A Shakespearian Tragedy
I am an English teacher; let me rephrase. I am a teacher of the Language Arts, not a teacher from across the pond with an elegant accent, a penchant for tea, nor the need for a tepid ale (well, I do enjoy tea). But as an educator of the literary arts at the high-school level, a particular moment of resistance stems from the introduction of Shakespeare into the curriculum. “I don’t understand it,” “It is boring,” “It doesn’t make any sense,” are just a few of the negative responses that are pressed upon me when I suggest that our famous bard is about to enter into our classroom and grace us with his presence. And while there is agreement that much of the language could be argued as outdated and archaic, the basic premise, especially within the tragedies, are played out in front of us through reality and especially media each day under our noses without a second thought. History, in fact, does repeat itself, even if it is on a theatrical level, but the inspiration ...