Guest editors Matteo Pangallo (Virginia Commonwealth University) and Will Tosh (Shakespeare’s Globe) invite article abstracts for a proposed special issue of Shakespeare Bulletin on the use of performance in teaching Shakespeare and early modern drama in the twenty-first century. Possible article topics include, but are not limited to:

• Performance practices in the classroom
• Using performance to teach about relationships between the plays and contemporary concerns regarding equity, diversity, inclusion, and social justice
• Accessibility and performance in the classroom
• Teaching about/with performance in the pandemic context
• Working with actors, theater artists, and other performers in the classroom
• Impact on teaching of post-pandemic retrenchments in the arts and culture sectors
• Teaching performance about/with technology and in an online context
• Performance on screens, big and small
• Adaptations and performance in the classroom
• Global performance in the classroom
• Teaching about text and textual choices in performance
• Teaching about/with performance history
• Evaluating student learning and performance
• Teaching performance and with performance in graduate/postgraduate contexts
• Intersections of performance theory and pedagogical theory
• Reviews of books, databases, or other resources for teaching with/through performance

Abstracts should propose articles that clearly explain and develop their topic in a way that is thoughtful, reflective, and, above all, useful for other teachers. Proposals that are only course descriptions, assignment or project instructions, or course syllabi, or that are works of scholarship that do not center on pedagogy and performance, will not be considered.

Article proposals must be submitted as a Word Document containing an abstract of 200–250 words and an author bio of 200–250 words, sent to mapangallo@vcu.edu by June 30, 2023. Articles for the special issue will be approximately 5,000 to 7,000 words (inclusive of notes and bibliography) and must be prepared for editorial feedback by January 31, 2024.