09.27.06
How can you help students understand the power of his language, appreciate the beauty of his speeches and recognize the universality of characters and themes in Shakespearean and contemporary discourses?
I pulled out interesting ideas, favorite practical applications, and thought-provoking leads that caught my attention in your response to the above question posted on this blog last week. This will help us to see the direction of our evolving conversation about teaching Shakespeare in our course.
Ms. Scarbary reflects on the ways to help students make connections between Shakespearean and contemporary discourses in her post, The Everyday Language of Shakespeare. Ellen thinks that one way to accomplish this goal is through a careful analysis of complex yet vibrant characters in Shakespearean works. I think that such an analysis can be easily applied to our students’ lives and the interesting people and peers they regularly interact with. Additionally, in his response to Doborah Appleman’s discussion of literary theories (2000), Jim noted that exploring Shakespeare’s works through multiple literary theory lenses would help students to grow as “critically thoughtful citizens who are able to see and appreciate diverse viewpoints.” I consider this task as one of the core responsibilities for the English teacher community at large. Jim, thank you for bringing it forth in this discussion.
Cynthia offers to expand the definition of language beyond words by drawing on another means of meaning representation such as music. Ed calls for paying careful attention to difference and repetition in Shakespearean works and the way these devices affect the reader.
Delbert suggests an examination of the use of language as reflective of the Shakespearean and contemporary times. Such close language analysis is also reinforced through a practical application in the posts, Who Loves Shakespeare Now? and Much Ado about Shakespeare. The application in the former post is meant to help students to examine the ways in which literary devices such as repetition or rhyme, just to name but a few, can enhance the writer’s intent.
The applications recommended in the latter post focus on the ways to make Shakespeare’s language more accessible to the student.
Ann, Veronica, and Michelle stress the importance of active methods in helping students both experience and understand music, vibrant characters, and themes that ring true in all of us.Finally, Lashley shares the ways to incorporate props in preparation for staging Shakespeare’s works.
What an impressive array of observations, practical suggestions, and questions for future consideration! Hats off to you all for the good work.
