This page contains back issues of Teaching Shakespeare, the BSA magazine aimed at educators.
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.
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 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 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.
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.
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.