This collection celebrates the opening of the Shakespeare North Playhouse (SNP). After discussion of its genesis and development by four people pivotal to its progress at different stages of the project, this book explores different aspects of the SNP’s purpose and functions across three broad categories: buildings and spaces, practices and performance, and community arts and education. Various chapters offer answers to fundamental questions about replica theatres, including: Why do we build them? What do they do? How do we use them? In the course of these discussions, the purposes, potential, and programming of the SNP are discussed in relation to other Globe-type replicas in the UK and beyond. Contributors to this collection analyse key academic and practice-based concerns within their fields of expertise connected to the use (and misuse) of replica theatres to suggest the ways in which they can be used to drive research and practice in contemporary Shakespearean performance, connect with young people, and serve local communities. This book will appeal to academics, students, and practitioners interested in historical and contemporary approaches to Shakespeare in the fields covered. It should also appeal to general readers with an interest in the topics, particularly in Merseyside and the North-West region.

In the present tense, tells of the times during which the Globe Theatre was built and gives its history; includes a pop-up theater, punch-out characters to use in it, and two booklets of scenes from Shakespeare's plays.

Without William Shakespeare, we wouldn’t have literary masterpieces like Romeo and Juliet. But without Henry Condell and John Heminges, we would have lost half of Shakespeare’s plays forever! After the death of their friend and mentor, the two actors are determined to compile the First Folio and preserve the words that shaped their lives. They’ll just have to borrow, beg, and band together to get it done. Amidst the noise and color of Elizabethan London, THE BOOK OF WILL finds an unforgettable true story of love, loss, and laughter, and sheds new light on a man you may think you know.

Set in France and Italy, All's Well That Ends Well is a story of one-sided romance, based on a tale from Boccaccio's The Decameron. Helen, orphaned daughter of a doctor, is under the protection of the widowed Countess of Rossillion. In love with Bertram, the countess' son, Helen follows him to court, where she cures the sick French king of an apparently fatal illness. The king rewards Helen by offering her the husband of her choice. She names Bertram; he resists. When forced by the king to marry her, he refuses to sleep with her and, accompanied by the braggart Parolles, leaves for the Italian wars. He says that he will only accept Helen if she obtains a ring from his finger and becomes pregnant with his child. She goes to Italy disguised as a pilgrim and suggests a 'bed trick' whereby she will take the place of Diana, a widow's daughter whom Bertram is trying to seduce. A 'kidnapping trick' humiliates the boastful Parolles, whilst the bed trick enables Helen to fulfil Bertram's conditions, leaving him no option but to marry her, to his mother's delight.

From Robert Fagles’s acclaimed translation, An Iliad telescopes Homer’s Trojan War epic into a gripping monologue that captures both the heroism and horror of war. Crafted around the stories of Achilles and Hector, in language that is by turns poetic and conversational, An Iliad brilliantly refreshes this world classic. What emerges is a powerful piece of theatrical storytelling that vividly drives home the timelessness of mankind’s compulsion toward violence.

A showcase of innovative, global, collaborative Shakespeare education projects between institutions, educators, practitioners and students.

How can the study of Shakespeare contribute to equipping young people for the challenges of an uncertain future? This book argues for the necessity of a Shakespeare education that: finds meaning in the texts through inviting in the prior knowledge, experiences and ideas of students; combines intellectual, social and emotional learning; and develops a critical perspective on what a cultural inheritance is all about. It offers a comprehensive exploration of the educational principles underpinning theatre-based practice and explains how and why this practice can open up the possibilities of Shakespeare study in the classroom. It empowers Shakespeare educators working with young people aged 5-18 to interact critically, creatively and collaboratively with Shakespeare as a living artist. Drawing on the authors' research and experience with organizations including the Royal Shakespeare Company, Shakespeare's Globe, the Folger and Coram Shakespeare Schools Foundation, Part One consolidates recent developments in the field and engages in lively dialogue with core questions of Shakespeare's place in the classroom. Part Two curates a series of interviews with leaders and practitioners from the above and other Shakespeare institutions, exploring their core principles and practices. Part Three presents chapters from and about classroom teachers, who share their experiences of successfully embedding theatre-based approaches to Shakespeare in their own diverse contexts.