Connecting the Bard

I sent a tweet out to Web English Teacher asking her how she gets students interested in Shakespeare in today's modern world were we seem so disconnected from time of quills, ink, handwritten plays and no twitter. Her response was short, but that is to be expected when working with only 140 characters. Connect Shakespeare to modern life was her answer, and after brainstorming on her five word answer I have realized the potential for teaching Shakespeare, and how giving a stronger effort to connect Shakespeare with the student's modern life is how they will become interested. I feel like I am walking in that direction with my research: modern teaching methods of Shakespeare.


I also sent out a wide range of emails to current teachers asking them which plays they teach most often. All of them mentioned Romeo & Juliet since it is mandated in some states and practical in others. However, The Taming of the Shrew is the second most taught play according to the teachers I surveyed. I have started reading the play in its entirety, and plan to see the adaptations of the play as well.

Wherefore Art Thou, Romeo?

"O Romeo, Romeo, wherefore art though, Romeo?" I know where he is; he is in a state mandated curriculum in Wyoming! I issued a question to several teachers asking them what Shakespeare works they teach. I was more surprised by the unanimity of their answers than anything. In previous questions, the answers varied far and wide, so I assumed since they all disagreed on when to teach Shakespeare, they would also disagree on what Shakespeare to teach. I was wrong. I've wondered why Romeo and Juliet is so commonly taught in schools when there are better plays to be read. A teacher in Wyoming's public education system, Holly Peralta, explained why. The Common Core insists that in order to prepare students for state standardized tests and the ACT, Romeo and Juliet needs to be taught at the 9th grade level.

Along with Romeo and Juliet, A Midsummer's Nights Dream and Taming of the Shrew, tied for second place as to what plays are taught to first time readers of Shakespeare. I found this interesting. A romantic tragedy and two comedies? A bit on the opposite ends of the scale, right? I'm interested to research more into the selection of first time Shakespeare reads.

Audio vs Text

I realize my post about the audio version of Hamlet is late, but I was waiting on a response from Mrs Gardner, currently teaching advanced placement and 11th grade English. After listening to a BBC Radio production of Hamlet and the commentary version, I wondered how these could be used effectively in a classroom. I asked Mrs. Gardner how or if she uses audio in her classroom. Surprisingly, she said she tries to use audio clips as much and briefly as possible. Clear as mud, right? She explained that giving the characters a voice is great for interesting students, but simply sitting and listening and possibly reading along will not work in a classroom. The students aren't doing anything. They aren't engaged in the text. However, she gave several ideas for using audio.

• Play the audio while the students do the acting on the spot. They'll have to carefully listen to know what to do, and because it is so impromptu it is fun. Have students rotate out for different roles to ensure participation.
• For scenes such as the ghost scene in Hamlet or the Lady Macbeth dream scene in Macbeth, turn down the lights and listen to those excerpts to create a mood.
• For dramatic soliloquys ("To Be or Not To Be," St Crispin's Speech, Romeo's final lines, or Iago's dark planning), play the clips, and if it is required to have student's memorize them, play them, stop them and have the students pick up where the character left off.

I understand why audio wouldn't be effective for the whole class period, but implementing them often and in appropriate amounts is brilliant.

Any other ideas on how to use audio in a classroom?