Defense Date
2026
Document Type
Thesis
Degree Name
Master of Arts
Department
English
First Advisor
Matteo Pangallo
Second Advisor
Rivka Swenson
Third Advisor
Jesse Njus
Abstract
This thesis explores the various methodologies for teaching Shakespeare in secondary English classes, including the supplemental materials used in that process. While both literary analysis and performance activities are often used in the English classroom in combination, scholarship and practice has established a binary between the methods based upon the perceived value of the results of the students’ endeavors in the classroom. This binary is both untrue and unnecessary. Both methods are valuable in giving students the opportunity to engage with the work in both a scholarly and genuine manner. The challenge to create positive experiences with the text is placed before teachers, who may or may not have theatre experience. Combined with anxieties over teaching Shakespeare’s language and students’ potential lack of understanding, it is then understandable for teachers to turn to modern “translations” to facilitate student comprehension of the plot. However, resources like these only perpetuate the antagonistic attitude towards Shakespeare’s language and imply that students are inherently incapable of working with Shakespeare’s original text. The thesis concludes by proposing a new type of supplementary resource to bridge the gap between the student and the theatrical nature of the text when performance is not available.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-4-2026
Included in
Children's and Young Adult Literature Commons, Literature in English, British Isles Commons, Secondary Education Commons, Theatre and Performance Studies Commons