BOX 2.4
Teaching Hamlet
Two new English
teachers, Jake and Steven, with similar subject-matter backgrounds from
elite private universities, set out to teach Hamlet in high
school (Grossman, 1990).
In his teaching, Jake
spent 7 weeks leading his students through a word-by-word explication
du texte, focusing on notions of "linguistic reflexivity," and
issues of modernism. His assignments included in-depth analyses of
soliloquies, memorization of long passages, and a final paper on the
importance of language in Hamlet. Jake's model for this
instruction was his own undergraduate coursework; there was little
transformation of his knowledge, except to parcel it out in chunks that
fit into the 50-minute containers of the school day. Jake's image for
how students would respond was his own responses as a student who loved
Shakespeare and delighted in close textual analysis. Consequently, when
students responded in less than enthusiastic ways, Jake was ill-equipped
to understand their confusion: "The biggest problem I have with teaching
by far is trying to get into the mind-set of a ninth grader . . . "
Steven began his unit
on Hamlet without ever mentioning the name of the play. To help
his students grasp the initial outline of the themes and issues of the
play, he asked them to imagine that their parents had recently divorced
and that their mothers had taken up with a new man. This new man had
replaced their father at work, and "there's some talk that he had
something to do with the ousting of your dad" (Grossman, 1990:24).
Steven then asked students to think about the circumstances that might
drive them so mad that they would contemplate murdering another human
being. Only then, after students had contemplated these issues and done
some writing on them, did Steven introduce the play they would be
reading.