Research Proposal

I. Overview of the Research Proposal

The Role of Technology in Shakespeare Education
Jay Shepherd
jannas@uoregon.edu
12.1.11

ABSTRACT – This capstone is designed to explore the role of technology in Shakespeare education. Through examining an overview of how technology is being integrated into K-12 classrooms, exploring the different ways teachers are integrating technology specifically into Shakespeare lesson plans, as well as how Shakespeare institutions are utilizing technology to facilitate exploration of the life and works of the Bard, I intend to gain a thorough understanding of what modes of technology are being used and where the potential may exist for further integration of technology in Shakespeare education.

KEYWORDS: technology, Shakespeare, integration, participatory, K-12 education

II. Introduction: Statement of the Problem

Shakespeare’s collection of plays and sonnets are among the most influential contributions to arts and culture in the English speaking world. His plays touch on emotions and themes that are timeless, and in understanding his plays, we have a better understanding of ourselves. Despite Shakespeare’s important place in our history, many people find the language of his time difficult to access and as a result, are averse to his works. This barrier that exists with a language that has seen nearly centuries of changes prevents many students and adults from learning an important, enriching component of the arts. The key to breaking down this barrier starts with Shakespeare education in early childhood that carries on into high school, and studies are showing that getting children interested in Shakespeare at a young age is the key to a lifelong relationship with the Bard. However, the act of teaching Shakespeare in the classroom does not guarantee that students will connect with the literature in a personal way. How Shakespeare is taught is a key factor when working to achieve high levels of student participation and engagement (Hansen 2011; Rumbold, 2010; Seidel, 1999).

Project based learning and activities that encourage and incorporate play into the lesson plans are far more successful at increasing levels of participation than traditional methods of sitting behind a desk, reading the literature (Seidel, 1999, p. 98). For children to be able to find an appreciation for Shakespeare’s texts, they must have the opportunity to participate and engage with his works in a very individualized, personal way. This goes beyond reading a summary of a play out of a book and involves getting the students out from behind their desks and the lines spoken out of students mouths. When it comes to Shakespeare education, “engaging” is the operative word here, rather than learning. In the UK, there’s been a shift when it comes to arts learning stemming from public service reforms, and rather than talking about increased accessto Shakespeare and the arts, increased engagement and participationare being emphasized (Rumbold, 2010, p. 321-322). Across the board, advocates for Shakespeare education stress the importance of allowing students to play rather than be taught. Teachers are meant to act as facilitators for individual experiences and exploration of the text rather than as keepers of knowledge that can only be accessed through reading and lectures (Wood, 1997, p. 459).

In an effort to engage students in this age of technology and participatory media, many teachers are finding ways to incorporate the use of technology into the classroom (Desmet, 2009). The digital age we live in plays an increasingly important role in our culture, and teachers and organizations are finding ways raise levels of participation with Shakespeare’s plays through the use of digital media. While there is no standard definition of technology integration in the K-12 system (Bebell, Russell, & O’Dwyer, 2004), teachers are finding a variety of ways to incorporate digital media into the lesson plan. Desmet (2009) recommends teachers use programs like YouTube to introduce students to Shakespeare “mashups”, remixes of pop-culture with Shakespeare’s lines and characters. Through YouTube videos, students engage with Shakespeare’s themes in a platform that is familiar and relatable. YouTube videos allow students the chance to view and engage with amateur video creations, other student works, as well as clips from professional productions like those from the Reduced Shakespeare Company. Using YouTube as a way to increase classroom access to performances and analyses of Shakespeare’s works engages students and helps bridge the gap between the 17th century and the 21st.

III. Conceptual Framework

An initial review of the literature focused on Shakespeare education and engagement with K-12 students, exploring the reasons for teaching Shakespeare to young people as well as benefits and strategies of engagement and participation with Shakespeare plays, including new strategies employing digital media to increase engagement among 21st century students. My study is based on an understanding that a foundation in basic Shakespeare appreciation is beneficial and enriching for those who participate. Research shows that the skills students learn through working with Shakespeare have far-reaching, long-lasting effects they’ll take with them into adulthood. Skills such as being able to work with a team, listening and responding, critical thinking, public speaking, diction and enunciation, and self reflection are among the benefits to engaging with Shakespeare’s text at a young age (Hansen, 2011, p. 188). Paquette (2007) finds that children who study complex works like Shakespeare’s are then able to process other forms of challenging language in other disciplines, including music and mathematics (p. 42). The process of taking a text that seems too difficult to understand and being able to break it down and find ways to relate to it is an empowering process for young people. It builds self esteem and provides students with a link to history and our culture. Hansen (2011) claims that teaching Shakespeare not only builds up a sense of sense of self among young people, but that the act of making his works accessible to a broad spectrum of youth from diverse backgrounds is an issue of social justice. Because of the role that Shakespeare’s works play in our history, knowledge and understanding of his text acts as a springboard for future possibilities. Denying students access to this knowledge has the potential to keep certain doors closed (p. 180).

