A Midnight Draft

mostly there. lacking a developed conclusion and some quotes. what else am I missing?

and do you have any ideas for a better title??

Leah Anderson

Dr. Burton

English 382

4 April 4, 2013

A Midsummer Night’s Solution to the Shakespeare Question on High School Teachers’ Minds

Shakespeare is taught in HS.

      Shakespeare has made his way from the heart of commonplace Globe attendants, through the minds of scholarly experts and into the adolescent classroom. (Quote from this article (Thanks Bailey!) “Dude, Where’s My Bard?” Reducing, Translating, and Referencing Shakespeare for Youth: An Introduction). As an icon in the history of written English literature, Shakespeare has influenced writers for centuries. Now, thousands of ninth grade students study Romeo and Juliet and other plays each year. The universal themes promoted by Shakespeare’s myriad of publications as well as his stylistic prowess in literary elements make him a popular selection in high school English syllabi. However, arguments about the psychological and motivational impact of these plays present a contrary argument. Should Shakespeare be taught to such a young audience at all? If so, which works are appropriate for young high school audiences, and what pedagogical techniques can be used to make the most of a high school student’s Shakespeare experience?

Maybe it shouldn't be.

      Literacy has decreased dramatically over the last few decades. Students are reading less and less, partially because of the changing focus from traditional text to fast paced, short-attention span inducing video, audio and internet –based texts. With so much working against literacy, students should be allowed to read texts that interest them and appeal to their intellectual capabilities and social pulls. An abundance of culturally relevant, easily relatable literature is available and should be used in the classroom, as opposed to socially distant and thematically turning-off-ant Shakespeare plays. When teachers force students to read boring or too-difficult texts, students get turned off from reading and from language arts in general.

      Today’s youth are bombarded by images and media that promote unhealthy relationships, premature sexual activity, addiction to harmful substances and practices, rebellion, violence, and even suicide. School bombings, increased gang involvement, drug warfare and broken families are tragic evidence of the impact this media has in society. Adolescents should be taught to critically analyze the negative and follow the positive. The overall message should be one of hope and encouragement, not tragedy and despair. When texts such as Romeo and Juliet are read, re-written, acted out, emphasized and inadvertently glorified, students are confused and misled. This kind of Shakespeare studying does much more harm than good.

2.2.115-116 Lysander

The will of man is by his reason swayed, 

And reason says you are the worthier maid. 

      According to the textual notes of Jonathan Bate and Eric Rasmussen, in this case "Will" refers to "Inclination (plays on sense of “sexual desire/penis”)" (p 30). Shakespeare's work has too many sexual references and it's not appropriate for young people.

     

      Unhealthy obsession about love and suicide are glorified in Romeo and Juliet.

Ah, dear Juliet,
Why art thou yet so fair? shall I believe
That unsubstantial death is amorous,
And that the lean abhorred monster keeps
Thee here in dark to be his paramour?
For fear of that, I still will stay with thee;
And never from this palace of dim night
Depart again:

…

O true apothecary!
Thy drugs are quick. Thus with a kiss I die.

      Incest is presented in Hamlet.

Hamlet, 1.2.160-164

O, most wicked speed, to post

With such dexterity to incestuous sheets!

It is not, nor it cannot come to good.

But break, my heart, for I must hold my tongue.

      In spite of all these negative undertones, there is a way to avoid focusing on the evil in Shakespeare. As one experienced high school teacher said, specifically talking about A Midsummer Night’s Dream,

When teaching Shakespeare, it is utterly impossible to teach every detail and subtext. Shakespeare is too rich, and you could literally spend a vast amount of time on one play, disproportionate to the time allotted or suggested by your curriculum. It is necessary to choose the themes, motifs, etc. that you feel are most important to the be play. In doing so, you will be excluding other equally valid themes, etc. The same can be said for subtext. Although it is true that sensitive readers will detect the sexual subtext, it is unlikely that ninth grade readers will do so unless you specifically point it out, which you won't do, of course. It is a comedy and a love story, after all! So if you want to teach it, go ahead!  - Kim Carnahan

Maybe it should be.

            In light of these obvious disadvantages, teachers should select with great care the Shakespeare texts that are most appropriate for their teenage students.

