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Introducing Shakespeare early: Why, when, and how to teach Shakespeare to elementary and middle school students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ramnanan, Angela |
| Copyright Year | 2013 |
| Abstract | In America's education system where many students have below average reading levels and high-test scores have become the priority, teaching Shakespeare in schools is becoming more challenging. Studies show that a majority of high school students, despite creative teaching methods, see his works as irrelevant, difficult, and boring. This paper examines whether introducing Shakespeare early in small doses throughout elementary and middle schools, in his original language using performance-based methods, can be part of a larger scaffolding effort to improve student perception and long-term appreciation of Shakespeare. The paper considers why Shakespeare is relevant, when Shakespeare should be introduced, and how to effectively introduce him to young students. Various qualitative methods are used in this paper. This includes informal interviews of teachers, a site visit to observe a third grade class, a review of current research on performance-based teaching, and a literature review on linguistic and reading |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repository.library.georgetown.edu/bitstream/handle/10822/558355/Ramnanan_georgetown_0076M_12067.pdf?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
