Ella Patton

LED 440

30 June 2022

Shakespeare’s Wordplay: Engaging Students with the Language that Enhances

Shakespeare’s Works

Doescher, I., & Lucas, G. (2013). William Shakespeare's star wars: Verily, a new hope. Quirk
Books.

Star wars: A new hope is retold as a Shakespearean play. By using early modern English, stage
direction, and influence from Shakespeare’s other plays, Doescher transforms the sci-fi classic
into a work of Shakespearean art. Iconic scenes from the movie are rewritten in order to follow
the meter and style of different plays, yet follow the same beloved plot and characters that were
made famous by the franchise. The formatting for this work is transformed into a performable
script that is taken from the big screen and suited for Shakespeare’s stage. The familiar story
from George Lucas, paired with the impressive wordplay of Shakespeare, creates a unique,
enjoyable theatrical experience.

Connecting Shakespeare to popular culture has been a struggle since the beginning of teaching.
How does one take something that students find antiquated and bring it into a modern light? This
task is made simpler by expounding upon the universal themes in Shakespeare that find their
way into modern literature and media. The language and historical context surrounding
Shakespeare, to students, may seem like a barrier that fortifies its distinction from modern,
engaging stories. However, in William Shakespeare's star wars: Verily, a new hope, the famous
space opera Star Wars is retold in Shakespearean language. This is a gamechanger for how
students access the story within the text. When they are presented with plot, characters, and
themes that they know and love told through Shakespearean speech, the connection to the story
is already developed. Students will be able to understand the linguistic devices on a deeper level
because they are already connected and interested in the story. This will also help them relate to
the universal themes found in both Shakespeare and pop culture. Establishing a link between
student interest and text is crucial for engagement and understanding. Giving students context to
back difficult words and antiquated language enhances learning immensely.

Golden Stitch Studios. (2019). Elsinore [Video Game].

Elsinore, named after the famed castle referenced in Hamlet, is an immersive videogame that
begins with Hamlet’s Ophelia receiving a vision regarding the future events of the play. It is up
to the player to prevent tragedy from occurring and to follow and alter Shakespeare’s classic
story. The player must play as Ophelia and attempt to save herself and her loved ones from
impending doom as the events of the story play out. The player is stuck in a time loop that
provides both challenge and opportunity to explore the world of Hamlet. This game allows the
player to experience Shakespeare through complete character immersion and allows for deep
exploration of the story.

Videogames are tools that allow students to interact with art, literature, history, science, and
countless other subjects in an engaging format. They stimulate the mind and activate multiple
parts of the brain that may be left dormant when dealing with a medium that students may find
boring. Elsinore allows students to engage with Hamlet as a character in the story. While To be
or not to be: A choosable-path adventure allows students to choose the outcomes of their story,
Elsinore places them in Ophelia’s position and they must navigate the story through her eyes.
This removes the third-person omniscience from reading and immerses the student into an
in-depth character study. It is easy for students to glaze over dramatic irony and significant
situations when they are able to read from a place of removal. However, when they are directly
playing as a character in the play and must experience events and other characters firsthand. It is
an excellent lesson on perspective and character development that can not be replicated with a
non-immersive strategy. Although a modern video game can not replicate what Shakespeare had
in mind for his characters, it can engage students in ways that reading or watching a play can not.
Full immersion into the story can create a deeper understanding, and even a love, for the
material.

Genius. (2017). Shakespeare references in rap lyrics: An animated history. Youtube. Retrieved
from https://youtu.be/ICTGaZlhQxw.

Genius, an online music and pop culture company, presents an analysis of modern references to
Shakespeare in rap. With numerous examples of modern rap artists such as Jay-Z, 2Pac, and MF
Doom using Shakespeare in their lyrics, Genius breaks down the context behind each quote and
how the artist used Shakespeare to enhance their own lyrics and art. The video categorizes the
quotes by the play they reference and gives a summary and analysis of the lines in which
allusions can be found. Furthermore, Genius gives history and context to Shakespeare’s fame and
the longevity of his influence in music.

A large part of teaching Shakespeare is teaching the modern Shakespearean allusions that upkeep
his fame. Although renowned authors such as Melville, Dickens, and more reference
Shakespeare in their works, these writers have little relevance to students outside of school.
Some may be able to truly appreciate and understand these references, but in general, students
have a hard time analyzing intertextuality when they consider both sources antiquated. Music,
however, is a prominent and crucial part of students’ lives. Many rely on their favorite artists and
genres in order to get through the difficulties in their lives, relax, and connect with others. As
Shakespeare is often called “The Bard,” his lyricism is heavily referenced in the lyrical
intricacies of rap music. As Shakespeare manipulated and created words to create a unique
linguistic experience, rap artists use the same methods in order to send an impactful message and
alter the flow of their words. In Genius’ Shakespeare references in rap lyrics: An animated
history, allusions to multiple Shakespearean plays in modern rap music are broken down and
contextualized. Many students have probably heard these songs and never realized that
Shakespeare was being repeatedly referenced. This is another way to engage students’ interests
in order to better help them connect to the material.

