Beyond the Bard: Rethinking Shakespeare’s Place in the Modern Classroom
Picture this: a classroom full of teenagers, eyes glazed over, attempting to decipher lines like “Wherefore art thou Romeo?” Someone inevitably asks, “But why doesn’t she just text him?” This scene, playing out in countless schools, highlights a growing tension: the insistence on teaching Shakespearean texts and language as a cornerstone of English education, often at the expense of student engagement and arguably, more relevant literary skills. The question isn’t about Shakespeare’s genius – that’s undeniable – but whether his works, presented in their original linguistic complexity, remain the most effective or only way to achieve core educational goals today. It’s time we seriously reconsider their mandatory status.
The Language Barrier: More Than Just “Thee” and “Thou”
The most immediate hurdle is the sheer linguistic gap. Early Modern English, spoken roughly between 1475 and 1700, is fundamentally different from the language teenagers use and understand daily. It’s not just archaic words like “wherefore” (meaning why, not where) or “hither” (here). It’s the intricate syntax, unfamiliar idioms, complex poetic structures (blank verse, iambic pentameter), and layers of historical context often lost on modern readers.
For many students, especially those struggling with reading comprehension or English as an additional language, this barrier is immense and demoralizing. Hours are spent translating lines word-by-word, parsing convoluted sentences, and deciphering metaphors rooted in a world centuries removed. The process often overshadows any potential appreciation for plot, character, or theme. The focus shifts from understanding human experience to decoding a linguistic puzzle. Is this the best use of precious classroom time dedicated to fostering a love of literature and critical thinking?
Questioning the “Universal Relevance” Argument
Proponents often argue Shakespeare’s themes are timeless: love, jealousy, power, ambition, betrayal. This is true. Macbeth’s vaulting ambition resonates, as does Romeo and Juliet’s tragic love. However, claiming only Shakespeare explores these universal ideas effectively ignores the vast landscape of profound literature available. Insisting his specific Elizabethan/Jacobean lens is the primary or best lens through which modern teenagers must understand these concepts feels increasingly myopic.
Furthermore, the cultural and social contexts embedded in the plays – rigid class structures, specific gender roles, monarchical power dynamics – often require significant explanation. While learning historical context is valuable, the sheer density of it within Shakespeare’s language can make the texts feel like historical artifacts rather than living, breathing stories. Students might grasp the concepts intellectually but struggle to connect them viscerally to their own lives and contemporary issues in the way they might with a powerful modern novel or play reflecting their own world.
The Opportunity Cost: What Are We Missing?
Perhaps the strongest argument against the mandatory status of Shakespeare is the significant opportunity cost. The English curriculum has finite time. Weeks devoted to painstakingly unpacking a single Shakespearean play mean weeks not spent exploring:
1. Diverse Modern and Contemporary Voices: Literature by authors from diverse backgrounds (race, ethnicity, gender, sexuality, nationality, experience) offers perspectives and narratives that resonate deeply with today’s students and reflect the complexities of the modern world. Engaging with these works can foster greater empathy, cultural understanding, and personal connection.
2. Global Literature: Why limit the “classics” canon primarily to a 16th/17th century Englishman? Introducing students to masterpieces from other cultures and time periods broadens their horizons far more effectively.
3. Different Genres and Forms: Deep dives into powerful contemporary novels, graphic novels, compelling non-fiction, modern plays, slam poetry, or film analysis can develop critical reading, analytical thinking, and communication skills just as effectively, often with greater accessibility and immediate impact.
4. Developing Foundational Reading & Writing Skills: For students still building core literacy skills, spending excessive time on highly complex texts can be counterproductive. Time might be better spent strengthening comprehension, vocabulary, and analytical writing using more accessible but still challenging materials.
Beyond Abandonment: Reframing Shakespeare’s Role
This isn’t necessarily a call to ban Shakespeare. He remains a towering figure in literary history and Western culture. The argument is against the default, mandatory position his texts hold. Instead, we should consider:
Electives & Advanced Studies: Offer Shakespeare as a rich, challenging elective for students genuinely interested in literary history, drama, or linguistics. This allows for deeper, more nuanced study without forcing it on everyone.
Contextualizing His Influence: Teach about Shakespeare’s immense impact on language, theatre, and storytelling within broader units on literary history, rather than requiring every student to dissect entire plays written in his dense original language.
Modern Adaptations & Pairings: Use film adaptations (Baz Luhrmann’s Romeo + Juliet), modern retellings (like novels inspired by his plots), or paired texts (a Shakespeare play alongside a modern play tackling similar themes) to make the ideas accessible before or instead of grappling with the original language.
Focus on Performance: Emphasize Shakespeare as theatre. Seeing the plays performed well can bring them to life in ways the page cannot, making the language more understandable through action and intonation.
Prioritizing Engagement and Relevance
The core goal of English education should be to nurture literate, critical thinkers who can engage deeply with complex ideas and diverse perspectives through the written and spoken word. It should foster a love of reading and empower students with strong communication skills.
Mandating Shakespearean texts in their original language often works against these goals for a significant portion of students. It creates unnecessary barriers, consumes disproportionate time, and can actively discourage engagement with literature. By freeing up curricular space, we can prioritize texts that are both challenging and accessible, relevant and enriching. We can introduce students to a wider, more vibrant world of stories and voices that speak more directly to their experiences and the world they inhabit.
Shakespeare will always have his place. But it shouldn’t be an unchallenged, mandatory throne at the center of every modern English classroom. It’s time to thoughtfully reassess and diversify our literary landscape, ensuring education serves the needs and potential of all students in the 21st century. The future of engaged reading and critical analysis depends on it.
Please indicate: Thinking In Educating » Beyond the Bard: Rethinking Shakespeare’s Place in the Modern Classroom