Another Look at Shakespeare

In June, '09, I explained why I had stopped teaching Shakespeare, a course I had taught for something like thirty consecutive years.  In fact from time to time students would mistakenly call me Mr. Shakespeare.  My fellow Shakespeare Society members called me "Shake 'n Bake".

I thin kthat some folks who didn't read this blog may assumed that I had become so enraptured by educational technology that I had no more time for more soulful pursuits.  But my reasons were quite different-- I had not become tired of Shakespeare.  I had become tired of myself.  I felt I had become a kind of entertainer:

I had the sense in class that I was performing. All modesty aside, these were good performances, but I could almost see myself teaching as I taught (not good). 

Well,  I think I am ready to go back.  I have been sounding out members of the drama department about teaching a Shakespeare class that would combine literature study with dramatization.  If they agreed, I believe, we might create one of the most popular courses in the school.  Regardless, I think I could make the course far more experiential even if they did not want to help me rebuild the class.  In other words, I have new ideas.  Time has given me a fresh approach to the Bard.  He didn't need it; I did.

Who knows what the next school year will bring.  But if it brings Shakespeare, I am ready to end my separation and recommit to my old flame.

Shakespeare & Me -- An Amicable Separation

No, I ain't gonna work on Maggie's farm no more.
Well, I try my best
To be just like I am,
But everybody wants you
To be just like them.
They say sing while you slave and I just get bored.
I ain't gonna work on Maggie's farm no more.
-- Bob Dylan

My 32 year relationship with Shakespeare class has far surpassed the average length of a marriage in this country. So without apology, he and I embark on a trial separation. Because some of our children (former students) are startled, I'll offer a few words of explanation. Divorceguide.com has helped me sort out the reasons:

Cheating
I don't think I ever cheated my students, but this year I cheated on the Bard. I had the sense in class that I was performing. All modesty aside, these were good performances, but I could almost see myself teaching as I taught (not good). Though I continually vary the plays, after teaching some 60-70 sections of the class some of the genuine excitement of sharing is gone. It's not Shakespeare, it's. . . .

Boredom
I'll admit it. I am tired of teaching literary papers and truly sick of reading them. I'm not proud of this, but it's hard work, and I have paid my dues. It's better to adjust than to simply become altogether bitter and cynical.

Commitment problems
Well , as I cataloged in Making Headway, I have been busy-busy with technology and connective learning. Throwing over the Bard for such a thing has penalized me among our mutual friends (see Shell Shock). And I admit to losing focus on day to day teaching but only because I have been more focused on learning. (And as the world "flattens", won't the better learners be better teachers?).

Change in priorities
I love all my courses, but right now I am fixated on revving up my AP American Government & Politics course with vlogging and a digital anthology. I needed to trim my preps to give this proper focus.

I'll be going to see Macbeth at Stratford in a couple of weeks, and I will still be using that play in Lit into Film. So William and I are still friends. The course will be in great hands with Mike G. And who knows, I might find my way back to Shakespeare class some day. But when I've separated from other great loves in my life like coaching basketball and teaching Dickens, I never went back.

I need this kind of change as a teacher. I'm not remotely burned out-- and after 34 years, I still don't complain when September rolls around. So farewell, Shakespeare. It's been great.

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"Change" Flickr Creative Commons photo courtesy of melikirk2001