Secondary Shakespeare in the UK: pedagogies and practice
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In: Changing English, Vol. 30, No. 4, 10.2023, p. 402-413.
Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - Secondary Shakespeare in the UK: pedagogies and practice
AU - Olive, Sarah
AU - Elliott, Victoria
PY - 2023/10
Y1 - 2023/10
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
VL - 30
SP - 402
EP - 413
JO - Changing English
JF - Changing English
SN - 1358-684X
IS - 4
ER -