The use of iambic pentameter, while adding much to the meaning of Shakespeare’s texts, is extremely difficult for students to read. If the beats and punctuation of writing are read incorrectly, it could change the meaning and interpretation of much of the play. For this reason, it is essential that teachers provide students with activities and exercises that will increase their knowledge of how to read this difficult rhyming pattern. Resources such as ‘rules for reading Shakespeare’ and ‘how to read a poem’, found in the appendix, are ideal for students to learn how to go about reading Shakespeare. They are also appropriate to allow students to realise that reading Shakespeare is not unlike reading other types of poetry, meaning that they may have a decrease in fear of reading unusual punctuation. For teachers who want to ensure that students have a deep understanding of how iambic pentameter is written, using resources such as ‘iambic pentameter’ and ‘verse or prose?’ can be used to initially introduce the concept to students and then to deepen their knowledge through activities.
A teacher centered approach would be used for the delivery of these resources as the content of each is difficult for students to master. The first two resources would be used prior to beginning a text. The ‘rules for reading Shakespeare’ resource would be given to students and read allowed by the teacher as students follow along. After an initial reading of the resource it would be important for the teacher to allow students to read a section of a play aloud in order to practice and reinforce the rules for reading that they have just learnt. The ‘how to read a poem’ resource would be given to students and also read aloud by the class teacher. The resource would then be re-read and the activities completed following the reading of the first scene of a play, allowing students to gain a clearer understanding of meaning and the way in which they should be reading through practical experience and active participation. The ‘iambic pentameter’ resource would not be given to students but would be used as a guide for the teacher to explain to students how iambic pentameter is written and should be read or performed. The ‘verse or prose?’ resource would be given to students in groups to complete each activity while being closely monitored by the teacher to ensure that all activities are completed correctly and that every student gains a deep understanding of the content. The answers to the activities would also be given by students to their class mates in an open class forum to ensure that different interpretations and ideas are heard by all students giving a greater depth to their knowledge, creativity and appreciation of the beliefs of others.
The final language barrier that students face when studying Shakespeare is the understanding of themes. The resources used to assist learning in this area are in relation to Romeo and Juliet, however each activity could be adapted to any text. The ‘theme dominoes’, ‘aspects of love’ and ‘violent scene in Romeo and Juliet’ resources are perfect for an in depth study of individual themes within a play, specifically how to find them and how to use quotes and examples from the text to demonstrate them.
A student centered approach would be taken to utilise these resources. After discussing what themes are in the play students would complete the activities in the three resources to focus upon individual themes. The ‘theme dominoes’ resource can be played by students in groups. This type of activity allows for cooperative learning, the achievement of deep understanding and the opportunity for motivated learners as students are completing activities that are hands on and social. The resource allows for deep understanding in that students must match each theme with an individual quote, meaning that they not only understand how Shakespeare portrays his theme through the language of his text but also the language itself. The ‘aspects of love’ and ‘violent scenes in Romeo and Juliet’ resources allow students to gain a deep understanding of individual themes of love and violence in relation to individual characters. Again, students having to use quotes and examples from the text allows for an understanding of how themes are portrayed through language and, in this case, the actions and emotions of characters. After students have completed these tasks individually, allowing for the whole class discussion of answers results in students hearing different ideas and interpretations from their peers.
By using resources and teaching strategies that are varied in their approach and focus on specific problematic aspects of the language, students are able to gain a deep understanding of previously difficult parts of the text. The types of resources used in this demonstration are ideal for years 7 to 10 to break down the literacy barriers inherent in Shakespearean studies. Implementing them into the classroom would begin to solve problems concerning the study and understanding of Elizabethan language, iambic pentameter and textual themes.
Resource List
- Teachit’s English teaching resources
- Shakespearean glossary from:
- Rules for reading Shakespeare from:
Hirsch, E. (2000) How to Read a Poem: And Fall in Love With Poetry. Sydney.
Harvest Books.
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Board of Studies. (1997) English Syllabus: Stages 4 & 5. Sydney. Board of Studies NSW.
