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Visit Part One to read about the roots of the Twitter conversation about the “Soul of Shakespeare” that took place on January 19, 2012.
On Twitter, following a single thread can be difficult and people’s responses all twist into each other. In order to help share the discussion I’ve decided to separate out a few conversational threads. Since I work in the education office I was drawn to the discussion that came from a question posed by @Mikelomo: “So could we just talk about the #Shakespeare classroom for a bit?”
@Mikelomo is the handle for Michael LoMonico, the Senior Consultant on National Education for the Folger Shakespeare Library. It was his article on watering down Shakespearian language in the classroom that inspired the discussion. The discussion spiraled off into many different directions—look for an article on the divine language in performance. Since LoMonico’s blog post was focused on education it seemed right for him to attempt to guide the Twitter conversation back to where it started. He asked, “Any thoughts about teachers using simplified texts?”
The responses came from educators and theatre professionals and showed a range of thinking in regards to Shakespeare’s text in the classroom. @HESherman (Howard Sherman) quickly responded adding to the original question asking “Regarding classroom, is it fair to just explore #Shakespeare only as text? As a script, is it only complete in production?” The conversation reflected something we hold dear here in the STC Education office—that Shakespeare’s work can excite students when taught in ways that allow the unique qualities of his writing to shine through performance.
Below are some of the exchanges from the #pmdhes thread about Shakespeare in the classroom:
In this exchange Michael Kahn is talking about our successful Text Alive! program:
If you have any thoughts about Shakespeare in education please comment below and join the conversation.