In March 2011 I wrote in these pages about the result of Globe Education’s research into the impact of creative, rehearsal-based, practical approaches to Shakespeare in the classroom. We had found they could have a marked affect on achievement, with one group reporting a two sub-level rise above prediction.
The problem reported by all research schools was implementation: how to find the time and space to integrate creative approaches into everyday teaching.
It also emerged that there was a real lack of clarity about what constituted a creative approach. Did it have to involve a large empty space? Did it have to involve a group moving around?
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