Teaching and learning Shakespeare in a Junior Lyceum in Gozo : an analysis

Abstract

The teaching of Shakespeare is a major, yet sometimes controversial, component of teaching literature. Despite the great choice of dramatists available, Shakespeare continues to be the most frequently featured playwright on school syllabi for a variety of academic, cultural and linguistic reasons. However, preliminary findings, gathered from statistical reports, confirm the belief common among teachers at Agius de Soldanis Girls' Junior Lyceum that very few of their students appreciate the experience of studying a Shakespearean play. In comparison to their peers in Malta, a significantly lower percentage of students from this school choose to attempt the Matsec English Literature exam, which incorporates a section on Shakespeare. In this study, the students' essays, written in response to annual examination questions, were looked at in order to assess the quality of their knowledge of the Shakespearean play they have studied. Further data was gathered through classroom observations and interviews with teachers in order to determine the nature and quality of Shakespeare teaching that is occurring in this school. The results show that the students have a satisfactory knowledge of the play, yet this is not reflected in the number of students who attempt the Literature exam. While the teachers provide students with a thorough explanation of the play, the methodology used is overwhelmingly traditional and students tend to remain passive and disengaged. In contrast, recent literature on the teaching of Shakespeare suggests using performance techniques in which the students are actively involved. Such an approach makes Shakespeare more appealing while also developing the students' critical thinking skills.