Additionally, my initial literature review also explored the importance of engaging students with Shakespeare’s work, rather than merely providing access to it. As mentioned in the introduction, research shows that students who learn through projects and activities aimed to engage and allow for play are far more effective than a traditional model of sitting behind a desk and reading a script (Hansen 2011; Rumbold, 2010; Seidel, 1999). There are programs that exist, created by Shakespeare theatres, that help teach teachers how to let their students actively play Shakespeare rather than passively learn it. Paquette (2007) attended one such training session where she learned how to make her classroom a conducive space for students to explore Shakespeare’s plays. She notes that our education system is set up so that younger children are encouraged to develop their imaginations and learn through recess and role-playing activities, but the high school setting allows little room for imagination or play, making the transition from childhood to adulthood a difficult one (p. 41). She has seen how, when students are able to get out of their chairs and interact with Shakespeare’s language through movement and dialogue, it engages students on multiple levels of learning intelligence, appealing to kinesthetic learners who might have difficulty engaging with the text otherwise. Susan Spangler, a high school English teacher discusses the role of visual literacy in her essay Stop Reading Shakespeare! (2009). She reinforces the idea that it is essential for students to experience the performance aspect of Shakespeare’s plays in order to be able to understand them and challenges teachers to use the stage production of the play as the primary text, and to use the script as a tool for further exploration (p. 131).

Much of the research surrounding the benefits of incorporating technology into the classroom focuses on how it can be useful in subjects such as math and science, but an emerging portion of the literature dealing with student participation and Shakespeare involves fusing Shakespeare education with digital literacy. In a society that is becoming increasingly participatory in nature and more reliant on digital technology, more and more schools are shifting their curriculum and integrating technology in the classroom. While there is no standard definition of technology integration in K-12 classes, proponents in favor of integrating computing devices such as desktop computers, laptops, handheld computers, software, or Internet in K-12 schools for instructional purpose argue that these are tools that can provide expanded learning opportunities as well as “provide our next generation of students new teaching and learning tools and approaches” (Kimmel, 1996, p.87).

Mentioned previously was Desmet’s use of YouTube in a lesson plan, both as a tool for accessing outside sources but also as a means to create something original. In a study of Romeo and Juliet, high school students in Abingdon, Virginia created original video that explored themes from the play, like “fight” or “romance.” They remixed Hollywood movie clips and pop culture music in with their own performances of the text (Shamburg & Craighead, 2009, p. 74). By fusing modern cultural references with Shakespeare’s verse, students find ways to make connections with plays that are over 400 years old. In a study of Macbeth, McKinley High students in Washington D.C. created audio plays to tell the story. Using the original script, students performed scenes from the plays using only an audio platform to tell their stories (p. 75). Students must have a clear understanding of the language in order to convey meaning using only voice and no physicality. Teachers embracing forms of digital technology are finding ways to engage with the modern student and keep up with the changes of an increasingly participatory culture.

Further exploration of the more cutting-edge advances in technology integration will be important in understanding the possibilities that exist with incorporating technology into a Shakespeare lesson, as will examining research-bases studies that discuss the pros and cons of integrating digital media in the class. Analyzing more case studies on how teachers are incorporating technology into their Shakespeare lessons (or not) will allow for identification of gaps and opportunities that exist in the realm of technology and Shakespeare.

IV. Research Methodology

1. Purpose statement

The purpose of this study will be explore role technology plays in Shakespeare education. I am looking to discover how technology is being integrated (or not) into successful Shakespeare learning programs, both inside and outside of the classroom. An emphasis will be placed on exploring what is taking place within schools, but the research design will also be broad enough to explore what is happening outside the classroom and what partnerships exists, potential or existing, to supplement in-class Shakespeare education.

2. Methodological paradigm

In understanding my position as a researcher, I find a constructivist methodology best suits my approach to this study. Drawing from interpretivist philosophies which are concerned with meaning and experiences of humans, constructivist methodology takes into account that the researcher’s experiences and ideas shape the course of the research design, that the two are not isolated (Williamson, 2006, p. 3). This is not considered problematic, but is instead embraced as a natural part of the process. The researcher will never be entirely neutral, but provided the researcher is open and upfront about any “a priori theoretical position[s], the process of research is not impeded” (Mir & Watson, 2000, p. 443).

