IN

Schools
Teacher Resource Pack

www.shakespearelives.org
#ShakespeareLives
 This Shakespeare Lives schools’ pack has been
created by the British Council and the Royal
Shakespeare Company to mark the 400th
anniversary of Shakespeare’s death in 2016.
It explores Shakespeare as a writer who still Shakespeare’s plays have been staged many
speaks for all people and nations, addressing times since they were written over 400 years
big questions and themes about the human ago and there are still so many different ways
experience and what it means to be a citizen in of interpreting his work; each interpretation
the 21st century. This pack encourages teachers will draw out different themes and ideas and
and pupils to engage with some of the issues, we hope you enjoy exploring the ones we have
themes and ideas in Shakespeare’s plays, and to developed in this pack.
explore the ways they remain relevant and current
in our lives today, wherever we are in the world.
© RSC. Photo by Ellie Kurttz.
 THIS
0,

Learning,
WHAT A

THING IT IS!
The Taming of the Shrew
Act 1 Scene 2

How to use this pack 05

Top tips for exploring

Shakespeare’s plays 06

Leadership and power

Are leaders born or made? 08

Family and relationships

Do parents always know best? 14

Identity and equality

Are all people born equal? 24

Fate and destiny

Do people control their own future? 34

Justice and rules

Would there be chaos without rules? 44

An introduction to using
theatre-based approaches 52
 Partners
‘Shakespeare is a playwright for the
whole world and this British Council
schools’ pack, produced in partnership
with the Royal Shakespeare Company,
will help young people in the UK and
overseas to broaden their horizons.
Through this new resource, young
people can explore the vibrant world
of Shakespeare’s plays and discover
new insights into his work through
themes that are as relevant to us
today as they were 400 years ago.’
Sir Ciarán Devane, Chief Executive,
British Council

‘At the RSC we believe that

Shakespeare’s work belongs to
everyone and that it is an important
part of our shared cultural inheritance:
an inheritance that all pupils should
have access to. By exploring some of
the key themes and ideas that occur
throughout Shakespeare’s work we
hope this resource will enable your
pupils to discover the relevance of
Shakespeare’s work to their lives
today, helping us develop a deeper
© RSC. Photo by Rob Freeman.

understanding of ourselves, each

other and the world we live in.’
Gregory Doran, Artistic Director,
Royal Shakespeare Company

The British Council is the United Kingdom’s international The RSC’s purpose is to create the finest experience of
organisation for cultural relations and educational Shakespeare in performance and share that work with
opportunities. We create international opportunities for the widest audience in Stratford-upon-Avon, London,
the people of the UK and other countries and build across the UK, and around the world. We place a special
trust between them worldwide. emphasis on sharing the inheritance of Shakespeare’s
work with children and young people, encouraging a
lifelong relationship with Shakespeare and live theatre.

04
 HOW USE TO

THIS PACK
This pack is designed to help teachers around the world to If you are new to using theatre-based approaches in the
bring Shakespeare’s plays to life and encourage learning classroom or new to applying them to Shakespeare’s
across the curriculum. It is split into five key themes: plays, you may find it useful to work through the ideas in
Leadership and power, Family and relationships, the final section of the pack. This final section focuses
Identity and equality, Fate and destiny and Justice on Julius Caesar, but many of the activities outlined here
and rules. can be adapted for use in other parts of the resource.

Within each themed section you will find a wide range of Try looking at Shakespeare’s plays in different ways.
activities for pupils aged 7-14. These can be adapted to Watch a film adaptation or read the play translated
suit the age of the children you are teaching and used as into your own language; use any approach that makes
starting points in individual lessons or as elements of a Shakespeare accessible to your students.
cross-curricular project, which could be carried out with
a partner school overseas. Remember, Shakespeare wrote for the stage – his plays
are designed to be performed and shared with an
Throughout the pack you will also find notes for teachers audience. If we simply read them, we can miss out on
with exploratory questions, learning foci, suggestions of a large part of their appeal and interest. We encourage
activities and discussion points, play excerpts, curriculum you to share this pack with your partner school, use it
links and references to citizenship skills and outlooks. as a starting point to plan your own lessons and start
When using the play excerpts, you may find it useful to exploring the world through Shakespeare.
increase the size of the font when you copy it, to make
it easier for your pupils to read. After you have tried out some of the activities, share
a Shakespeare-inspired performance with your community.
You can also find additional content and play excerpts This could be an entire play, a speech, or a piece of
at https://schoolsonline.britishcouncil.org/ creative writing by students in response to your exploration
classroom-resources/list/shakespeare-lives where of the themes. Think of ways to involve your partner
you can download more copies of the pack in English school in this activity.
and Welsh.
There are also lots of ideas on how to celebrate and
Many of the ideas and activities can be explored in a explore Shakespeare’s plays in your school and local
traditional classroom setting. Some of them will require community on the RSC website: www.rsc.org.uk/
desks to be pushed to one side or a larger space, as education, including a specially produced set of
they are inspired by the rehearsal room practice of RSC resources to help you stage your own production of
actors and directors. A Midsummer Night’s Dream.

