This page contains issues of Teaching Shakespeare, the BSA magazine aimed at educators.
Printed copies of Teaching Shakespeare are also available for purchase from the Shakespeare Birthplace Trust bookshop in Stratford-upon-Avon.
Published in Autumn 2018, this is a special ‘guest takeover issue’ by colleagues at Toyo University. Articles include ‘Introduce Young English Language Learners to Shakespeare’ by Keita Kodama, ‘Perform Shakespeare with English Language Learners’ by Michael Randolph, and ‘Create Fearless Readers’ by Hirohisa Igarashi and Koji Morinaga.
Published in Summer 2018, this issue is dedicated to questions of policy, pedagogy and practice with regard to teaching Shakespeare. Contributions include articles by Victoria Elliot on ‘Feminism not Fairies is the Key to Dream‘, Christa Knellwolf King on ‘Teaching Shakespeare in Oman’, Michael Berntsen on ‘Using Blues Music to Teach Shakespeare’, and Helen Borrello on ‘Sharing the Course’.
Published in Spring 2018, this issue contains articles on Steiner School Shakespeare, Twelfth Night’s Gender Play, using Shakespeare against sexism, and Shakespeare and EAL students. Note that the photograph on p.14 was erroneously credit to Saeko Machi. It was in fact taken by the company’s photographer Steve Lewis.
A special guest take-over issue, publishing four papers that derive from a conference held at Waseda University in Tokyo.
Our first ever Summer issue, the second magazine of 2017 contains articles on Shakespeare in Hanoi, on Shakespeare and Autistic students, on young offenders and Othello, and on digitized promptbooks.
Published in Spring 2017, this issue contains ideas about teaching Titus Andronicus at GCSE, a colouring Shakespeare competition, and much more too.
Published in Autumn 2016, this issue contains articles about Bardolph’s Box, Shakespeare in Korea and much else besides.
Published in Spring 2016, this is a special issue to mark the four hundredth anniversary of Shakespeare’s death.
Published in Autumn 2015, this is issue is also dedicated to questions of policy, pedagogy and practice with regard to teaching Shakespeare.
Please note that in issue 8 we wrongly referred to Robert Sawyer as an Assistant Professor. His position is, in fact, that of Professor.
Published in Spring 2015, this issue is dedicated to questions of policy, pedagogy and practice with regard to teaching Shakespeare.
Published in Autumn 2014, this issue explores students’ and teachers’ experience of Shakespeare in Japanese school and higer education classrooms – including law school and life-long learning as well as literarture departments.
Its contributors range from Japanese students in the UK to British and American citizens teaching in Japan, so while some elements of their discussions are country and culturally specific, readers will find much that resonates globally in terms of the pleasures and challenges of teaching Shakespeare.
Published in Spring 2014, this issue deals primarily with issues of access to Shakespeare, physical, financial and social.
Its contributors are drawn from teacher training, theatre education, secondary schools, higher education, and (unusually) the financial services sector.
Our fourth issue had a heritage focus, disseminating news of the Shakespeare Birthplace Trust‘s Shakespeare Week and the reflections of Edward’s Boys’ director and Deputy Head of King Edward’s School Perry Mills on staging Henry V in the RSC’s Swan theatre and Shakespeare’s schoolroom.
Other contributors included the actor/author/editor Ben Crystal and the Canadian schoolteacher/PhD student Cathleen McKague.
Our third issue, a student take-over by University of York undergraduates, offered insight into teaching Shakespeare in Israel, using the plays with children on the autistic spectrum thanks to the actor/director/educator Kelly Hunter, as well as investigating the incentives for post-graduate students of Shakespeare.
Other contributors include the Royal Shakespeare Company’s Miles Tandy and a recent graduate of the educational collaboration between the Shakespeare’s Globe and King’s College London, Sarah Dustagheer.
Our second issue opened up debate around students’ ‘ownership’ of Shakespeare and also exemplified ways in which Shakespeare is successfully used in the Special Educational Needs classroom. Its authors were drawn from Australia, New Zealand and the United States.
Contributors include Sean McEvoy, author of Shakespeare: the basics, the Oxford Shakespeare’s John Jowett, and the actor Andrew Jarvis.
Our inaugural issue acknowledged a debt to Rex Gibson‘s Shakespeare and Schools project of the 1980s-1990s and its ongoing legacy in the National Curriculum and English classrooms internationally. It established regular features such as the ‘Vox Pop’ with students and teachers; ‘Girdle round the earth’, reporting on Shakespeare in classrooms worldwide; ‘Teacher Feature’ lesson plans; and ‘Read on this Book’, sharing useful resources to inspire Shakespeare educators.
Contributors include the Royal Shakespeare Company’s Cicely Berry and the University of Warwick’s Jonothan Neelands.