3. Role of the researcher

As a researcher, I do possess an inherent bias in favor of Shakespeare education and engagement strategies. Based on my own personal experiences, I believe there is great value to be had in Shakespeare outreach programming, and this belief has been a driving force in my pursuit of a degree in arts administration. I was fortunate to receive a strong foundation in Shakespeare education from an early age, beginning with family influences and later engaging in professional training throughout high school. I have worked for a professional Shakespeare company and have participated in Shakespeare plays as an actor, a technician, and an audience member. I am an advocate for arts education, particularly working to break down the barriers that exist that bar participation among diverse audiences, and it is my goal that my research will help inform the work I do in the future.

I have experienced first-hand the transformative nature of theatre, especially Shakespeare, and have seen in myself as well as my peers the power that comes from connecting with the Bard’s poetry and stories. I also understand the transformative nature of technology, and the possibilities for learning that are presented by the integration of digital media into the learning process. Knowing that not all students will have the opportunity to participate in a summer-long Shakespeare intensives that allow for an immersive, engaging experience, I look to technology to discover if digital media can help provide participatory experiences that will help students connect in a personal way with Shakespeare’s words.

4. Research questions

My research will address the primary question, what role does technology play in Shakespeare education? In researching this question, several subquestions will also be addressed, including what makes an effective Shakespeare learning experience? What existing lessons, programs, or activities exist that incorporate technology into a Shakespeare learning experience? What possibilities exist for further effective integration?

5. Definitions

A term that I am intentionally leaving undefined at this early stage but will have to clearly define as my research develops is technology. It is an everyday word that is used commonly in casual conversation, but it’s a word with a very broad and encompassing definition. As mentioned previously, there is not a clear definition for technology integration in the K-12 environment, therefore I will be constructing my own definition of integrating technology into Shakespeare education as a part of this research. I expect that technology will involve the use of computers and/or the internet, but am open to redefining that expectation through my study.

6. Delimitations

I will be examining how teachers are integrating technology into their K-12 Shakespeare lessons, as well as how larger institutions such as the Folger Shakespeare Library are digitizing information to make it a more accessible tool for learning.

7. Limitations

I do not plan to examine how Shakespeare is being taught in colleges or universities, but am more interested in the opportunities that students experience in their more formative K-12 years, experiences that shape them as adults.

8. Benefits of the study

Because of the far-reaching benefits that Shakespeare education has on young people, this study will serve as means to document what is being done in the realm of Shakespeare education, with a specific interest in how technology is being integrated. In this high-tech age of iPhones, iPods, and unlimited wifi, many teachers are searching for new ways to connect with and engage students in the classroom. In his recent lecture at the University of Oregon, Milton Chen, executive director of the George Lucas Educational Foundation stated that “kids are learning in a different way, they want to be taught in a different way.” The study will aim to discover different ways of teaching Shakespeare in the classroom that are practical, cost effective, and engaging.

V. Research Design

1. Research approach/dimensions of research

In order to examine what role technology plays in Shakespeare education, I will be conducting a capstone research paper. Through an extensive review of the literature, case analyses, supervised reading, and practicum experience, I hope to gain a better understanding of the role that technology currently plays in Shakespeare education, as well as be able to make recommendations for further opportunities.

2. Strategy of inquiry

As identified in my literature review, there are two overarching areas that will need further exploration to gain an understanding of what is happening in the field of Shakespeare education and how technology is or could be integrated into lessons: best practices for teaching Shakespeare and best practices for incorporating technology into the classroom. For information regarding Shakespeare learning, I suspect that much of my information will come from some of the flagship Shakespeare institutions that have been leading the way in Shakespeare education for years. Organizations such as The Folger Shakespeare Library in Washington D.C., Shakespeare & Company in Massachusetts, and on a more local level, the Oregon Shakespeare Festival include education as a part of their institutional missions and serve as models for schools and other theatres. Each of these organizations should be able to provide links and resources to the work that they’ve been doing as well as research that supports their methods. There are also a number of scholarly journals that either focus on or regularly include information about Shakespeare and education, including The English Journal and Shakespeare Quarterly. These journals will help provide current information on trends in the field and will be a valuable source for case analyses.

For information specifically related to the integration of technology in education, I plan to look toward well-respected organizations who are tapping in to the cutting edge ideas and practices of the field. One such source is the George Lucas Educational Foundation, and their comprehensive website Edutopia.org, focusing on what’s working in education and spotlighting examples throughout the country and world. These examples are not exclusively related to incorporating technology but instead focus on innovation. The International Society for Technology in Education also promises to be a valuable resource for gathering information on what is happening in the field and research that supports integrating technology into the classroom. They publish several journals dealing with the role of technology and education and are also hosting a conference in June 2012 that would prove valuable to my research.

3. Overview of research design

1. Review of the Literature

In order to explore the role that technology plays in Shakespeare education, I plan to continue to review of the literature in the field, focusing on several key areas: the reasons for/against teaching Shakespeare to K-12 students, reason for/against integrating technology into K-12 classrooms, and best practices for both of these areas. Focusing on peer-reviewed literature and evidence-based research that emphasizes the benefits as well as the challenges presented in these areas will be critical in establishing the relevancy of this study.

