Document Type
Article
Publication Title
International Journal of Education & the Arts
ISSN
2326-9944
Volume
21
Issue
23
DOI
http://doi.org/10.26209/ijea21n23
First Page
1
Last Page
27
Publication Date
1-1-2020
Abstract
Classroom drama holds promise for student learning across disciplines. When Shakespeare’s works are included in diverse classrooms, supported by drama activities, students can embody, voice, and explore themes and societal issues, bringing such themes alive. This study documents challenges and opportunities reported by teachers in their first-year teaching as they participated in an innovative cross-national partnership between Globe Education, Shakespeare’s Globe, London and the School of Education, University of California, Davis. Survey results found new teachers’ value exceeded their self-confidence in implementing Shakespeare and drama-based practices in their teaching. Teachers managed to infuse drama activities in classrooms, conducted inquiry into students’ responses, and reported the need for further preparation to enact program practices. Two vignettes of classroom work further illustrate challenges and possibilities of partnership practices, and highlight needed adaptive work for successfully incorporating drama and Shakespeare in classrooms to explore social, cultural, and historical conflicts, themes, and dilemmas.
Recommended Citation
Athanases, S. Z.,
&
Sanchez, S. L.
(2020).
Seeding Shakespeare and drama in diverse 21st-century classrooms through a cross-national partnership: New teachers’ challenges and early practices.
International Journal of Education & the Arts, 21(23), 1–27.
DOI: http://doi.org/10.26209/ijea21n23
https://scholarlycommons.pacific.edu/ed-facarticles/238
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