TY - JOUR

T1 - Secondary Shakespeare in the UK: pedagogies and practice

AU - Olive, Sarah

AU - Elliott, Victoria

PY - 2023/7/13

Y1 - 2023/7/13

N2 - In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as ‘Active Methods’ and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities.

AB - In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as ‘Active Methods’ and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities.

KW - Shakespeare

KW - teaching Shakespeare

KW - Active methods

KW - Pedagogy

KW - drama methods

U2 - https://doi.org/10.1080/1358684X.2023.2233077

DO - https://doi.org/10.1080/1358684X.2023.2233077

M3 - Article

JO - Changing English

JF - Changing English

SN - 1358-684X

ER -