COD 2018 - PS175
Shakespeare in Action
This course is directed to Literature and language Teachers both in primary and secondary interested in introducing and approaching Shakespeare actively
1
sessions, start: 19-Feb
The course chosen does not allow any new enrolment
Course detail
Year: 2018
Level: Primary / Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Susan Cocimano
ESSARP Schools
Free of charge
Free of charge
Exams Schools
ARS 500.00
ARS 500.00
Non affiliate
ARS 500.00
ARS 500.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 19 February 2018 | 09:30 am | 12:30 pm |
Facilitator/s
Susan Cocimano
This course is directed to Literature and language Teachers both in primary and secondary interested in introducing and approaching Shakespeare actively
Objectives and benefits of Teaching Shakespeare Actively
Students will:
Improve knowledge and understanding
Increase knowledge and understanding of themselves and the world they live in
Improve skills – working together
Improve attitudes to Shakespeare and learning
Increase enjoyment, inspiration and creativity
Improve skills and confidence
Students will:
Improve knowledge and understanding
Increase knowledge and understanding of themselves and the world they live in
Improve skills – working together
Improve attitudes to Shakespeare and learning
Increase enjoyment, inspiration and creativity
Improve skills and confidence
In today’s rapidly changing environment Shakespeare sounds outdated and irrelevant. Yet he has been in the school curriculum for a reason. The question on this occasion is not only “why” but “how”.
Teaching Shakespeare actively has developed as a pedagogy that has changed paradigms giving a new stance to the questions “why” and “how”.
In order to make Shakespeare accessible to students, it needs to unfold within a framework that will sustain it. Most important, it requires teachers that are willing to make changes.
This is not impossible, but it entails moving out of a comfort zone that contains and provides self-assurance, and becoming a teacher who helps students to search rather than follow.
Challenging and in many ways, frightening.
Teaching Shakespeare actively has developed as a pedagogy that has changed paradigms giving a new stance to the questions “why” and “how”.
In order to make Shakespeare accessible to students, it needs to unfold within a framework that will sustain it. Most important, it requires teachers that are willing to make changes.
This is not impossible, but it entails moving out of a comfort zone that contains and provides self-assurance, and becoming a teacher who helps students to search rather than follow.
Challenging and in many ways, frightening.
During these workshops, teachers will go through a wide range of activities, techniques and strategies that will foster student involvement and allow them not only to take action but become part of the action.
Establishing the world
Telling the story
Discovering characters
Exploring language
The different activities, key themes and motifs will be explored through the plays “Romeo & Juliet”, “Midsummer Night’s Dream” and “Macbeth”. However the activities and ideas can be applied to other plays.
Establishing the world
Telling the story
Discovering characters
Exploring language
The different activities, key themes and motifs will be explored through the plays “Romeo & Juliet”, “Midsummer Night’s Dream” and “Macbeth”. However the activities and ideas can be applied to other plays.
Brooks, J.G. and Brooks, M.G., 1999. In search of understanding: The case for constructivist classrooms. USA: ASCD.
Gibson, R., 1998. Teaching Shakespeare. Cambridge: Cambridge University Press
Winston, J. and Tandy, M. 2012. Beginning Shakespeare 4-11. UK: Routledge
The RSC Shakespeare Toolkit for Teachers,2010.UK: Methuen Drama
Gibson, R., 1998. Teaching Shakespeare. Cambridge: Cambridge University Press
Winston, J. and Tandy, M. 2012. Beginning Shakespeare 4-11. UK: Routledge
The RSC Shakespeare Toolkit for Teachers,2010.UK: Methuen Drama