Folger Educatin Intern Samantha Smith writes about her experience at our Elementary Educators’ Conference
On the last day of the 2013 Shakespeare in Elementary Education Conference at the Folger Shakespeare Library, students from Capitol Hill Montessori took to the stage in the Folger Theatre to perform a short play entitled “Much Ado About Shakespeare.” The play’s title summed up the three-day conference in which I was able to watch educators, authors, and graduate students talk, shout, and jump their way through nine presentations highlighting different ways to introduce children to Shakespeare’s text. To me, the smiles and articulate answers of the Capitol Hill Montessori students as they replied to questions posed by educators in the audience illustrated the theme of the conference, which centered on how engagement with Shakespeare’s plays positively influences elementary students’ academic, artistic, and personal growth.
As a college senior eager to blend my academic interest in Shakespeare with my desire to work with young students, it was heartening to talk with professionals of different backgrounds who demonstrated diverse ways to encourage their students to study and enjoy Shakespeare’s plays. All of the participants in the conference shared a love of Shakespeare’s words but each drew on his or her own education, training, and personal interests in ways that reinforced for me that there is no solitary path leading to a career based on engagement with Shakespeare’s plays. Ken Ludwig, best known for his Tony-award winning plays and musicals, explained how he combined his writing talents with the enjoyment he felt teaching his own children to memorize passages from Shakespeare in his book, How to Teach Your Children Shakespeare. Author and musician Daeshin Kim shared how his daughter’s positive response to nursery rhymes as a language-learning tool sparked his interest in composing short children’s songs sung from the point of view of Shakespeare’s characters. As I read Mr. Kim’s book, A Horse With Wings, and listened to a song sung by Cordelia entitled “I don’t know what to say,” I was as delighted to learn about such an innovative way of sharing Shakespeare with children as I would have been listening to Mr. Kim’s songs as a pre-school student. I learned that my lack of crafting talent was unchanged from my pre-school years while participating in a craft-based lesson by Holly Rodgers (a teacher from Fairfax County public schools) for The Merchant of Venice, which demonstrated a visual and tactile way to connect ESL students with Shakespeare. The effectiveness of performance-based teaching was reinforced for me as I participated in Renee Vomocil of The Idaho Shakespeare Festival’s examples of warm-up games, Virginia Palmer-Fuechsel’s combination of spoken word and movement activities, and the movement-based exploration of Romeo and Juliet led by OSU/RSC Stand Up for Shakespeare educators Lorraine Gaughenbaugh and Anna Meyer. These exercises made me excited to act portions of the plays I so enjoy reading. The effectiveness of these lessons on younger students was clear when I watched Jennifer Ventimiglia’s class in the Czech Republic dramatize sonnets and heard from Dr. Barbara Cobb about how her Shakespeare in the Schools Partnership Initiative was successful in getting children excited about Shakespeare.
A line from recent Georgetown University graduate Angela Ramnanan’s presentation on her master’s thesis best summarized the conclusion I took away from the conference: ‘results obtained from the research project provide compelling evidence of Shakespeare’s relevance in our current curriculum based on his cultural and linguistic influence.” There is indeed much to do to further incorporate Shakespeare education in elementary school curriculum, and I was delighted to have the opportunity to learn about so many ways that educators are already inspiring their students to love Shakespeare.