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Shakespeare Studies KS2 to KS5

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Shakespeare Studies KS2 to KS5 NATE Collections English Teaching Now COLLECTION 5 Shakespeare studies KS2 to KS5 Collections of ideas, discussion, research and activities in NATE articles (from NATE Classroom, English Drama Media and English in Education) Contents Much Ado about 18 marks 03-05 Play and script 39-41 by Richard Spencer (Classroom 1, Spring 2007) Stimuli for by Fiona Banks (Classroom 11, Summer 2011) Why Globe teachers to think creatively about teaching Shakespeare to 13- and Education believes that practical exploration of Shakespeare’s plays 14-year-olds. KS3 and academic rigour go hand-in-hand. KS2, KS3, KS4 Shakespeare in my special school 06-08 From Page to Screen – and Back Again 42-48 by Jo Robinson (Classroom 3, Autumn 2007) How to inject real – Teaching Shakespeare through Moving Image enthusiasm into learning about Shakespeare and enable some by James Durran and Craig Morrison (English Drama Media 1, critical thinking with pupils who struggle with reading. KS3 Jan 2004) A report on work in developing inter-textual approaches to literature and film. Shakespeare in the classroom: a teacher’s 09-12 manifesto Speaking in Deeds – Shakespeare and 49-52 pragmatics by Peter Thomas (Classroom 3, Autumn 2007) Making the most of the potential for working with students and Shakespeare in the by David Crystal (English Drama Media 4, June 2005) Illustrating classroom. KS3 and KS4 how grammar can assist interpretation in Shakespeare. Shakespeare unleashed 13-15 Multiple Choices – Interpreting Henry V 53-57 by Geoff Barton (Classroom 6, Autumn 2008) The Leeds version by Adrian Beard (English Drama Media 4, June 2005) Discussing of a Venice masque and reclaiming Shakespeare from tests and issues of textual interpretation at A level, with reference to HenryV. tasks. KS3 Working Class Shakespeare 58-60 Something wicked this way comes… 16-17 – Mass education and the de-theatricalisation of Shakespeare by Elizabeth Adamson (Classroom 6, Autumn 2008) Learn about the exciting and vibrant Shakespeare Schools Festival. KS2, KS3 and by Sean McEvoy (English Drama Media 4, June 2005) Looking KS4 back to a time before Shakespeare was taught in schools. Selling Shakespeare to Key Stage 3 18-20 Shakespeare for All? 61-74 by Lisa Tippings (Classroom 6, Autumn 2008) Describing a year – Accessing Shakespeare in English spent in challenging and changing the way that pupils viewed (English Drama Media, Feb 2008) Jacqui O’Hanlon unveils the Shakespeare. KS3 manifesto for Shakespeare in schools; Fiona Banks introduces the Globe’s new KS3 Shakespeare venture; Bruce Wall writes about The Bard on broadband 21-23 Shakespeare in prison; Sarah Martindale reflects on the use of film in teaching Shakespeare; David Belbin and John Clark present a by Paul Stevenson (Classroom 6, Autumn 2008) Video- Shakespearean cartoon strip. conferencing, emails, mobile phones, blogs and message boards – all involved in some exciting Shakespeare study. KS3, KS4 Would you risk it for Shakespeare? A case study of using active approaches in the English Macbeth and Year 5 24-26 classroom by Ken Austin (Classroom 6, Autumn 2008) Describing some by Tracy Irish (English in Education Vol. 45, Issue 1, Spring 2011, rewarding workshops with Year 5 pupils. KS2 pp. 6–19). This article is only available to NATE members or subscribers to English in Education. Click here to read an abstract Schemes and plots for GCSE Literature 27-29 or to purchase the article. by Rachel Withington (Classroom 9, Autumn 2009) Not one, but three Shakespeare plays – taking a thematic approach with lots of ‘Shakespeare’ – an endangered species? talk and an oral assessment. KS4 by Brian Lighthill (English in Education Vol. 45, Issue 1, Spring 2011, pp. 36–51). This article is only available to NATE members or Shakespeare and GCSE assessment 30-32 subscribers to English in Education. Click here to read an abstract by Peter Thomas (Classroom 10, Summer 2010) In the new GCSE or to purchase the article. specification, the writer finds something valuable to be gained across the Literature spectrum – and especially where Shakespeare Shakespeare, rehearsal approaches, and is concerned. KS4 dramatic inquiry: Literacy education for life by Brian Emdiston and Amy McKibben (English in Education Vol. The Playmobil Hamlet 33-35 45, Issue 1, Spring 2011, pp. 86–101). This article is only available by Marcella McCarthy (Classroom 14, Summer 2011) Definitely to NATE members or subscribers to English in Education. Click here A level study, learning about stagecraft aided by a raid on the toy to read an abstract or to purchase the article. cupboard. KS5 Shakespeare for life 36-38 by Annie Hughes (Classroom 14, Summer 2011) The rationale, process and results as , each year, 600 schools take part in the Shakespeare Schools festival. KS3, KS4 Feature: Much ado about eighteen marks Secondary Much ado about eighteen marks How and why ‘doing’ Shakespeare should be active and fun for Year Nine By Richard Spencer ‘Shakespeare was a pragmatist and so must the twenty first century English teacher be.’ Much Ado About Nothing at Shakespeare’s Globe (2004) Featuring (left to right) Joy Richardson, Lucy Campbell, Mariah Gale, Yolanda Vazquez. © John Tramper. NATE Collections 4 Shakespeare studies KS2 to KS5 NATE Classroom Issue 01 17 3 Feature: Much ado about eighteen marks Secondary Last night I dreamed of a Tempest. Washed up However, to butcher Bill Clinton, ‘It’s the With this in mind, my colleague Jim Stewart and the perspective of a particular (major) character. on a rocky and inhospitable beach were a few classroom, stupid’, and whatever we think of the I, at the request of QCA, began to pull together They are instructed to plan twelve shots in bedraggled survivors of the good ship tests they are as much of a reality as the thirty or exciting and accessible ways of bringing sequence from ‘their’ scene, focusing in ‘Standards’. Captain Adonis was nowhere to be so splendid fourteen-year-olds who plonk Shakespeare to life in the KS3 classroom. Our particular on the language, thoughts, emotions found, and all that was left was for the few, we themselves before us every week. To ignore them work is not structured into medium term plans and reactions of their character, using thought happy few, we band of assessment focussed and hope they’ll go away is churlish and does our nor do we provide specific resources. They are bubbles and speech bubbles which contain brothers (and sisters) to search for what we had pupils and ourselves a disservice. Shakespeare an ‘ideas bank’ of activities that have worked for quotations from the text. These are to be added set out so many years ago to find… was a pragmatist and so must the twenty first us. Some we can probably claim as original, afterwards. They should then organise them into century English teacher be. others are amalgamations and variations on a photo story montage in the style of a teen well established ideas from such legends of magazine. Make no mistake, if Shakespeare were alive today Shakespearean pedagogy as Rex Gibson. he would be teaching Drama. He was a man of Exploring themes: ‘Deception and the stage and would have balked at the writing Our intention is that our ideas, some of which are misunderstanding’ nt trusts triplets. I’ve yet to find a version of ‘The sampled here*, will provide an easy accessovernme hat our g ‘Cruel to be kind?’ trick cards Completeou lWorks’d whichb youe can fnimblyu holdrious tstimuli for teachers to think creatively about very day we shwhilst rehearsing the murder of Julius Caesar. So teaching Shakespeare to 13- and 14-year-olds. Aim: to understand how characters are misled E we must be clear with our students that the hefty We used Much Ado About Nothing as our basis, or confused at key points in the play tome that we have just slapped smartly onto the but the ideas featured are easily transferable to desk in front of them exists firstly and lastly as a other plays. They are organised to reflect the Most of the main characters in Much Ado About blueprint for performance. The activities and assessment requirements for the KS3 Nothing haveie tricksd played G on them by others.ap year resources used must extend beyond annotation Shakespeare test for 2007: aTheli teacherf (or the student) should produce see poorly qu t it of keyw sceneso andu endlessld practice r questionsath if er • Character and motivation ‘trick cards’. At the top of the card is the us so little tha we are to avoid turning young people off • Ideas, themes, issues character’s name (Benedick, Beatrice, Claudio Shakespeare for life at the age of fourteen. • The language of the text and Hero); underneath should be a space for Literary and cultural conservatives would like to • Text in performance students to describe a trick played the character. think of the class as congregation, Shakespeare Then at the bottom should be a space for the Indulge me for a moment. A few years ago I fell as the holy text. As a modern teacher working While the activities/questions target a particular name of the culprit(s). The teacher should then in love with teaching English. It liberated me, with students who are experts in multi-modalthan oarea,ur theres is oftenel av greate sdeal of. ”crossover discuss with the class what the impact of these tricks is on the plot and characters. fired my creative minds ands gave eme dailys, almosts omediau rand entertainment pu pon demand,ils I’d prefer between them. For example, to engage studeninstantts gratification a and reward. It still does. I to think of the classroom as a laboratory of effectively with an activity on character and was brought up by and around teachers who still thought with Shakespeare as provocateur in motivation students will need to consider what Teaching text in performance love the profession and occasionally offer me chief.
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