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| Foreword | |
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| Preface to the new edition | |
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| Acknowledgements | |
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| Introduction | |
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| Using this book | |
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| The organisation and content of the eight chapters | |
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| Developing the use of drama to teach Shakespeare | |
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| The teacher's autonomy | |
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| Active teaching | |
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| Why use active methods to teach the plays? | |
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| The North Face of Shakespeare | |
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| The problem of monumentalism | |
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| The teacher repositioned: 'Shakespeare shared' | |
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| Starting active work | |
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| Drama workshops | |
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| The learner and the text at the centre | |
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| Active Shakespeare and independent learning | |
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| Back to the art of teaching - and student achievement | |
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| Practical work and drama workshops | |
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| The classroom as stage: activities in conventional teaching sessions | |
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| Safety: physical and emotional | |
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| Different needs and abilities | |
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| Workshop practices | |
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| Workshop objectives and the use of warm-ups and preparation exercises | |
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| Workshop planning: an example of a language workshop - 'Macbeth's soliloquies' | |
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| The origins of the workshop activities in the following chapters | |
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| Activities for teaching Shakespeare's plays | |
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| Group formation activities | |
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| Group formation | |
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| Getting started | |
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| Moving together | |
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| Working together | |
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| Mixing and meeting | |
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| Introductions | |
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| Names | |
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| Trust | |
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| Drama games | |
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| Using games in the Shakespeare workshop | |
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| Games testing authority | |
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| Straight-face games | |
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| Hunting, chasing and catching games | |
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| Tricking games | |
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| Victim games | |
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| Guarding games | |
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| Racing games | |
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| Mime games | |
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| Improvisation games | |
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| Drama exercises | |
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| Using drama exercises in the Shakespeare workshop | |
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| Movement | |
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| Stage fighting | |
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| Mime | |
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| Voice | |
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| Improvisation | |
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| Breathing | |
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| Shakespeare's language | |
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| The aims of language work | |
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| Shakespeare's language gives 'the motive and the cue' for action | |
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| Discourse and rhetoric as sources of dramatic energy and action | |
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| Language ownership and familiarity through workshops | |
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| Teaching Approaches | |
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| Listen and speak | |
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| Active reading | |
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| Learn and act | |
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| Narrative in Shakespeare | |
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| Harnessing the power of narrative's theatricality | |
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| The nature of Shakespeare's narratives | |
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| Teaching Approaches | |
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| Structural approaches | |
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| Dynamic approaches | |
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| Investigative approaches | |
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| Character in Shakespeare | |
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| Changing ideas about character in drama | |
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| Characters and their speech utterances | |
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| Role differentiated from character | |
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| Character and setting | |
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| Mise en sc�ne | |
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| Teaching Approaches | |
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| Personal encounters with roles | |
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| Roles in social settings | |
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| Roles in action in the narrative | |
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| Every student 'on stage' | |
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| Notes | |
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| References | |
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| Index | |