Over the years at ‘Shakespeare For Our Children’ we have been so fortunate to have taught enormously enthusiastic young actors. One of the rewards of introducing children to Shakespeare is being able to watch them bring centuries-old words alive ― before anyone can tell them that the plays are “boring.”
That being said, anyone who has taught any subject understands that there are moments that can test even the most dedicated educator. One challenge is impressing upon students the need to learn their lines and get “off-book” (!). These situations can be a case of extremes: there are performers who know everyone else’s lines as well as their own, and then other children who never want to let go of their scripts. This can come from shyness or insecurity, or perhaps a reluctance to spend the time it takes to memorize their part.
Some students may find that they would rather be part of the valuable behind-the-scenes team; still others may need more personalised support. One strategy is to remind the child that each performance is a privilege ― a chance to transport the audience into stories of drama or comedy, romance or tragedy. By focusing on what each word will bring to the audience, you remind the student that it is not about learning something for its own sake, but about sharing that knowledge with others.
As Marchette Chute reminds us in An Introduction to Shakespeare, the Bard used “poetry as a tool for his stagecraft,” evoking entire worlds on even the barest stages. And as actors, it is essential to become fluent in that poetry to make the audience’s journey worthwhile.
