Teaching and Learning Shakespeare through Theatre-based Practice by Irish, Tracy
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eBay item number:166619078922
Item specifics
- Condition
- Good
- Seller Notes
- “Used book in good condition. Shows typical wear. Quick shipping. Satisfaction guaranteed!”
- ISBN
- 9781350292048
- Subject Area
- Drama, Education
- Publication Name
- Teaching and Learning Shakespeare Through Theatre-Based Practice
- Item Length
- 9.2 in
- Publisher
- Bloomsbury Publishing USA, Bloomsbury Publishing
- Subject
- Shakespeare, General
- Publication Year
- 2024
- Type
- Study Guide
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.5 in
- Educational Level
- High School, Elementary School
- Item Width
- 6.2 in
- Item Weight
- 12.3 Oz
- Number of Pages
- 216 Pages
About this product
Product Information
How can the study of Shakespeare contribute to equipping young people for the challenges of an uncertain future? This 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.Drawing on the authors' research and experience with organizations including the Royal Shakespeare Company, Shakespeare's Globe, the Folger and Coram Shakespeare Schools Foundation, Part One consolidates recent developments in the field and engages in lively dialogue with core questions of Shakespeare's place in the classroom. Part Two curates a series of interviews with leaders and practitioners from the above and other Shakespeare institutions, exploring their core principles and practices. Part Three presents chapters from and about classroom teachers, who share their experiences of successfully embedding theatre-based approaches to Shakespeare in their own diverse contexts.
Product Identifiers
Publisher
Bloomsbury Publishing USA, Bloomsbury Publishing
ISBN-10
1350292044
ISBN-13
9781350292048
eBay Product ID (ePID)
24061236448
Product Key Features
Publication Name
Teaching and Learning Shakespeare Through Theatre-Based Practice
Format
Trade Paperback
Language
English
Educational Level
High School, Elementary School
Subject
Shakespeare, General
Publication Year
2024
Type
Study Guide
Subject Area
Drama, Education
Number of Pages
216 Pages
Dimensions
Item Length
9.2 in
Item Height
0.5 in
Item Width
6.2 in
Item Weight
12.3 Oz
Additional Product Features
Intended Audience
Elementary/High School
Lc Classification Number
Pr2987.T34 2024
Reviews
"This 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 "Even as theater 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 theater 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 theater education programs and highlight the voices of expert practitioners. Weaving together these perspectives, Irish and Kitchen create a compelling argument for theater-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, "This 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, "This 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 "Even 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 "This 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, This 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., "This 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 "Even as theater 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 theater 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 theater education programs and highlight the voices of expert practitioners. Weaving together these perspectives, Irish and Kitchen create a compelling argument for theater-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 "This 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
Table of Content
Notes on Contributors Foreword, James Stredder Acknowledgements Note on the Text Introduction Part 1: Perspectives from Multidisciplinary Research Chapter 1: The Pedagogy Question Chapter 2: The Cultural Capital Question Chapter 3: The Literature Question Chapter 4: The Language Question Part 2: Perspectives from O rganizations and Practitioners 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? Part 3: Perspectives from the Classroom Chapter 9: Perspectives from the Classroom: Introduction Chapter 10: Dirty Shakespeare: Outdoor Learning with Primary Pupils, Mary Carey (Primary School Teacher, Channel Islands) Chapter 11: How Relevant is Shakespeare in an International School Context?, Judith Berends O'Brien (Secondary School Teacher, international) Chapter 12: Macbeth: Utilising Students' Code-Switching as a Tool for Engaging with Shakespeare at Secondary Level, Kirsty Emmerson (Secondary School Teacher, UK) Chapter 13: Salvaging the Bard: A Success Story of Theatre-based Practice for Neurodiverse Learners, Eleni Kmeic (International Theatre & Dance Project, Greece and ICON-School for the Arts, USA) Chapter 14: Transference and Integration: Using Shakespeare to Teach Composition, Carol Parker (Pikes Peak State College, USA) Chapter 15: Theatre-based Pedagogy in a 'Knowledge-based' Curriculum: Perspectives from Initial Teacher Education, Karen McGivern (Teacher Educator) Chapter 16: Much Ado about Decolonizing Shakespeare, Nobulali Dangazeli (ShakeXperience, South Africa) Epilogue References Index, Notes on ContributorsForeword, James Stredder AcknowledgementsNote on the TextIntroduction Part 1: Perspectives from Multidisciplinary Research Chapter 1: The Pedagogy QuestionChapter 2: The Cultural Capital QuestionChapter 3: The Literature QuestionChapter 4: The Language Question Part 2: Perspectives from O rganizations and Practitioners Chapter 5: Perspectives from Organizations and Practitioners: IntroductionChapter 6: Aims, Scope and Areas of FocusChapter 7: On Teaching, Schools, and CultureChapter 8: Why Shakespeare? Part 3: Perspectives from the Classroom Chapter 9: Perspectives from the Classroom: IntroductionChapter 10: Dirty Shakespeare: Outdoor Learning with Primary Pupils, Mary Carey (Primary School Teacher, Channel Islands) Chapter 11: How Relevant is Shakespeare in an International School Context?, Judith Berends O'Brien (Secondary School Teacher, international) Chapter 12: Macbeth: Utilising Students' Code-Switching as a Tool for Engaging with Shakespeare at Secondary Level, Kirsty Emmerson (Secondary School Teacher, UK) Chapter 13: Salvaging the Bard: A Success Story of Theatre-based Practice for Neurodiverse Learners, Eleni Kmeic (International Theatre & Dance Project, Greece and ICON--School for the Arts, USA) Chapter 14: Transference and Integration: Using Shakespeare to Teach Composition, Carol Parker (Pikes Peak State College, USA) Chapter 15: Theatre-based Pedagogy in a 'Knowledge-based' Curriculum: Perspectives from Initial Teacher Education, Karen McGivern (Teacher Educator) Chapter 16: Much Ado about Decolonizing Shakespeare, Nobulali Dangazeli (ShakeXperience, South Africa) EpilogueReferencesIndex
Dewey Decimal
822.33
Dewey Edition
23
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eBay item number:166619078922
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I was very happy, finally finding, this Large Print version for my mother, even though I thought $9.99 shipping was a bit excessive. My happiness continued until I opened the shipping container and found a receipt itemizign book and shipping which totaled $15.00 less than I paid. Your suggestion for me to ignore the receipt was not the solution I was looking for when I contacted you. Perhaps a better solution would have been to apologize and insure you would be more cautious for future sales.
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