On Teaching Shakespeare From a Historical Perspective

7/30/2019 On Teaching Shakespeare From a Historical Perspective

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On Teaching Shakespeare from a Historical Perspective.

High school English teachers use various methods to teach Renaissance literature to their students. The

instructors must help their students understand the Old-English text, and overcome their resistance to what most

students believe is a boring subject.

Instructors use a variety of approaches to teach Shakespearian plays in a way that will help the student feel aconnection. Some popular approaches are, a readers theater approach, game playing, viewing video recordings

of performances, or viewing modern adaptations of plays, and performing an act of the play. Any one of these

methods, or a combination of them may be received better than a simple reading, an analysis and/or studying

Elizabethan vocabularybut do these teaching methods really promote a deeper understanding and appreciation

for the literature itself? Do they promote literacy and stir enthusiasm for the subject? Although Shakespeare may

seem mundane to some students and teachers, using a historical context to demonstrate the story behind the story,

and incorporating a history of the language itself, can greatly enhance a students understanding, connection, and

enjoyment of the learning process.

Historical Context Defined

Teaching from a historical context should include more than mere historical accounts. Martha Tuck Rozett, in her

article published in Shakespeare Quarterly, described context:

By context I mean the history and culture, broadly described of the era in which the plays

were produced and set; the theatrical conventions and the conditions of performance; the customs

and habits and material conditions of every day life; the language, idioms, and syntax English

Renaissance playwrights used; the prevailing (and dissenting) beliefs about love, friendship, death,

revenge, the afterlife and so forth. (Rozett 221)

Shakespeares plays were written for his contemporary audience. Leaving out the context for which his plays

were written will leave readers stranded with little comprehension of the humor, irony and allusions that the

author intends his audience to relate to. Many ofShakespeares plays contain elements that pertain to the

culture and humor of the time. Living in the 21st century, we would not understand the significance of creating

a womans role that not only argues law, but also plays the part of heroine. In The Merchant of

Venice,Shakespeares Portia, not only defies Elizabethan custom when she steps forward and argues for

Antonios defense, but cross-dresses to do so. She states, Ill prove the prettier fellow of the two, / And

wear my dagger with the braver grace, / And speak between the change of man and boy / With a reed voice, /

and turn two mincing steps Into a manly stride, and speak of frays / Like a fine bragging youth, and tell quaint

lies,(Mer. 3.4. 65-70). Without studying the story behind the story our students would not know that cross-

dressing was considered a sin in Elizabethan times. And they wouldnt know that women were considered awhore if they spoke in such a way.Most of the Elizabethan manuals for behavior taught woman to be chaste,

obedient and silent. It was assumed that if they were outspoken, they were also loose in other areas of their

life. So without this background knowledge, all of the irony would be lost on the modern student.

Although students may act out parts of the play, read, or complete assignments that incorporate technology and

art, they will not develop an understanding or appreciation if the work itself without the relevance a historical

context provides.


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Benefits to Enrichment

There are many benefits to enriching subject matter, in this case to the plays of Shakespeare. These

benefits are not only going to bring depth to student learning but can bring enthusiasm to the

teacher. Expanding the intellectual pursuit of knowledge will inspire the teacher and keep teaching

fresh. Educators should enjoy the learning experience and whenever some new realization isattained, invigoration for the subject follows. This invigoration is contagious. Relaying these

instances of enlightenment to our students with the excitement we feel will light a fire. They become

curious to know why we are so excited. They ask more questions and the inquisitiveness that is so

natural as a young child can be lit again.

Though the teacher will have to do the initial research to add a historical context, students can be

brought into the mix and assigned different elements to research. It will be necessary for teachers to

know the material in order to guide students to appropriate source material.

