Independence in Shakespeare's Plays and Young Adult Literature
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Independence in Shakespeare’s Plays and Young Adult Literature Jenny Freytag BACKGROUND AND GENERAL PLAN I taught eighth grade at Lanier Middle School for the first time last year. The first semester flew by in a whirlwind of thirteen year-old poetry and delightful young adult novels, but by the second semester, having coached my students through testing and high school applications, I wondered if I was really preparing them for high school English class. Of course, when I asked an English teacher from one of our feeder high schools, the answer was a purse-lipped “no.” “Middle school teachers don’t remember how hard high school English is,” she roared. “You’re too busy reading silly stories and doing vacation Bible school activities.” Stunned, I stared into my brightly papered bulletin board and got an idea. I would teach Shakespeare. My students would stroll into ninth grade English ready to dissect any image in Shakespearean prose or verse. My plan failed pretty miserably. Even my brightest students weren’t quite ready for weeks of drudging (that’s what it became) through A Midsummer Night’s Dream trying desperately to clutch its meaning. It wasn’t a total loss: they loved decorating paper hats for short performances, saying the word “ass” many times during class, and understanding something about recurrent images. But I finished the unit feeling totally unsatisfied. Between then and now, I also became a member of a reading/writing workshop study group at my school. Though I have not adopted some of their practices, I have come to integrate much of that teaching format into my classroom. The guiding idea is that individual students and teachers cooperate to make appropriate choices of reading material and writing development for each student. We have regular large and small group discussions of what they are reading and how it links to themes and literary devices, and they keep a response journal. We also talk about strategies for reading hard texts and visualizing what you read. I also teach forms of writing using models asking students to try them out. We then have regular read-alouds of their work. And how does Shakespeare fit into this very middle school environment? Very carefully. But very appropriately, and with a few modifications to a traditional read-a- play-every-day-until-it’s-done format. What I propose in this unit of study is to link some key moments in Shakespearean plays with pieces of young adult literature using a common theme. The theme we will use to link these texts is a teenager’s quest for independence. Anyone who stands near a thirteen year old for a few minutes knows that independence is at the fore of his or her thinking. While this is usually articulated in 1 gestures of pure teenage ire, such as refusing to walk next to her mother at the mall, most eighth graders will privately confide that they are terrified of managing a high-schooler’s very heavy work load. Many will face less parental involvement with homework (in some cases because the work is too advanced for their parents’ abilities), and most will not have a reliable cluster of core teachers who know them well. Many are a two-year heartbeat away from the freedom of driving, and most are exploring new facets of their identity such as dating. And since I teach in Lanier’s magnet program, which pulls students from neighborhoods all over the city, many of my students will not only have to accept greater academic independence in high school, but a completely new social system, minus some of their closest childhood friends. It is the increase in individual choices – defining their identities by their peer group and depending on friends instead of parents for practical things such as transportation and bigger needs like validating romantic decisions – that will be their most demanding exercise in independence yet. These are the choices that will have a profound effect on who they become socially and academically (AND whether or not those two identities can work harmoniously) as adults. Some will get their hearts crushed by a betraying boyfriend or girlfriend, or realize their closest friends aren’t as interested in cracking open their textbooks as they used to be. As my little eighth graders are revving their pubescent engines for their high school experience, little do they know that many will spend their first semester wanting to turn back the hands of time, slip back into their middle school uniform, and completely avoid the increased responsibility that comes with independence. In other words, many of my students are on the cusp of learning that independence is often times much more a nice idea than pleasant reality. Shakespeare’s characters often echo this dilemma. They want their independence, try to gain it, and have to face the unpredictable set of costs that follows. In Romeo and Juliet, Juliet defies her father and mother and even lies to her closest confidant, the nurse, to pursue an ultimately doomed marriage. Prince Hal in Henry IV Part I refuses to accept his royal responsibility and instead becomes fast friends with the bumbling drunk Falstaff and his band of ne’er-do- wells. Katharina in The Taming of the Shrew asserts her independence by raising a ruckus at any demand of her time or attention. Her independence is challenged by Petruccio, who intends, blow by blow, to be her match. While my students and I will spend part of our study looking at the outcome of these quests for independence, my students will read scenes from the above plays in which those quests reach a crescendo or turning point. Each select scene will be discussed in detail in the next section of this unit. While we will not read the entirety of each of these plays, I will prepare my students with synopses and, in some cases, film versions of the plays to help them get the basic plot of the play. We will not study them all at once. Rather, we will look at a play every week or so in short daily mini-lessons. In the meantime, students will spend the majority of their energy reading and writing around this theme of independence using young adult literature and their own experiences. 2 In order to give students some choice and still keep their reading centered on the theme of independence, I have chosen several works that I think will prove useful on several levels. They are: Shabanu: Daughter of the Wind by Suzanne Fisher Staples Romiette and Julio by Sharon Draper The Lord of the Flies by William Golding The Outsiders by S.E. Hinton Hatchet by Gary Paulsen. Parrot in the Oven by Victor Martinez. These novels are varied in reading level, accommodating the most enthusiastic readers to the most reluctant. They are also culturally diverse and carry the theme of independence to very different ends. Shabanu is about a Pakistani girl who defies tradition by refusing to marry an older man in an arranged marriage. Romiette and Julio is a retelling of Romeo and Juliet as an interracial relationship in which the characters rebel against their families and friends by carrying on their relationship. The Lord of the Flies and The Oustiders are classics and will be useful in presenting the struggle to navigate independence as one that’s more universal than dating and driver’s licenses. In the first, a group of boys must carve out a social structure after being stranded on a deserted island, and in the second, a group of “greaser” boys are stranded within a confining social structure after they accidentally commit a crime. Both are interesting in that they lack any grown-up intervention throughout the story. Parrot in the Oven and Hatchet are both survivor stories that take place in very different environments; the first takes place in a California barrio and the other takes place in a dense forest after a plane crash. In these novels, the main character must come to terms with gaining independence prematurely – both characters must make difficult choices and face the consequences of those choices alone. Again, our emphasis will be on making connections not only among the young adult novels the students are reading, but connecting their reading to Shakespeare’s characters and the language and images they find. We will also enhance our study with a search for print media, television and musical images that represent independence (and we’ll make a cute but very serious collage). THE SCENES AND NOVELS Scenes from Shakespeare These scenes will come from the Shakespeare Made Easy series, which is both affordable and practical. I like to use this series because it includes a plain-spoken translation of every line of the play on each facing page. Although some of the simplifications of Shakespeare’s words are arguable, it helps students get over the initial language barriers 3 that limit their understanding of what’s going on of the play and it helps push them to think about some of the meaty images. Romeo and Juliet II.v-vi, III.v Since most of my students are familiar with the plot line of Romeo and Juliet, I am not focusing on some of the more famous scenes of the play. Rather, we will look at two specific developments: The way Juliet’s relationship to the people closest to her (the nurse in particular) changes after her marriage and the way light and dark images, and images of speed complement this change and foreshadow an unfortunate end to her choice.