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Notes

05
 Tips
TOP
EXPLORING FOR

SHAKESPEARE’S PLAYS
The following tips have been developed by the RSC, drawing on years
of rehearsal room and performance experience. For a more detailed
look at how these and other approaches can be developed more fully in
one particular play, please see the ‘Introduction to using theatre-based
approaches’ section.

1 Students as detectives
Whilst studying Shakespeare, encourage pupils to think draw out something very different from a read through
like a detective. The clues are all there in the language where you ask pupils to keep walking as they read
but they have to get pieced together bit by bit. Reading and stress all the words connected to a theme, such as
the text in more than one way will really help pupils to family or power. Don’t be afraid to read an extract with
explore some of these clues. For example, asking pupils pupils in three or four different ways; each time they will
to read a scene back to back in pairs, in a whisper, will understand something new.

2 Engaging starter activities

To explore the major themes
Games are infinitely flexible and can be adapted to suit conscience of Macbeth saying aloud something that
the needs of practically any text you are working on. Macbeth might be thinking as he moves towards King
If we play ‘Grandma’s Footsteps’, creeping up behind a Duncan’s chamber. Alternatively, the ‘on’ person could
person who is ‘on,’ the class member at the front can be Prospero and their classmates could be Caliban
be King Duncan. When they turn and point at one of saying ‘This island’s mine’ if they are caught moving
their classmates moving towards them they can be the towards their leader.

3 Create images of characters

Get pupils into small groups of three to five to create situations in the early part of the play. You can also ask
images that allow the whole class to explore key groups to create images in response to specific lines
characters. For example, asking them to create still of text and see how different pupils interpret them:
images or freeze frames of: ‘A king and his subjects,’ ‘Brave Macbeth, well he deserves that name’ or
‘Three witches meeting’ or ‘Soldiers returning from ‘Unseamed him from the nave to th’chops’.
battle’ allows you to introduce key characters and

4 SEt time limits

Give groups ten seconds to create a still image. This is they are working with. It can also be a good challenge to
long enough for them to complete the task, but short ask groups to work without speaking.
enough to mean that children invariably won’t mind who

XX
06 Top tips for exploring Shakespeare’s plays
5 Encourage pupils to make
interpretative Choices
Remember that every play is a mixture of fact and There is even a choice to be made about whether the
interpretation. For example, in Macbeth three women ghost of Banquo appears on stage or not. If you think
tell Macbeth he will one day be king but how they might he should appear on stage, the audience can see inside
appear, disappear, move and speak on a stage is up to Macbeth’s head and sympathise with him, if you don’t,
you to interpret. the audience sees how disturbed Macbeth must appear
to his guests.
Pupils can make interpretative choices about staging,
design and meaning. No one knows what Macbeth should
look like, or what the ghost of Banquo looks like.

6 Feed in social and historical knowledge

To root the work in a real world context
When pupils understand, for example, that many people work on Macbeth and A Midsummer Night’s Dream
in an English audience believed that the fairy audience can take on a new meaning. Our challenge today is
could be a spiteful one and that Midsummer’s Eve was bringing Shakespeare’s work alive in such a way that
potentially a dangerous time of year when a portal it has the same powerful impact on audiences now as
opened up between the human and fairy world, their it did 400 years ago.

7 Use the original text

But don’t be afraid to edit it
We know that children are intrigued by the beauty and of text that track the story arc of a particularly
texture of Shakespeare’s language and they don’t mind interesting scene or soliloquy, allow the children to get
not understanding all of it – in fact, that’s part of the joy. confident with these and then add more text in or find
It’s an exciting challenge to explore the meaning of out what happens next by moving onto a new section
unusual words and phrases. But do edit the text into of the play.
manageably-sized chunks. For example, pull out ten lines

8 Explore the language together

Remember that editors often disagree about what words ‘Peace-parted’, ‘Pick-purse’, ‘Malignant thing’ or
and phrases mean so it is always more interesting to start lines like ‘You cram these words into mine ears
with the sound of a word and think what it might mean as against / The stomach of my senses’ are great
opposed to immediately solving the mystery by looking phrases to explore and unlock the meaning together.
it up in the footnotes.
© RSC. Photo by Rob Freeman.

To find out more about the RSC Education approaches to exploring Shakespeare’s plays visit XX
www.rsc.org.uk/education 07