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.
…
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
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:
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.
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
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)