Kraft, B. (2014). Shakespeare insult generator. Chronicle Books.

Shakespeare’s insult generator is a comprehensive dictionary of insulting language used by

Shakespeare in his works. Over 150,000 insults are contained in this book, and the authors guide
the reader to mix and match these words to craft the perfect Shakespearean insult to match any
situation. This book also includes useful and informative footnotes that let the reader know if
Shakespeare himself came up with an insult, or if he was simply alluding to someone else’s
work. With informative context given around the array of curated vulgarity, this book gives
insight and analysis of Shakespeare's creative use of language.

Shakespeare’s language is notoriously difficult for students to engage with. Many classes
demand only enough comprehension of the text to answer questions on state tests, and many
students are left wondering at phrases such as “pigeon liver’d” and “standing tuck.” It is easy to
conjecture that they are insulting in nature, yet students would not usually take the time to
analyze and find meaning in such phrases. The Shakespeare insult generator gives students the
context and definitions in order to correctly understand these insults. More importantly, it gives
students the opportunity to use these insults against each other. Fun is one of the best ways to get
students engaged with a lesson, and so is taking elements directly from the text and giving
students the opportunity to directly engage with them. Giving students access to these terms
opens new doors for comprehension. It gives them a context in which they can understand,
analyze, and use these phrases. When simply reading, they can not really apply these insults in
any familiar context in order to deepen their appreciation for the language use. However, when
you assign them to create a Shakespearean diss track, they are more likely to think critically
about the meaning of what they read.

North, R., Shakespeare, W., & Marlowe, C. (2016). To be or not to be: A choosable-path
adventure. Riverhead Books.

To be or not to be: A choosable-path adventure is an Oregon Trail-esque book that allows

readers to make decisions that affect the outcomes of the story. The reader can play as Hamlet,
Hamlet’s father, or Ophelia and complete storylines related to their respective characters. Every
few pages present a choice that will affect how the story ends. A reader can select from multiple
options on each page and move through the book to complete their intended, or unintended, path.
There are over 100 endings one can achieve by playing any of the three characters, and they all
fit within the story and remain close to Shakespeare’s language and themes intended for Hamlet.
Shakespeare’s works, to students, are relics of a past era. The plays are, in their minds, the
farthest thing from the action, adventure, and drama that is at their disposal on the internet.
However, to the theater-goers in Shakespeare’s time, his plays were their blockbuster events. The
recurring characters, connected storylines, and relatable themes created a Shakespeare Theatrical
Universe that entertained viewers just as much as modern shows. With a
choose-your-own-adventure story, students can recreate the excitement of modern shows and
immerse themselves in the story. They will be able to see that within each play, there are
dynamic characters and storylines and that multiple paths and points of view can be explored.
Students must see a dynamic story within a work to truly appreciate it. This book will allow
students to put themselves into the characters’ shoes and interact with the story in a way that
gives them control over the outcome. The exploration of multiple storylines within a play is also
a large point of engagement for students, and something that is unique to To be or not to be: A
choosable-path adventure. Students are provided with a chance to analyze choices and outcomes
within the plays in order to better understand Shakespeare’s literary decisions.

Van Sant, G. (Director). (1991). My own private Idaho [Film]. Fine Line Features

My Private Idaho follows the story of two teenagers involved in degeneracy and street activity. It
is a flexible adaptation of Shakespeare’s Henry IV plays. Scott is the son of the mayor and finds
himself burdened by the dread of his future of fortune and responsibility. His friend Mike is a
wayward vagrant who suffers from multiple mental illnesses that drive him further into the
streets. They operate under Bob Pigeon, which represents the relationship between Fallstaff,
Poins, and Prince Henry in Shakespeare’s history plays. Scott and Mike embark on a journey of
heartbreak and self-discovery that ends in character arcs and deaths that parallel those in the play.
This movie is a modern adaptation that explores themes from the original in modern contexts.

