince artists and teachers not to cede a curricular inch to standardized testing - or to rely exclusively on written analytic work – and instead to explore, with students, the benefits of social meaning-making with Shakespeare texts. The editors incorporate insights from social science, neuroscience and educational theorists. They profile directors of established and innovative global theatre education programs and highlight the voices of expert practitioners. Weaving together these perspectives, Irish and Kitchen create a compelling argument for theatre-based Shakespeare teaching: fundamentally intercultural and democratic by respecting students’ lives, providing academic and socio-emotional learning and encouraging critical questions of culture. * Laura Turchi, Arizona State University, USA *\u003cbr\u003eThis is a brilliant book and a must read for all artists, educators and researchers with an interest in the teaching of Shakespeare through theatre-based pedagogies. The breadth of its theoretical grounding is remarkable and synthesises beautifully with the diverse accounts of inclusive practice that follow. The passion of the authors, grounded in knowledge and experience, shines through every page, leaving the reader in no doubt about the continuing relevance of Shakespeare to the lives of today’s young people and some of the most pressing social and cultural issues of our time. * Joe Winston, University of Warwick, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eNotes on Contributors Foreword, \u003ci\u003eJames Stredder\u003c\/i\u003e Acknowledgements Note on the Text  Introduction  \u003cb\u003ePart 1: \u003c\/b\u003e\u003cb\u003ePerspectives from Multidisciplinary Research\u003c\/b\u003e  Chapter 1: The Pedagogy Question Chapter 2: The Cultural Capital Question Chapter 3: The Literature Question Chapter 4: The Language Question   \u003cb\u003ePart 2: Perspectives from O\u003c\/b\u003e\u003cb\u003erganizations and Practitioners\u003c\/b\u003e   Chapter 5: Perspectives from Organizations and Practitioners: Introduction Chapter 6: Aims, Scope and Areas of Focus Chapter 7: On Teaching, Schools, and Culture Chapter 8: Why Shakespeare?  \u003cb\u003ePart 3: Perspectives from the Classroom \u003c\/b\u003e  Chapter 9: Perspectives from the Classroom: Introduction Chapter 10: Dirty Shakespeare: Outdoor Learning with Primary Pupils, \u003ci\u003eMary Carey (Primary School Teacher, Channel Islands)\u003c\/i\u003e Chapter 11: How Relevant is Shakespeare in an International School Context?, \u003ci\u003eJudith Berends O’Brien (Secondary School Teacher, international)\u003c\/i\u003e Chapter 12: \u003ci\u003eMacbeth:\u003c\/i\u003e Utilising Students’ Code-Switching as a Tool for Engaging with Shakespeare at Secondary Level, Kirsty Emmerson \u003ci\u003e(Secondary School Teacher, UK)\u003c\/i\u003e Chapter 13: Salvaging the Bard: A Success Story of Theatre-based Practice for Neurodiverse Learners, \u003ci\u003eEleni Kmeic (International Theatre \u0026amp; Dance Project, Greece and ICON—School for the Arts, USA)\u003c\/i\u003e Chapter 14: Transference and Integration: Using Shakespeare to Teach Composition, \u003ci\u003eCarol Parker (Pikes Peak State College, USA)\u003c\/i\u003e Chapter 15: Theatre-based Pedagogy in a 'Knowledge-based' Curriculum: Perspectives from Initial Teacher Education,\u003ci\u003e Karen McGivern (Teacher Educator)\u003c\/i\u003e Chapter 16: Much Ado about Decolonizing Shakespeare, \u003ci\u003eNobulali Dangazeli (ShakeXperience, South Africa) \u003c\/i\u003e  Epilogue References Index\u003c\/p\u003e","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738616017239,"sku":"9781350292048","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350292048.jpg?v=1720049665","url":"https:\/\/bookcurl.com\/products\/teaching-and-learning-shakespeare-through-theatrebased-practice-9781350292048","provider":"Book Curl","version":"1.0","type":"link"}