Salt and Light

       Rex Gibson, in his book Teaching Shakespeare, states, “Knowledge about Shakespeare’s language is best acquired actively.  When the language is spoken, enacted, explored, performed and used in ways which recognize and celebrate its dramatic qualities, response to the language is enlivened” (p. 92).  There is no denying the excitement and drama of Shakespeare’s language and the staging of his plays … but I wonder if most high school students would disagree?  So, how do we, as teachers, overcome the language barrier and help students to create meaning, humor, and lasting emotion?  Well, I think the first step is to make the language come alive.  Guide students in the staging of Shakespeare’s plays in order to help them recognize the original purpose for the language: theatre! Oftentimes Shakespeare’s stage directions help us find more meaning in the language.  The more opportunities students have to become Shakespeare’s characters and witness the play in action, the more the language will come alive and we will slowly but surely overcome that language barrier.  I also think activities that allow students to translate the text into modern day language helps them to recognize (hopefully) the power of the language and the story as well as gain a better understanding of Shakespeare’s language for future readings.  What happens though, when students fail to get involved in the action and simply read the words rather than actively trying to understand the language?  Have we failed as teachers in that situation, or are our students simply uncaring and unenthusiastic?  I venture to say we fail as teachers when we don’t’ give our students the tools and the knowledge to find some kind of connection to or appreciation of Shakespeare.  Thus, I’d love to hear suggestions about how to get all students interested and involved in Shakespeare and how to overcome an “uncaring” or “unenthused” attitude.