2. Case Analyses

Using websites from the organizations previously mentioned as references as well as educational journals, I plan to examine different strategies and ideas teachers are implementing in their classrooms when teaching Shakespeare. I also intend to expand my idea of Shakespeare education to explore how Shakespeare institutions are utilizing technology and providing resources and learning opportunities through their websites and other outreach materials.

3. Capstone Coursework

My study will also include information gathered from two additional capstone courses that will serve to help supplement my literature review and case analyses. While these courses are still to be determined, I am most interested in exploring the possibility of conducting a practicum or internship to fulfill this requirement. Engaging with an organization that is immersed in my areas of research, whether it be focused on Shakespeare or technology will allow for a participatory experience that will provide a unique lens through which to interpret the data I’ll have gathered through document analyses. I also hope to integrate conferences and webinars into the capstone experience.

4. Details regarding capstone option

I am currently exploring my capstone options and plan to have them finalized by the end of the winter term. One possibility I have been pursuing involves conducting a practicum or internship to inform my research in both or either a Shakespeare or Education and Technology centered organization. In the next several weeks I plan to reach out and determine the feasibility of working with an established Shakespeare institution such as the Oregon Shakespeare Festival, Shakespeare and Company, or the Folger Shakespeare Library. Because of the logistics of my GTF appointment and scheduling, it might make the most sense to conduct this practicum or internship over the summer, giving me the opportunity to apply for and secure the position. My goal for this practicum will to immerse myself in a Shakespeare institution and as a participant observer, understand how they are using technology (or not) to facilitate Shakespeare education. This understanding will help inform my recommendations for integrating technology into Shakespeare education.

Another, more local possibility that may work in addition to or instead of an internship with a Shakespeare institution is working with the International Society for Technology and Education. There is a local branch in Eugene and the organization is highly respected in the realm of integrating technology into K-12 education. I suspect that this organization will be a useful resource in my study and I hope to find a way to incorporate it into my capstone experience, whether it be through a series of informational interviews, a formal practicum experience, or something else. ISTE is also hosting a conference in San Diego in July 2012. I am interested in integrating conference attendance in with my capstone coursework as well and will continue to explore additional conferences and webinars offerings from this and similar organizations, such as the New Media Consortium.

5. Proposed preliminary outline for final synthesis paper

• Shakespeare Education
  • arguments for and against teaching Shakespeare to young people
  • best practices for teaching Shakespeare (referencing evidence-based research)
• Technology in Education
  • arguments for and against integrating technology into the classroom
  • best practices for integrating technology into the classroom (referencing evidence-based research)
• Integrating Technology into Shakespeare Learning – case analyses
  • how are teachers integrating technology into their Shakespeare lessons
  • how are institutions integrating technology into their outreach tools
• my recommendations/ideas for future integrations

VI. Appendices

1. Conceptual framework schematic
   

2. Data collection schematic

3. Detailed research timeline
   

VII. References

Desmet, Christy. (2009). Teaching Shakespeare with YouTube. The English Journal, 92(1), 65- 70.

Hansen, M. (2011). “O brave new world”: Service-learning and shakespeare. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. Volume 11, Issue 1, Winter 2011, 11(1), 177-197.

Kimmel, H. , & Deek, F. (1996). Instructional technology: A tool or a panacea? Journal of Science Education and Technology, 5(1), 87-92.

Mir, R. , & Watson, A. (2000). Strategic management and the philosophy of science: The case for a constructivist methodology. Strategic Management Journal, 21(9), 941-953.

O’Dwyer, L. M., Russell, M. & Bebell, D. J. (2004). Identifying teacher, school and district char- acteristics associated with elementary teachers’ use of technology: A multilevel perspective. Education Policy Analysis Archives, 12(48).

Paquette, M. (2007). Sex and violence: Words at play in the shakespeare classroom. The English Journal, 96(3), 40-45.

Rumbold, K. (2010). From “access” to “creativity”: Shakespeare institutions, new media, and the language of cultural value. Shakespeare Quarterly, Volume 61, Number 3, Fall 2010, 313-336.

Seidel, S. (1999). “Stand and unfold yourself” a monograph on the Shakespeare & Company research study. In E.B. Fiske (Ed.), Champions of Change: The Impact of the Arts on Learning (pp. 79-90).

Shamburg, C. , & Craighead, C. (2009). Shakespeare, our digital native. English Journal, 99(1), 74-77.

Williamson, K. (2006). Research in constructivist frameworks using ethnographic techniques. Library Trends, 55(1), 83-101.

Wood, R. (1997). Shakespeare in an elementary school setting: A unique and inspiring educational experience. The Phi Delta Kappan, 78(6), 457-459.