• From the Editor

  Ken Lindblom

• From the Secondary Section: The Play within the Plays

  Mary Ellen Dakin

• Speaking My Mind: Stop Reading Shakespeare!

  Susan Spangler

• EJ in Focus: Shakespearean Ruminations and Innovations

  Michael LoMonico, Guest Editor

  Abstract: The guest editor and retired secondary English teacher draws on his 23 years of experience with the Folger Shakespeare Library to describe the articles he selected for this issue.

• “What’s past . . .”

  Peggy O’Brien

Abstract: A former head of education at the Folger Shakespeare Library talks about how the library’s educational philosophy and 25-year-old educational program got its start.

• “. . . is prologue”

  Robert Young

Abstract: The Folger’s current director of education discusses some of the workshops and other materials available for teachers and students at the Folger.

• Teacher to Teacher: What Value Do Side-by-Side or Parallel-Text Editions Such as No Fear Shakespeare or Shakespeare Made Easy Have in a Classroom?

  Caitlin Franco; Joseph R. Scotese

  Abstract: “Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.

• Student Voices: How Has Performing Shakespeare Helped You Appreciate His Work?

  Orubba Almansouri; Aram S. Balian; Jessica Sawdy

• Shakespeare Troupe: An Adventure in Words, Fluid Text, and Comedy

Susan C. Biondo-Hench

Abstract: Staging student performances, this teacher relearns the transformative power of Shakespeare’s words.

• Words, Words, Words: Reading Shakespeare with English Language Learners

  Christina Porter

  Abstract: Think Shakespeare’s English is beyond the reach of ELLs? Read this high school literacy coach’s advice and think again.

• “Who’s There?”: Shakespeare and the Dragon of Autism

  Christopher Renino

  Abstract: Shakespeare inspires two boys with autism to create their own screenplay.

• “The Lash of Film”: New Paradigms of Visuality in Teaching Shakespeare

  Joshua H. Cabat

  Abstract: How do new technologies help students to yak and rip in English class? And why would you want them to?

• Where to Be or Not to Be: The Question of Place in Hamlet

  John Golden

  Abstract: The author of two books on teaching film in secondary English shows how to study significant theatrical elements in film versions of one of Shakespeare’s most-taught plays

• Teaching Shakespeare with YouTube

  Christy Desmet

  Abstract: Shakespeare’s presence on YouTube offers great opportunities to teach the aesthetics of imitation, parody, and irony.

• Virtual Seating in the Globe Theatre: Appreciating Film Adaptations of Shakespeare’s Plays

  Lynette Williamson

  Abstract: Shakespeare engages multiple audiences. Williamson suggests a creative method for helping students see this dimension of his plays.

• Shakespeare, Our Digital Native

  Christopher Shamburg and Cari Craighead

  Abstract: Shakespeare meets new technologies. Students meet new ways to interpret literature.

• “Stand and Unfold Your Self”: New Moves for Exploring Hamlet

  Edward L. Rocklin

  Abstract: Performance is more than fun—it’s essential to understand Shakespeare’s works.

• The Text’s the Thing: Using (Neglected) Issues of Textual Scholarship to Help Students Reimagine Shakespeare

  Scott Parsons

  Abstract: Do we know what words Shakespeare actually wrote? Exploring these issues can yield dramatic interest.

• No Reason without Rhyme: Rhetorical Negotiation in Shakespeare

  Cheryl Hogue Smith

  Abstract: Slant rhyme and perfect rhyme are more than literary ornamentation.

• The Sonnet Tradition and Claude McKay

  Donna E. M. Denizé and Louisa Newlin

  Abstract: The 400th anniversary of the publication of Shakespeare’s sonnets provides an excellent context for the study of sonnets written by a 20th-century African American poet.