Freshman year of high school comes with the all too common first reading of Romeo and Juliet. Praised as the best play to introduce teens to Shakespeare’s work, many parents and teachers wonder why their readers are not connecting with it, with the frustration of “Shakespeare has so many connections to modern day! Why don’t you see that?”
If you were to ask freshman year me how I felt about Romeo and Juilet, I would’ve told you it was garbage. But when I was given the opportunity to read King Lear in class, I came in with excitement, only to be disappointed. How can this be possible?
Kids are told of Shakespeare’s masterpieces as soon as they can understand what a book is, but when they are first handed a copy, they are often disappointed. Faced with the frustration of hard-to-understand language, it can be hard not to give up completely. Especially when students are forced to read in a short amount of time, and when they finally feel they are beginning to understand the text, they are often told that they interpreted it in the “wrong” way.
After reading Romeo and Juliet, I was given the opportunity to design and create all of the props for my high school’s rendition of Hamlet. Suddenly, Shakespeare was accessible. I had months to analyze the text, I was able to add my own creative twist to the play, and at the end of it all I got to watch it all on stage. Once the play ended, I bought several Folger’s editions of Shakespeare’s plays, including Macbeth, The Tempest, and my personal favorite, A Midsummer’s Night Dream. I spent my three months of summer reading and falling in love with Shakespeare. And yet, as I began to read King Lear for my senior year English class, I couldn’t stand going to class to talk about it. So what happened?
As many people will argue, the main reason reading Shakespeare is so frustrating is the fact that it is simply not meant to be read, it’s meant for the stage. Many high school teachers try to make up for this by providing video performances or performing in class. However, the vast majority of kids in your standard high school English class don’t like acting or don’t know anything about how Shakespeare shows are acted. They’ve never been taught that. When they watch a video, it does not even begin to compare to the experience of sitting in a theatre and watching the events play out in real time and enjoying the connection to actors or even better, having the opportunity to be a part of the play.
To add on to that, when students are brought into an English classroom, they are expected to read the play on the teacher’s schedule, meaning they are rushed and don’t have the time they need to dissect the text. Then, when they start to dissect the text, they are told that they did it wrong, and they get the message that they are simply not smart enough to understand the true literature that is Shakespeare.
And yet, we see examples all over the world of teens who fall in love with Shakespeare, as I once did.
In my reading of King Lear, there were moments I had felt my love rekindling, when Kent flames Oswald, when Edgar acts as several different people to trick his blind father. These are the moments that captured my love in the first place. But they were smothered when I would go to class and watch as scenes were acted by half-asleep teenagers as their teacher tried to convince them to put in energy to an ancient text at 8 in the morning. And when it came my turn to act, I would have rather fallen asleep than continue professing my love to Cordelia as well.
So what’s my point here?
Well, what made me love Shakespeare is participating in the way that they love to do (like making props), reading it in my own time, and seeing it on the stage. If we truly want high school students to fall in love with Shakespeare, forcing them to read it without their own creative input, without seeing it on stage, and without letting them read and interpret the text when they are comfortable is not the way to do it.
Today, these plays have an important and distinct connection to our world and culture. Instead of treating it like “just another unit” of your high school English class, it’s time to give them the time, energy, and openness they deserve. One interpretation of a play is never incorrect. Four weeks of a student’s busy schedule is not enough time for them to understand and embrace Shakespeare, and simply reading it aloud in class will never be enough to show the true magic of the play.