Reading Shakespeare through Drama
$22.00 ( ) USD
Part of Elements in Shakespeare and Pedagogy
- Authors:
- Jane Coles, UCL Institute of Education
- Maggie Pitfield, Goldsmiths, University of London
- Date Published: June 2022
- availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
- format: Adobe eBook Reader
- isbn: 9781009019262
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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.
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×Product details
- Date Published: June 2022
- format: Adobe eBook Reader
- isbn: 9781009019262
- availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
Table of Contents
1. Introduction
2. Frameworks: Learning, Reading and Playing
3. Shakespeare in Practice: Institutional Constraints and Teacher Agency
4. Shakespeare in Practice: Reading Through Drama
5. Conclusions
References.
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