Document Type



This study is being done to show how relating Shakespeare’s plays, specifically the characters, themes, and events in his plays, to high school students can increase their appreciation and understanding of the famous writer. It discusses better methods for teaching Shakespeare than line-by-line interpretation so that students may see the valuable insight his works have to offer, rather than skimming the readings and using unreliable online resources, such as Sparknotes, because they are uninterested. Previous research has shown the importance of trying to relate readings to students so they are able to form a connection with the characters and main plot, rather than focus on line-by-line interpretation. Most students need to be more engaged and mentally stimulated with the plays. Line-by-line interpretation is not the best method for teaching Shakespeare. Instead, mental stimulation can be done by making the four-hundred year old plays relatable to the students in terms of common themes and events that happen, such as love, loss, and the desire and difficulty of seeking justice when one has been victimized. Since there is a large time gap between Shakespeare and modern students, not everything can be translated without a degree of loss, but broad themes and lessons can still be taught to students, such as the effects of human folly. In this study, other methods of teaching Shakespeare are suggested and explored.


English and Communications Studies

Thesis Comittee

James Crowley (Thesis Director)

Nicole Williams

Maria Hegbloom

Michael McClintock

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.