Coles, J; (2014) Teaching Shakespeare with film adaptations. In: Brindley, S and Marshall, B, (eds.) MasterClass in English Education: Transforming Teaching and Learning. (pp. 72-83). Bloomsbury Academic: London, UK.

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Abstract

The ready availability of popular film versions of Shakespeare plays on DVD and other digital formats, coupled with the rapid development in classroom technology over the past decade (Jewitt et al. 2009) have had the potential to radically change the traditional relationship between secondary school students and the printed playtext. Teacher surveys published over the past ten years (see for example, Batho 1998; Martindale 2008; Stibbs 1998) indicate that very nearly every English teacher complements the study of a set Shakespeare text at Key Stage 3 or 41 with reference to a DVD or video adaptation. There is, however, much less empirical evidence about the use to which these moving image versions are commonly put: for instance, how teachers construct the cultural and historical relationship between playtext and adaptation within the classroom, or the way students are positioned as readers of the different textual modes. The purpose of this chapter is to explore some of the pedagogical possibilities raised by use of moving image Shakespeare and to consider some examples of teachers’ practice taken from classroom-based research data.

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