Abstract

I CHOOSE THE PHRASE Workshop to differentiate my approach to student performances of Shakespeare from the described by Morris Eaves in Real Thing: A Plan for Producing Shakespeare in the Classroom, (College English, XXXI [February, 1970], 463-72). The Shakespeare Project was conceived to involve students in all phases of a full-scale production, from the editing of a suitable text to the actual reviewing of the opening performance. To this end, as I understand it, the class was divided into four groups, the first section being assigned to study the techniques of textual criticism and to prepare a text for the production, the second to design and provide sets and costumes, the third to act in and direct the actual production, and the fourth to write reviews. Each