Should Shakespeare Be Taught In Schools Essay

DING!!! Some students dread the moment when the ear-piercing sound of a school bell rings over the loudspeakers, signaling that they must once again endure an hour of English. However, with Shakespeare in place, many students exemplify a completely different reaction. To illustrate, ever since we started reading Romeo and Juliet students have been bolting into the classroom as soon as possible in order to sign up for their favorite character to read aloud. In other words, Shakespeare’s works have allowed students to interact with text and each other. Examples include how teens wonder if there will be a video clip, what take it will be, and are in constant anticipation to perform with their peers. Shakespeare- in terms of its presence in curriculum-

needs to be kept because the timeless universal quality of these adaptable stories connects to any era, as well as adds a deep literary value for students not conveyed through other texts.
Although some adolescents do not understand Shakespeare, whether it be the vocabulary, grammar, or context, as well as have no desire to read it, that is no justification for not requiring it.

By means of explanation, that is like saying if you don’t want to do something then you shouldn’t have to. To demonstrate, this ideal was also stated in an article from The Independent, “If we want Shakespeare to be for all time as well of age, we must let students come to him when they are willing and able to make the effort needed to enjoy him” (Robshaw 402). By that logic, students shouldn’t have to take any subject for that matter if they don’t feel like it. For instance, this is similar to how countless students despise mathematics, yet it is indisputable that we still need to learn about it in order to have a successful future. Going with Robshaw’s reasoning though, we would be offending the idea of math by forcing students to study it. To add on, reading Shakespeare helps students interpret difficult writing in both a relatable and entertaining way whereas other novels do not share the same effect. Furthermore, in society’s current vacuous culture of communication, teenagers send and receive an average of 3,339 texts per month, as a result they have no time or motivation for actual reading (Ferguson 398). Overall, by not exposing students to classic literature then they’ll never want to make an effort to read

it.
What makes Shakespeare so unique? “Shakespeare offers a roadmap to the human” (Petri 374). To elaborate, his words and situations speaks to all people in a way that no other author can. Moreover, Shakespeare even called his theatre “The Globe” because he wanted to show how his work appeals to everyone no matter who or where they are (Washington Post 378). According to the Washington Post, “Regardless of your political or ideological position, you can find something that speaks directly to you… he is the universal philosopher” (378). To explain, Shakespeare is different in the way that his characters can relate to anyone even though they were portrayed 500 years ago. For example, in Romeo and Juliet the two fell in love very quickly and continued to make rash decisions despite their parents’ feud. Similarly, teenagers currently develop crushes at first sight, often don’t think before they act, and feel as though their parents don’t understand them or have to deal with family drama. All in all, these are relevant themes that transcend time and culture.
Some would argue that the need to decode Shakespeare’s text or change the scenes in plays and films devalues the meaning, however this adaptability actually increases it since the translated message is more comprehensible, and the different views can help connect people from all over the world. The Washington Post confirmed that, “The productions, in more than 40 languages, have ranged from an Iraqi Romeo and Juliet to a Russian Midsummer Night’s Dream and a Brazilian circus Richard III,” proving how the plays, although old, can be modified to relate to anyone. Furthermore, these connections can be vital in building relationships, such as how a varied group of Kentucky inmates “serving sentences from 4 years to life without parole for a host of crimes, including sex offenses, robbery, and murder” explored themselves and found comfort in bonding with the cast and crew, turning their gatherings into a “mix of theater work and group therapy” (Rose 389-390). Likewise, in Iraq the dramas brought “a contemporary cultural voice of unity and inclusiveness into the civic discourse” (Janmohamed 380). Hence, the original and adapted works of Shakespeare not only creates unity among people, but also will never slip out of fashion.
Even though Shakespeare’s works may be difficult to understand, or students simply don’t want to read it, the literary value of its relevance and adaptability outweigh any negativities since his plays touch people in a way that other books cannot. Despite the vacant society surrounding teens with screens and selfies, Shakespeare has somehow broken through to many teenagers and awaken the excitement of reading once again. Every day in the classroom, students are eager to act with each other, and have developed a new appreciation for the arts. Thus, Shakespeare has not only provided a distinctive outlet for creativity, but has also made learning fun again.