‘Shakespeariences’ in the classroom: Why bother with Will?
Written by: Galia Admoni
4 min read
I am a confirmed, incurable Bardolator. My first brush with Shakespeare was a striking promenade performance of Macbeth at the Arcola Theatre when I was thirteen. As a teacher, I strive to create similar moments to captivate my students. Thomas (Thomas, 1998) comments that ‘we’ve lost sight of the things that made [Shakespeare] popular with ordinary people in his own day – his ability to write vividly and memorably for performance.’ I want students to know ‘we no longer have “Shakespeare”, but rather “Shakespeares” (Hulbert et al., 2009) and ‘their Shakespeare’ has value. With this in mind, I reflect on some of the issues surrounding the study of Shakespeare, through my own Shakespeariences in the classroom.
Early on with a new GCSE class, I asked students to respond to the following: All students must study a Shakespeare play as part of their English GCSE. Do you agree with this idea? I thought this would be an effective way to gauge individuals’ writing s
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This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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