“Although dated around the mid 1590s, the issues presented in Romeo and Juliet transcend

time and place. Research completed by Erikson and Piaget shows that when learning is tied to

personal or cultural interests, students are more likely to pay attention to the material because

they can relate to the subject matter (Shaffer, 1994). While some people would argue that

something written so long ago is outdated, issues of love, rebellion, death, and acceptance are

prevalent in the lives of most students as well as the play.” (http://smago.coe.uga.edu/VirtualLibrary/Berry_Donovan_Hummel.pdf)

A Midsummer Night’s Dream is appealing to adolescents thanks to the conflict between illusion and reality - very appealing, according to Hazel K. Davis in her article on TeacherVision:

5.1.222-228 SNUG (lion)

You, ladies, you, whose gentle hearts do fear
The smallest monstrous mouse that creeps on floor,
May now perchance both quake and tremble here,
When lion rough in wildest rage doth roar.
Then know that I, one Snug the joiner, am
A lion-fell, nor else no lion's dam;
For, if I should as lion come in strife
Into this place, 'twere pity on my life.

            Common Core State Standards for reading literature incorporate Shakespeare explicitly as well as implicitly. Teachers who effectively teach Shakespeare are fulfilling federal education requirements. Although not all teachers agree with the government’s imposition on their curriculum, it is nice to see traditional texts such as Shakespeare provided for as part of the standards.

CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

            Studying the allusions in and to Shakespeare works can guide students to create connections in their brains as well as on paper between diverse sources. Making connections is a critical thinking skill that prepares teenagers for higher thinking in the work place, in pursuit of a college degree, as democratic voters, while traveling in foreign countries, as consumers in a capitalist society and in other real-world situations.

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

            Being one of the earliest English publishers and yet coming from another continent, Shakespeare is an easy choice for world literature selections. Even though his writing at times seems like a different language, it is much more relatable to high school kids than text translated from German or Korean. Understanding the similarities and differences between 17th century British English and 21st century American English will give students insight into the formation and meaning of their own tongue.

CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

            The words and phrases used in these plays are rich and inspiring to young minds. Consider this example from (1.1.130-136) A Midsummer Night’s Dream:

Lysander: How now, my love! Why is your cheek so pale? / How chance the roses there fade so fast?

Hermia: Belike for want of rain, which I could well / Beteem them from the tempest of mine eyes.

Lysander: Ay me, for aught that I could ever read / Could ever hear by tale or history, / The course of true love never did run smooth.

            Simple metaphor, sweet imagery, characteristic iambic pentameter. Such is just a taste of the skill of the bard. Students who are given such classic examples and provided with appropriate scaffolding will be able to mirror the master in his employment of these expert elements of writing and therefore develop their own literary interest and ability.

What should be taught, and how? R&J is popular but lame. MND is better because....

Here is how you could teach it.

Kim Carnahan says that the kids love performing it and that has been successful for her.

What are the pedagogical tools for teaching A Midsummer Night’s Dream to high school students? Watch this movie: BBC’s version of A Midsummer Night’s Dream (http://www.bbc.co.uk/drama/shakespeare/midsummernightsdream/).    Let them act it out, adapted to today’s culture:  (http://www.jstor.org/stable/40503324)   Encourage them to make new representations of the play: make fun Youtube movies! (http://www.youtube.com/watch?NR=1&v=_l0IdGni1Dg&feature=endscreen).

Success stories of teaching MND.

1.      Solves the sex/violence problem (no one dies!) (textual example)

2.      Connects with students and other cultures – fairies! Won’t turn them off from English class. (textual example)

3.      Beautiful language! (Textual example)

       Works Cited 

       A Midsummer Night's Dream

       Hamlet

       Romeo and Juliet

       Kim Carnahan

       Lynn Berry, Sarah Donovan, Meghann Hummel and their Conceptual Unit at http://smago.coe.uga.edu/VirtualLibrary/Berry_Donovan_Hummel.pdf

      

      Common Core State Standards

       Hazel K. Davis in her article "A Midsummer Night's Dream"  on TeacherVision

“      Dude, Where’s My Bard?” Reducing, Translating, and Referencing Shakespeare for Youth: An Introduction

      Jonathan Bate and Eric Rasmussen and the book A Midsummer Night's Dream 2008 RSC 

      (and then some)