ABSTRACT
Chapter 3 considers classroom practices for reading and responding to Shakespeare’s plays. This chapter is written in two parts or acts (no eye-rolls please - this is Shakespeare after all!). Act I deals with ‘words’ and considers language, texts and reading Shakespeare’s plays. Act II deals with ‘deeds’ and examines approaches to responding to Shakespeare’s plays through drama and creative writing.
In Act I, we explore the challenges and opportunities of reading Shakespeare’s language in the classroom with young children. We explain how teachers can get children reading the lines of Shakespeare’s plays (by looking at vocabulary, grammar and pronunciation), reading between the lines and unpicking Shakespeare’s imagery, and reading beyond the lines to appreciate broader themes and ideas in Shakespeare’s work.
Act II begins by looking at drama principles and techniques invaluable for getting children mixing, moving and making (making meaning, noise and decisions!). We offer practical advice on how to teach drama for deeper understanding of people, places and predicaments. The drama toolbox provides suggestions for troubleshooting drama lessons, resources and costumes and watching live performances.