Michael LoMonico, in his article in the English Journal related, after 18 years of teaching, I was

burnt out (LoMonico 21). I started looking for employment outside of education. (LoMonico 21)

While attending an NCTE conference in 1985 he became aware of the Folger Shakespeare Library.There he spent time with 40 other teachers and scholars and learned some wonderful ways to teach

Shakespeare. He said, If the only things you wantyour students to know after reading Romeo and

Juliet are whos who and what happens, and what the major themes are, you may as well give them a

simple plot summary or copies of SparkNotes or some other study guide. (LoMonico 23) In his

article he parades through the various articles in the September 2009 edition of the English Journal

and lists positive aspects and methods of teaching. All can be considered and combined with

teaching from a historical context.

A students ability to make connections from the past to the present is another benefit of teaching

Shakespeare with a historical context. Our history is what makes us who we are, and we have often

lost sight of the fact that we can understand how attitudes that are still present in todays societywere formed throughout history. We are now living with these philosophies in our everyday life, and

have no idea where they came from.

When students get inspired and find the joy in the enlightenment that comes with learning they will

find ways to apply those methods of gaining knowledge into other areas of their academic life. They

will begin to see patterns that were once hidden. Other literature will become more interesting as

they start to notice motifs, themes and connections they never saw before. Once a student

experiences enrichment in their subject matter, they will be encouraged to gain a greater depth of

knowledge in other areas. They will no longer be underwhelmed with the glossed-over bare

minimum of knowledge that usually gets thrown at them in their secondary education, some of

which has been repeated through several grade levels. We get what we expect from our students andthe dumbing down of the education process in order to accommodate perceived deficiencies is a

mistake that is spiraling in a downward flow of ignorance.

Possible Drawbacks

One negative drawback is that adding a historical context to teaching Shakespeare will require more

research on the part of the teacher if they have not already been exposed to it. Additional research

will be time consuming in a profession where there are already a lot of demands on ones time. Even


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if teachers assign the research to their students, they will need to have the knowledge needed to

guide their pupils through the passages of relevant knowledge. books, websites, and media must be

collected and referenced for potential use.

Another potential negative is that in connecting the historical context of Shakespeares time to the

present could become controversial. Much of what can be gleaned involves politics, government,death, philosophy, marriage and religion. Renaissance views of history...were formed by three

traditions of historiography, classical, Christian, and British. (Rivers 55)

Christianity was one of the biggest influences in Elizabethan history. The language and even their

thought processes centered around their religion. Unbelievers were labeled as heretics and witches.

Fletcher writes, in Time, Space and Motion in the Age of Shakespeare, Many cultures, after all, refuse

to examine the imaginative components of their religious faiths, with fatal authoritarian consequences.

(Fletcher 156) Though the consequences of examining the imaginative components of the Christian faith may

not be fatal, it is wrought with controversy and will have to be handled with care. This could be difficult in the

current atmosphere of a secularized society.

Current Teaching Strategies

Currently, Shakespeare is being taught through a variety of styles and strategies. The old stand-by of a text

reading and reader response strategy is a common approach. No effort in many cases is made to enrich the

experience. This is how I was taught Shakespeare although I was given a glossary of words and their

meanings. I was very grateful for that. In more recent years, additional efforts are being made by some teachers

to engage learners.

In PeterReynoldss bookPractical Approaches to Teaching Shakespeare, he advocates incorporating a variety

of devices to help engage the student. He said, the Cox Report on the development of English in the National

Curriculum clearly illustrates both the importance given to Shakespeare, and the enthusiasm of the reports

authors for recent developments in practical approaches to teaching the plays (Reynolds 1). The question that

came up was how to plan and execute an approach to teaching Shakespeare that is more than desk-bound,and also which is an exciting,enjoyableexperience (Reynolds 1). His enthusiastic desire is genuine in

finding the best way to construct a teaching strategy that is not lecture alone, but is interactive, creative and

kinesthetic requiring the full and active participation ofallpupils (Reynolds 2). He goes on to say that the

methods prescribed in the book can be taught by any capable teacher of English and requires no expert

knowledge. (Reynolds)

I believe many of his methods in teaching can be used effectively, but would add, a teacher should be the

expert. In order to enrich a students experience, teachers will need to know more than just the basics.

