- Introduction
- Active methods
- Teaching Shakespeare: an overview
- Why teach Shakespeare?[rtoc]
- Abiding and familiar concerns
- Student development
- Language
- Otherness[/rtoc]
- Principles[rtoc]
- Treat Shakespeare as a script
- Make Shakespeare learner-centred
- Shakespeare is social
- Shakespeare celebrates imagination
- Shakespeare is physical
- Make Shakespeare exploratory
- Address the distinctive qualities of the play
- Choice and variety
- Shakespeare celebrates plurality
- Negative capability
- Shakespeare is about enjoyment[/rtoc]
- Perspectives[rtoc]
- Feminism
- Psychoanalysis
- Structuralism
- Deconstruction
- Political perspectives
- Reception theory
- Using perspectives[/rtoc]
- Shakespeare’s language[rtoc]
- Introduction
- Shakespeare’s schooling
- Dramatic language
- Imagery
- Personification
- Antithesis
- Repetition
- Rhyme
- Lists
- Verse
- Prose
- Rhetoric
- Bombast
- Hyperbole
- Irony
- Oxymoron
- Puns
- Malapropism
- Monosyllables
- Pronouns
- Changing language
- Inventing language
- Everyday language
- Two types of language
- The development of Shakespeare’s language
- The Sonnets[/rtoc]
- Story[rtoc]
- The story of the play
- Enacting the story
- Stories in the play
- Recapitulating the story
- Point of view narratives
- Ariel’s story[/rtoc]
- Character[rtoc]
- Introduction
- Fundamental questions
- Complexity of character
- Language and character
- Introduction to activities
- Cast the play
- Job interviews
- Absent characters
- This is your life
- Obituaries
- Point of view
- Hot-seating
- Public and private
- Props
- Free-wheeling associations
- List of characters
- Ranking characters
- Journeys through the play
- Relationships
- Exploring character
- Character types
- Character names[/rtoc]
- Themes[rtoc]
- Introduction
- Four common themes
- Levels
- Particular themes
- Fathers and daughters
- Acting and theatre[/rtoc]
- Dramatic effect[rtoc]
- Introduction
- Stage directions
- Critical incidents
- Creating atmosphere
- Opening scenes[/rtoc]
- Active methods[rtoc]
- Content
- The teacher’s role
- Organising the classroom
- Introduction to activities
- Acting a scene
- Beginning the play
- Sense units
- Speaking Shakespeare
- Teacher leading
- Five investigations
- Sections and headlines
- Student as director
- Point of view: theory
- Improvisations
- Warm-ups
- A memory game
- Tableaux
- Choral speaking
- Insults
- Using videos
- Trials and inquiries
- Writing and design
- Sequencing
- Shakespeare’s life and times
- Theatre visits
- The annual Shakespeare play
- Shakespeare festivals
- Researching the classics
- Other resources[/rtoc]
- Shakespeare for younger students[rtoc]
- Introduction
- Shakespeare’s life and times
- Storytelling
- Dramatic storytelling
- A co-ordinated approach across the curriculum
- A Shakespeare term
- A puppet Macbeth[/rtoc]
- Assessment[rtoc]
- Process or product?
- Principles
- Student self-assessment
- Assessment of performance
- Essays
- Assessment tasks
- Examinations
- Evaluating a lesson[/rtoc]
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