Would you risk it for Shakespeare? A case study of using active approaches in the English Classroom

Abstract

This article explores the value of active approaches for teaching Shakespeare in the English classroom; where active approaches are derived from ensemble techniques used by actors and directors in the rehearsal room collaboratively to understand and own a Shakespeare text. The article argues that English teachers should be supported to take risks in trying out active approaches in order to achieve a more dialogic process and a more meaningful relationship with Shakespeare for their students.