This book tells the story of the Royal Shakespeare Company's acclaimed and influential project to transform the teaching of Shakespeare in schools. It examines their approaches to making his plays more accessible, enjoyable and relevant to young people, describing the innovative classroom practices that the Company has pioneered and locating these within a clearly articulated theory of learning. It also provides evidence of their impact on children and young people's experience of Shakespeare, drawing upon original research as well as research commissioned by the RSC itself.
Authoritative but highly readable, the book is relevant to anyone with an interest in the teaching of Shakespeare, and in how a major cultural organisation can have a real impact on the education of young people from a wide range of social backgrounds. It benefits from interviews with key policy makers and practitioners from within the RSC, including their legendary voice coach, Cicely Berry, and with internationally renowned figures such as the writer and academic, Jonathan Bate; the previous artistic director of the RSC, Michael Boyd; and the celebrated playwright, Tim Crouch.
Author(s): Joe Winston
Edition: 1
Publisher: Bloomsbury Publishing
Year: 2017
Language: English
Pages: 208
City: London, New York
Tags: Shakespeare, Literary Criticism
Cover page
Halftitle page
Series page
Title page
Copyright page
Dedication
CONTENTS
TABLES AND FIGURES
ACKNOWLEDGEMENTS
Introduction
1 Education at the Royal Shakespeare Company
Introduction
Education at the RSC 1961–2003:a very brief history
Establishing a long-term strategy: the learning and performance network
Standing up for Shakespeare
The young people’s Shakespeare
Actors working with young people
The importance of research
Conclusion
2 Why Teach Shakespeare?
Historical perspectives
Jonathan Bate and The Genius of Shakespeare
Michael Boyd on why Shakespeare matters
A shared vision of Shakespeare’s value
Conclusion
3 Developing a Rehearsal Room Pedagogy at the RSC: Key Influences
Introduction
Cicely Berry
Rex Gibson
Mary Johnson
Jonothan Neelands
Conclusion
4 The Classroom as Rehearsal Room: An Example of Practice
The RSC Shakespeare Toolkit for Teachers
Rehearsal room pedagogy in action
The aims of the practical work on Hamlet
Initial warm-up activities
Preparing for the world of the play
Exploring the opening of the play: Act 1 Scene 1
Introducing the ghost: Act 1 Scene 1
Telling Hamlet: Act 1 Scene 2
Hamlet and the ghost: Act 1 Scene 5
Creating the dumb show: Act 3 Scene 2
Exploring a soliloquy: ‘Now might I do it . . .’ Act 3 Scene 3
Conclusion
5 A Theoretical Rationale for Rehearsal Room Pedagogy
Introduction
Learning through playing
Learning through experience
Learning through the body
Learning together
Learning through beauty
6 Tim Crouch Directing the Young People’s Shakespeare
The Taming of the Shrew
The directing and rehearsal process
King Lear
Audience responses to the YPS King Lear
7 The Impact of the Learning and Performance Network on the Practice of Teachers
Introduction: rhetoric or research?
Karen’s story
Beyond the personal story: surveying the impact of the LPN on teaching
Transforming practice through action research
Impact beyond lead teachers: a ‘diluted’ effect?
Conclusion
8 The Impact of Rehearsal Room Pedagogy on Students: What Research Shows
Introduction
Student attitude to Shakespeare: the initial surveys
Attitude to Shakespeare: the revised student survey
How Shakespeare can impact on children’s writing
Shakespeare, language play and rehearsal room pedagogy in the early years: a case study
Language play and language learning: revisiting Guy Cook
Drama, play, and language learning: looking closely at rehearsal room pedagogy through the lens of Caillois’s theory
Conclusion
9 Looking Forward
NOTES
BIBLIOGRAPHY
INDEX
