Why Dropping Shakespeare Would Actually Hurt Students (And What To Do Instead)
Imagine a high school classroom. The teacher announces, “Today we start Romeo and Juliet.” Instead of excitement, a collective groan fills the air. Eyes glaze over at the mention of “thee,” “thou,” and “wherefore.” This scene, playing out in countless schools, fuels the argument: We need to stop being taught Shakespearean texts and language. The frustration is real and understandable. The language feels archaic, the contexts seem distant, and for many students, it feels utterly irrelevant to their lives and futures. But before we throw the Bard out with the bathwater, let’s dig deeper. Abandoning Shakespeare entirely might actually deprive students of something profoundly valuable. The real issue isn’t Shakespeare himself; it’s how we teach him.
The Case Against: Valid Frustrations
Let’s acknowledge the critics’ points – they aren’t without merit:
1. The Language Barrier: Early Modern English is a hurdle. Words have shifted meaning (“nice” once meant “foolish”), grammar differs, and unfamiliar syntax can make comprehension feel like decoding ancient hieroglyphs. This immediate difficulty can shut down engagement before the story even starts. It feels like learning a foreign language just to read a play.
2. Perceived Irrelevance: Students often struggle to see connections between tales of warring Renaissance nobles or star-crossed Italian lovers and their own experiences navigating social media, modern relationships, or future careers. “Why do I need to know what Hamlet thinks?” is a fair question if the relevance isn’t clearly shown.
3. The “Dead White Man” Canon: The curriculum often feels overloaded with historical European perspectives. Exclusively focusing on Shakespeare, especially without diverse contemporary voices alongside him, can feel exclusionary and ignore the rich tapestry of global literature.
4. Tedious Teaching Methods: Too often, Shakespeare becomes a chore – laborious line-by-line decoding, memorizing soliloquies without understanding their dramatic purpose, or writing formulaic essays about themes students feel no connection to. This kills the inherent drama and passion of the work.
Why Removing Shakespeare Isn’t the Answer
While the frustrations are valid, completely removing Shakespeare misses the bigger picture and throws out the proverbial baby with the bathwater:
1. He’s the Foundation: Like it or not, Shakespeare’s influence on the English language is immense. Countless phrases we use daily (“wild-goose chase,” “break the ice,” “heart of gold”) originated with him. Understanding this linguistic heritage enriches our own communication. He expanded the expressive power of English itself.
2. Exploring Universal Human Truths: Beneath the unfamiliar language lie timeless explorations of jealousy (Othello), ambition (Macbeth), love (Romeo and Juliet, Much Ado), power (Julius Caesar, Richard III), grief (Hamlet), prejudice (The Merchant of Venice), and identity (Twelfth Night). These themes are profoundly relevant to the adolescent experience and the human condition in any era. Students are grappling with complex emotions, identity crises, and moral dilemmas – Shakespeare just explores them with unparalleled depth and artistry.
3. Cultural Literacy: Shakespeare isn’t just literature; he’s woven into the fabric of Western culture. References to his characters, plots, and quotes permeate film, music, politics, and everyday conversation. Not having any familiarity creates a cultural blind spot. Understanding why someone is called a “Benedick” or a “Shylock” matters.
4. Developing Critical Thinking & Empathy: Analyzing complex characters like Hamlet’s indecision or Lady Macbeth’s ambition requires sophisticated critical thinking. Stepping into these characters’ shoes, understanding their motivations (even the villainous ones), fosters crucial empathy – the ability to understand perspectives vastly different from one’s own.
Reframing the Problem: It’s About HOW We Teach
The real solution isn’t elimination, but revolutionising how we approach Shakespeare in the modern classroom:
1. Performance First, Text Second: Shakespeare wrote plays, not textbooks. Start with performance! Watch compelling film adaptations (Baz Luhrmann’s Romeo + Juliet, Kenneth Branagh’s Much Ado, Julie Taymor’s Titus). Get students on their feet, acting out scenes – even just key moments. Let them feel the power of the words physically before dissecting them intellectually. The rhythm, emotion, and meaning often become clearer through action and intonation.
2. Modernize the Context: Explicitly connect the themes to today. Discuss how the pressures on Romeo and Juliet mirror modern teenage struggles with family expectations and social groups. Explore the power dynamics in Julius Caesar alongside contemporary politics. Discuss the themes of prejudice in Merchant of Venice in relation to current social justice issues. Show them why these characters’ struggles still resonate.
3. Embrace Accessible Resources: Use modern translations side-by-side with the original text. There are fantastic graphic novel versions. Utilize audio recordings with skilled actors. Let technology bridge the language gap initially, allowing students to grasp the plot and characters before diving deep into the original language nuances.
4. Focus on the Big Ideas, Not Just the Grammar: While understanding key vocabulary (“wherefore” = why) is important, don’t get bogged down in translating every single word on day one. Start with the overall story, the characters’ motivations, the conflicts, and the big themes. Build comprehension of the language through engaging with the drama and the ideas.
5. Diversify the Curriculum, Don’t Delete: Absolutely include more diverse voices! Teach Shakespeare alongside contemporary playwrights, global literature, and authors of color. Show the dialogue between the past and present, the influence and the counterpoints. This provides richer context and makes the literary world feel more expansive and inclusive.
Conclusion: Evolution, Not Extinction
The frustration students feel with Shakespeare isn’t a sign that his work is obsolete; it’s a signal that our teaching methods need a serious update. The cry to “stop being taught Shakespearean texts and language” stems from genuine pain points – archaic language presented poorly, perceived irrelevance, and outdated pedagogy. But the answer isn’t to deprive students of the linguistic richness, cultural touchstone, and profound exploration of humanity that Shakespeare offers.
Instead, let’s meet students where they are. Let’s use performance as the gateway, modern contexts as the bridge, and accessible resources as the tools. Let’s focus on the timeless themes that speak to their lives right now, while also expanding the literary canon to be more representative. By teaching Shakespeare dynamically and inclusively, we don’t force-feed them dusty relics; we unlock a vibrant world that helps them understand language, culture, and themselves more deeply. The goal isn’t to make Shakespeare easy; it’s to make him electrifyingly relevant and accessible. That’s a lesson plan worth embracing.
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