The best way to learn anything is to teach it. By giving students the opportunity to teach a segment of

background history that they researched will not only help them learn it, but they are more likely to remember

it because they will have an emotional connection to it.

New Strategies

The original approach to teaching Shakespeare according to Bruce Robbins, is an on the fly (65)

enactment of the play. He said, Actors probably did not even read a new play before performing it

(Robbins 65). The Folger Shakespeare Library is promoting teaching through performance. Robbins

said, It is good when we can bring difficult literary texts such as Shakespeares plays to life, but it is

even better when we can teach students how to breathe life into these texts for themselves (65).


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Along with acting out the play, educators are also incorporating modern digital media such as

podcasts. Robert Young wrote an article about his involvement with The Folgers Library. He said.

Within days of my arrivalsomeone raised the possibility of podcasts (31). Initially the group

thought is would be easy and an inexpensive venture, but soon found there was more to it than they

thought. However, it soon grew into not only audio podcasts, but also video teachings and

productions of plays. Their production of Macbeth posted on YouTube, was so successful, that it wasfilmed and it is expected to be released on DVD in November(Young 32).

Including a Historical Context

These new strategies for instruction in the art of teaching Shakespeare can also be used to involve

students in the learning process. To fulfill the need for learning a historical context for reading

Shakespeare, the research of different areas of that context could be converted to a podcast or

Youtube production. These could include video or audio essays on: witches, death, skulls, religion,

the cultural differences of men and women, government, money, and many more.

An example of a motif that would interest students is the skull held by Hamlet. In Roland Fryes

article in the English Journal entitled, Ladies, Gentlemen, and Skulls: Hamlet and the Iconographic

Tradition, he describes artwork of the era up to 80 years before Shakespeares time, their treatment of skulls,

and how they mused over them as a way to contemplate death to bring meaning to life (Frye). He described the

skull in one piece of artwork: Next to Greshams right foot is a conspicuous human skull, a reminder

of the fragility of even the strongest men, a reminder of all mensultimate dependence upon God

(Frye 23).

Another potential subject could be the role of men and women in a patriarchal society through the

examination of Portia in The Merchant of Venice. The behavior manuals of the time listed the accepted

behavior for women. Most of them included the fact that An eloquent woman is not a chaste woman. It was

accepted that women should be chaste, obedient and silent. If a woman failed at one, she was considered a

failure at all of them. This is in direct conflict with the behavior ofShakespeares heroine in The Merchant of

Venice. Ironically Portia also exemplifies the obedient woman by conforming to the wishes of her deceasedfather in her choice of a husband.

By creating a documentary style digital video or podcast the students will read, analyze write and

present the material in a format that can be shared with the rest of the class and posted on the web to

be shared with other students. Most digital cameras have a digital movie-making feature. By using

imovie, a free video editing software that comes with Apple computers, or Microsoft MovieMaker

that comes with any PC that has windows XP or newer, or some other type of editing software text,

photos and layers of audio can be added to the production. A website that has information on free

video editing software where both of the software products described can be downloaded

is:http://www.desktop-video-guide.com/top-5-free-video-editing-software-review.html(Desktop-Video-

Guide.com)

These background bits of information will enhance the meaning of the play and by participating in

the research, the meaning will become more important to the student. Using podcasts and posting

them on YouTube will give their research a sense of purpose and memorability.

Historical Resources
http://www.desktop-video-guide.com/top-5-free-video-editing-software-review.htmlhttp://www.desktop-video-guide.com/top-5-free-video-editing-software-review.htmlhttp://www.desktop-video-guide.com/top-5-free-video-editing-software-review.htmlhttp://www.desktop-video-guide.com/top-5-free-video-editing-software-review.html


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Teaching from a historical context will require research. Organizing the best resources in advance

can save time. Once a text or play is chosen the research can begin. Some resources will hone in on a

certain play, others are more general.

