| Introduction On Play and Plays |
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5 | (4) |
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| Foreword Play's the Thing |
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9 | (4) |
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| Prologue At Play in the Neighborhood |
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13 | (12) |
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Though This Be Madness, Yet There Is Method in It: Common Questions and Answers about Shakespeare in the Classroom |
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25 | (5) |
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Stand up, Listen, Whisper, Whistle, and Shout Your Way to Shakespeare: An Approach to a Three-Dimensional Read-Through |
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30 | (10) |
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Oh, Had I but Space Enough and Time: Rethinking Space |
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40 | (17) |
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What's Reality Anyhow? Puppets and A Midsummer Night's Dream |
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57 | (7) |
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Playing Games with People: Fifteen Steps Towards Ensemble |
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64 | (13) |
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Playing with Language and Character |
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77 | (5) |
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He's Alive!: Making Shakespeare Compelling in the Classroom |
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82 | (10) |
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Adventuring Between the Lines |
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92 | (13) |
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Speak the Speech Trippingly on the Tongue: Reading Shakespeare Aloud |
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105 | (20) |
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Suit the Action to the Word, the Word to the Action: Principles of a Good Director |
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125 | (4) |
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Beyond Playing Pirate: Alternative Methods of Staging Violence |
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129 | (8) |
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Where Shall This Music Be? |
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137 | (4) |
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If Music Be the Food of Love, Play On |
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141 | (8) |
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Romeo Rocks: New Tunes in Old Jugs |
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149 | (4) |
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The Soul of a Man Is His Clothes: Costume in Context |
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153 | (17) |
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Why Do You Dress Me in Borrowed Robes?: Creating Renaissance Costume |
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170 | (14) |
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We Will Every One Be Masked |
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184 | (7) |
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The Most Unkindest Cut of All: Editing A Midsummer Night's Dream for the Classroom |
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191 | (10) |
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What's in a Name? Behind-the-Scenes Language in Romeo and Juliet |
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201 | (10) |
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His Letters Bear His Mind: Re-Writing Shakespeare |
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211 | (10) |
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Words, Words, Words: Shakespeare for Students with Limited English Proficiency |
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221 | (6) |
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Silvia Hurtado de Mendoza |
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Setting the Stage for the Reluctant Reader |
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227 | (10) |
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The Young Company: A Shakespearean Story of Transformation |
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237 | (9) |
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| Epilogue Shakespeare, Summer, and Kids |
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246 | (21) |
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| Index |
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267 | |