Shakespeare in the School Curriculum
By: Courtney Topper

In the past, American students frequently rejected Shakespeare because it was traditionally introduced to high school students and taught only through conventional methods such as close reading and plot analysis; but with the conception of new, innovative programs such as the Folger group in Washington, D.C., and the immerging trend of performance- based pedagogies in the classroom Shakespeare is now being taught to children of all ages and backgrounds, and they are seeing Shakespeare in a new light.

The methods teachers use to teach Shakespeare have developed over the past generations. These new methods require students to take an active role in the learning process and in turn take responsibility for their own success. Teachers do not rely on lecture or close reading strategies to teach Shakespeare anymore, instead they require students to interpret the plays and draw their own conclusions about Shakespeare’s messages. Teachers also must take a more active role in teaching Shakespeare. They have to take the time to allow their students to thoroughly examine the text, and also employ every pedagogy available to ensure that even the most resistant student achieves success. Success with Shakespeare is an essential step in the English curriculum because as Paul Sullivan, English teacher at Johnston High School in Austin, Texas says, “Success with Shakespeare means that the student feels confident picking up any play and reading it as a piece for the stage” (McDonald 154).

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