Introduction
With the advancement of pedagogical approaches and educational means, literature and language curricula are being revised based on classic literature in modern schools. One of the debatable concerns is the importance of teaching Shakespeare in schools. Although centuries have passed since the poet created his works, their relevance in contemporary education is difficult to overestimate. Shakespeare’s works allow for learning the language, literary devices, and poetry, developing acting skills, and educating children on ethical, philosophical, and social issues.
Main body
Shakespeare’s abundance of outstanding works provides teachers with opportunities to advance children’s knowledge, skills, and abilities in several spheres. Firstly, the sophisticated language used in sonnets and dramas helps develop linguistic skills in children (Danner and Musa 87-88; Tso 19). Indeed, according to Miura, “Shakespeare is universal,” he is a “true multicultural author,” which allows for using his works for a diverse population of learners with linguistic teaching purposes (44). Similarly, literary devices understanding and the development of writing talents might be encouraged by studying Shakespearean poetry. Secondly, Shakespearean drama is a classic example of the genre, an invaluable source of acting skills development through performance (Schupak 163). Thirdly, ethics and morality are best fitted in the educational context through the literature of renowned authors. As stated by Purewal, “by studying ‘great literature’, … pupils not only imbibe morality, they develop a new engagement with life” (27). Indeed, Shakespeare’s works help children learn about liberty, fairness, care, loyalty, and other virtues by observing them through the lens of the classical writer’s perception (Parvini 10). Thus, teaching Shakespeare in schools is essential due to multiple benefits.
Conclusion
In conclusion, modern schools need reinforcement and further encouragement in in-depth learning of Shakespeare’s works to facilitate students’ knowledge, skills, and abilities. On the one hand, teaching this literature helps develop children’s knowledge and skills in language use and literature perception. On the other hand, it is an effective way to advance acting skills through the performance of dramas and advance children’s understanding of ethics and morality.
References
Danner, Regina B., and Roselyn Musa. “Evaluation of Methods Teachers Use in Teaching Shakespearean Drama in Senior Secondary Schools in Edo State.” Journal of Teaching and Teacher Education, vol. 7, no. 2, 2019, pp. 87-98.
Miura, Cassie M. “Empowering First-Generation Students: Bardolatry and the Shakespeare Survey,” Early Modern Culture, vol. 14, no. 4, 2019, pp. 44-56.
Parvini, Neema. Shakespeare’s Moral Compass. Edinburgh University Press, 2018.
Purewal, Sandeep. “Shakespeare in the Classroom: To Be or Not To Be?.” Warwick Journal of Education-Transforming Teaching, vol. 1, 2017, pp. 26-35.
Schupak, Esther B. “Shakespeare and Performance Pedagogy: Overcoming the Challenges.” Changing English, vol. 25, no. 2, 2018, pp. 163-179.
Tso, Anna Wing-bo. “Teaching Shakespeare to Young ESL Learners in Hong Kong.” Journal of Pedagogic Development, vol. 6, no. 2, 2016, pp. 18-24.