Students have historically had issues connecting to Shakespeare. Whether because of the stuffy
language, lofty themes, or comparatively antiquated format, students find it difficult or
disengaging to read his works. Putting context to what they are reading into film allows them to
connect visually, artistically, and most importantly, critically with the text. My Private Idaho
develops the themes found in Shakespeare through relevance and maturity. A student would read
words like vagrant, rogue, and knave and most likely imagine a cartoonish medieval villain. But
in a modern adaptation, the student can see street life and appreciate its connections and
importance to the story. Students, when trying to understand Shakespeare, are often kept behind
the wall of language. They should be exposed to challenging language; it is a vital part of literacy
development. However, when language is so far removed from what they view as relevant, they
are discouraged from attempting hard texts. My Private Idaho is itself text due to its
representation of themes, characters, and plot. The students will read Shakespeare, yet become
connected and engaged with the story through film. Lastly, at a base level, a film is an artistic
representation of ideas. Students who have difficulties comprehending text will be able to
visualize what they may struggle to understand through reading. My Private Idaho will provide
students with an engaging interpretation of a seemingly inaccessible work.

(2020). William Shakespeare the parlor game: A literature-inspired party in a box game[Game].
Gibbs Smith.

William Shakespeare the parlor game: A literature-inspired party in a box game is a card game
that mimics the popular game Cards against humanity. In this game, there are two large decks of
cards to choose from. One deck is a prompt deck, and the other is a response deck. The prompts
in this game are in modern English and include statements that set up a humorous scenario. For
example, a card may say, "This week on Animal Planet, we will observe ___ in its natural
habitat.” The response deck, which players will draw from to fill in the blanks, consist of early
modern English phrases found in Shakespeare’s works. The player who pulled the prompt card
will determine, based on humor, which response wins.

Games work exceptionally well in engaging students with the material. It adds competition and
fun to the classroom and presents an interactive outlet for learning. When teaching Shakespeare,
student engagement is key. This game challenges the students to connect Shakespearean
language to modern contexts to achieve a phrase that both makes sense and contains enough
humor to win. Putting Shakespeare into context is crucial to student engagement. If his works,
language, and ideas exist in an unattainable void that resides solely in mandatory English classes,
students will never fully understand and appreciate how connected his works are to modern
literature. When students are able to choose and respond to prompt cards, they are setting the
scene in which to incorporate Shakespeare. Bringing the language into the humorous contexts
that they are able to create allows for strong engagement for students. Many students feel like
they have to climb a literary ladder to connect with Shakespeare. With William Shakespeare the
parlor game: A literature-inspired party in a box game, students are able to incorporate
Shakespearean language into their own senses of humor. When they are able to utilize the
functionality and wit of Shakespeare, they are able to more fully connect with it in the context of
the plays.

Wittek, S.. (2019). Shakespeare VR (Version1).Carnegie Mellon University.

https://doi.org/10.1184/R1/9788318.v1(['https://dh-web.hss.cmu.edu/shakespeare_vr'])

Due to the ever-fluctuating risks and restrictions of Covid-19, as well as an effort to make the
arts accessible, the Blackfriars Playhouse has released virtual tours and performances augmented
specifically for virtual reality devices. While these can be viewed on regular devices, they are
most effective for headsets. This particular series of tours and performances center around the
recreation of Shakespeare’s Hamlet. Viewers will be able to watch parts of the play and “move”
around the stage while interacting with the scene in a way that is impossible with live
performance. Throughout the tours and productions, there are informational clips that provide
historical, cultural, and literary context to what the viewer is experiencing. These tours are fully
interactive and engage with the viewer despite the virtual aspect.

Students, when reading Shakespeare, must put in the effort to visualize the characters and story
events and to navigate around the difficult language. They are battling to comprehend, through
reading, a text that is meant to be viewed. Shakespeare purposefully put stage directions into his
plays because, to get the full experience and message of the play, one must be there and
experience the play visually. The Shakespeare VR experience allows students to experience
Shakespeare’s plays through authentic production without ever having to leave the classroom.
Furthermore, the Blackfriars Playhouse houses an exact replica of the stage, seating, and props
used during Shakespeare’s time. The positioning and shape of the stage and seating area are
crucial to the students’ understanding of the plays. When a character is performing a soliloquy, it
is can be interpreted infinitely deeper if the viewer can witness the character is downstage on the
peninsula-shaped platform, engaging directly with members of the Lord’s Section. Shakespeare’s
plays were meant for the stage, and we are cheating our students out of full comprehension and
engagement by keeping them on the page. If Shakespeare wanted his works to be solely read, he
would have written only poetry. Shakespeare VR puts students front and center with the text and
allows them to see it how it was always meant to be seen.