Why We Need to Rethink How We Teach Shakespeare (Not Necessarily Ditch Him)
It’s a familiar scene in high schools and universities worldwide: students staring glumly at pages filled with archaic language – “thee,” “thou,” “wherefore,” “hither.” The frustration is palpable. “Why,” they ask, “are we forced to wrestle with Shakespeare? It’s so old, so hard to understand, so… irrelevant.” The sentiment behind the statement “We need to stop being taught Shakespearean texts and language” is understandable, even if the solution might be more nuanced. Let’s unpack this.
The Core of the Frustration:
1. The Language Barrier: Early Modern English isn’t our English. The vocabulary, syntax, and even grammatical structures can feel like a foreign language. Students spend immense effort simply deciphering what is being said, often at the expense of grasping why it matters or appreciating the artistry. This creates an immediate barrier to entry and enjoyment.
2. Perceived Lack of Relevance: Teenagers grappling with complex modern identities, social media pressures, climate anxiety, and economic uncertainty might struggle to see how a 400-year-old play about kings, fairies, or star-crossed lovers connects to their lived reality. The themes might be universal (love, power, jealousy, ambition), but the specific contexts feel distant.
3. Teaching Methods Matter (A Lot): Often, the problem isn’t Shakespeare himself, but how he’s taught. Dry lectures focused solely on historical context, rote memorization of famous lines (“To be or not to be…”), and exhaustive scene-by-scene parsing without connecting to the bigger human picture can suck the life out of the work. If the experience feels like linguistic archaeology without emotional payoff, resentment builds.
4. The “Cultural Obligation” Burden: Shakespeare is often presented not just as literature, but as a monolithic pillar of “high culture” that must be studied. This can feel like an imposition, fostering resentment rather than appreciation. The implication that rejecting Shakespeare equals rejecting culture feels elitist and dismissive of diverse student backgrounds and interests.
5. Opportunity Cost: Time spent wrestling with Shakespearean English is time not spent exploring contemporary voices, diverse global perspectives, or literature that speaks more directly to students’ current experiences and identities. In crowded curriculums, this is a significant concern.
But… Should We Really Just “Stop”?
While the frustrations are valid, completely removing Shakespeare might be throwing the baby out with the bathwater. Here’s why:
1. Foundational Influence: Shakespeare didn’t just write plays; he significantly shaped the English language itself. Countless words and phrases we use daily (“break the ice,” “wild-goose chase,” “heart of gold,” “good riddance”) originated or were popularized by him. Understanding this linguistic heritage has value.
2. Exploring the Human Condition: His exploration of psychology, power dynamics, social prejudice, love, betrayal, and ambition remains startlingly insightful. Hamlet’s paralyzing indecision, Iago’s chilling manipulation, Lady Macbeth’s ambition and guilt – these characters offer profound psychological portraits applicable to modern life if framed effectively.
3. Cultural Literacy: Like it or not, Shakespeare is deeply woven into the fabric of Western culture. References abound in films, books, music, and political speeches. A basic understanding provides access to layers of meaning in broader cultural discourse.
4. Artistic Achievement: His command of language, poetic imagery, dramatic structure, and character development is objectively remarkable. Exposure to this level of artistry, even if challenging, expands students’ understanding of what language and storytelling can achieve.
5. A Launchpad for Critical Thinking: Analyzing complex characters, ambiguous motivations, and intricate plots encourages deep critical thinking, analysis, and interpretation – skills vital far beyond the English classroom.
Beyond the Binary: Rethinking How We Teach
The answer isn’t necessarily “teach” or “don’t teach.” It’s about transforming how we approach Shakespeare to make the experience meaningful and accessible:
1. Performance First, Text Second: Shakespeare wrote plays, not books. Watching skilled performances (live is best, film adaptations work too) before deep textual analysis is crucial. Seeing the emotions, the action, and the humor makes the language barrier far less intimidating. The text becomes a script for something vibrant, not a dead artifact.
2. Focus on Themes & Relevance: Start with the big, juicy human questions: What does this play say about jealousy? About the abuse of power? About love overcoming prejudice? Connect these themes explicitly to modern equivalents – social dynamics in schools, political maneuvering, relationship struggles depicted in contemporary media. Make it matter.
3. Modernize the Language (Strategically): Use modern translations or parallel texts alongside the original. Encourage students to “translate” key speeches or scenes into their own vernacular. The goal isn’t to replace Shakespeare’s language but to unlock its meaning first.
4. Embrace the Difficulty (Honestly): Acknowledge the language is challenging! Normalize the struggle. Frame it as a puzzle to solve together, focusing on key, repeated words or phrases rather than getting bogged down in every archaic term. Celebrate breakthroughs in understanding.
5. Student Choice & Diverse Voices: Shakespeare shouldn’t be the only “classic” or the mandatory centerpiece every year. Offer choice where possible. Ensure the curriculum includes diverse voices, contemporary authors, and literature reflecting students’ varied backgrounds alongside Shakespeare. His work becomes part of a broader conversation, not the sole definition of literary value.
6. Creative Engagement: Move beyond essays. Encourage students to rewrite scenes, create modern adaptations (videos, podcasts, social media threads), design sets, compose music, or debate character motivations. Active engagement deepens understanding far more than passive reading.
Conclusion: Not an End, But an Evolution
The call to “stop being taught Shakespeare” reflects a genuine need for educational evolution, not necessarily a rejection of the Bard himself. The frustration stems from experiences where the language is an impenetrable wall, the relevance is unclear, and the teaching methods feel outdated.
The solution lies in shifting the paradigm. Let’s prioritize accessibility through performance and modern connections. Let’s focus on the timeless human struggles his plays illuminate. Let’s be honest about the linguistic challenges and equip students with tools to overcome them. And crucially, let’s place Shakespeare within a rich and diverse literary landscape, not on an isolated pedestal.
When taught with passion, creativity, and a focus on the living, breathing humanity within the texts, Shakespeare can still ignite minds and resonate deeply. It’s not about stopping Shakespeare; it’s about starting a better, more engaging, and more relevant conversation with him. The goal should be for students to leave not saying “Why did we have to read that?” but “Wow, I actually got it.” That’s an education worth having.
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