Conclusions

Creating interest is one of the biggest concerns for teachers introducing Shakespeares plays and

sonnets to their students. Although many teachers promote acting out the plays in order to interest

students in the text, this method alone does not promote a deeper understanding and appreciation

for the literature itself. Playing the part does not provide knowledge of the underlying attitudes,

philosophies and customs of the era that was understood by the patrons of Shakespeares

performances. Perhaps teachers address this along the way, but with limited time in class periods,

preparing for a performance and all that involves, is time consuming. If only one act is performed,

what is done to create a knowledge and comprehension of the play as a whole?

When the teacher incorporates a study of the historical context while teaching Shakespeare,

regardless of what method they use, the student will understand the play more fully. Understanding

the language, culture, ironies, jests, pokes and historical background of the time that was generalknowledge to the patrons that the plays were created for will bring more meaning to those who are

reading those same plays and sonnets today. Only then, can a reader find a true meaning to connect

to through contrast and comparison to their own culture and point of view.

As a teacher, burnout is a serious problem, but the answer is not in making things easier, its finding

new challenges and pushing deeper into the level of knowledge attained. One of students biggest

complaints about their subject matter is that they have to repeatedly master the same facts. This can

be solved by bringing more depth to the knowledge they have already attained. This is the element

that keeps the learning process interesting. As a bachelor student my only grievance was we didnt

have time to learn the subject matter in any depth. We rushed through the subject matter only

skimming the surface. This world with its McDonalds mentality is just as dissatisfying as the fastfood itself. We become bloated on the emptiness, ever stuffing ourselves with more emptiness. Lets

find that place where quality matters. Yes, it takes more time to prepare good food for eating as it

takes more time to provide good food for the mind. But the effort is worth the resulting satisfaction.

Works Cited

Fletcher, Angus. Time, Space, and Motion in the Age of Shakespeare. Cambridge, MA: Harvard

University Press, 2007. 156. Print.

Frye, Roland M. "Ladies, Gentlemen, and Skulls: Hamlet and the Iconographic Traditions." Shakespeare

Quarterly 30.1 (1979): 15-28. Print.

LoMonico, Michael. "Shakespearean Ruminations and Innovations."English Journal99.1 (2009): 21-30. Print.

McDonald, Russ. The Bedford Companion to Shakespeare; An Introduction with Documents. 2ndnd

ed. Boston New York: Bedford/St.Martins, 2001. Print.

Rivers, Isabel. Classical and Christian English Renaissance Poetry; A Student's Guide. 2ndnd ed.

London And New York: Routledge , 1979. Print.

Robbins, Bruce. The Original Approach to Teach Shakespeare. The English Journal. Vol. 95, No. 1,

2005 Published by National council of Teachers of English. Stable Url:http://www.jstor.org/stable/30047400
http://www.jstor.org/stable/30047400http://www.jstor.org/stable/30047400http://www.jstor.org/stable/30047400http://www.jstor.org/stable/30047400


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Rozett, Martha T. "Creating a Context for Shakespeare with Historical Fiction." Shakespeare

Quarterly 46.2 (1995): 227-2O. JSTER. Web. 7 Dec. 2009. .

Reynolds, Peter .Practical Approaches to Teaching Shakespeare. New York: Oxford University Press,

1991. Print.

Blakemore, G, ed. The Riverside Shakespeare. By William Shakespeare. Boston: Houghton, Mifflin, 1974.

254-83. Print.

Top 5 free video editing programs N.p., 2009. Web. 11 Dec. 2009. .

Halsall, Paul.Modern History Sourcebook: Willliam Harrison (1534-1593): Description Of

Elizabethan England, 1577 (from Holinshed's Chronicles) Fordham University, Aug. 1998. Web. 9 Dec.

2009. .

Pressley, J M. The Shakespeare Resource Center Ed. J M. Pressley. N.p., 1997. Web. 9 Dec. 2009. .

The British Monarchy Office of Public Sector Inform
http://www.jstor.org/stable/2871049http://www.jstor.org/stable/2871049