This paper examines a group Staging/Filming Assignment that required Junior/Senior level English majors/minors in a 300-level Shakespeare class to collaboratively stage and produce their own films of selected scenes from plays covered during the semester. I discuss the assignment's aims of shifting students beyond exclusively literary/interpretive approaches to Shakespeare texts and into performance- and production-based engagements with the plays that re-orient them as digital makers or producers of Shakespeare. I map illustrative examples of the groups' digital processes and products, and consider the project's implications more broadly for the training and professionalisation of English majors in Digital Humanities contexts.