Importance of Shakespeare in the National Curriculum - Essay Example

World Literature 28 November Importance of Shakespeare in the National Curriculum Introduction Every play of Shakespeare is an intriguing and diverse exploration of human psyche, behavior and cliches. In very simple words he encapsulates essence of meaning which touches the hearts of all the readers and forces them to ponder upon his ideas and perceptions about life. This is the reason that his works can be tagged as universal in terms of its subject matter and characterization as it is observed that although the plays were written in the seventeenth century yet the people of the twenty first century can also relate to his observations and point of views. Moreover the recent development in the field of literary theory also shows that even the stylistic and linguistic techniques that Shakespeare employed in his plays at the time, make his plays a good candidate for applying new theories such as feminism, colonialism, post-colonialism etc. and analyzing his works from a new dimension hence enriching his plays in meaning and significance. As McAlindon also states, “Ben Johnson declared that Shakespeare was not of an age but for all time…his work is universally valid and speaks to human beings across the ages…Shakespeare’s plays are able to address all people at all times and everywhere” (4). “Macbeth” depicts a story of a man whose lust for power and status leads him to his doom. The play portrays the downfall of an individual with follies like greed, jealousy and anger. Moreover the supernatural aspect of the play is also very interesting as Shakespeare uses the three witches as a tool for foreshadowing in the play by giving prophecies about Macbeth’s and Banquo’s future. Though in a way it can be interpreted that the witches acted as Macbeth’s voice of sub-conscious leading him to achieve his ambition and dream of becoming the King. The “Tempest” deals with the tale of a man named Prospero his revenge and his life on an island. In this play as well Shakespeare employs technique of supernatural in the form of spirits and ghosts as a tool for plot progression and development. In this particular play it is interesting to note the manner in which various ideas of the modern theories can be applied in order to be able to better understand human actions and behaviors. 2. Macbeth Although the play was inspired from the works of Holinshed who was an English chronicler yet the play does not deals with any historical themes or issues. Moreover the characterization of the play cannot be confined to or categorized as a representation of one particular era, race or culture. In fact “Macbeth” presents a human drama of ambition, desire, and guilt. Like Hamlet, Macbeth speaks soliloquies that articulate the emotional and intellectual anxieties with which the readers can easily relate and understand the utter desolation of characters, even Macbeth’s lust for power is also understandable. For all his lack of values and unrelenting ambition Macbeth is a character who is created in a manner that many times in the play it appears to be relatable. This powerful grip on the audience and the enthralling characterization of Shakespeare is one of the reasons that his plays are still taught and are a part of national curriculum. Although other reasons that make this play so important for the students include its universal themes and human psyche that is explored in the play. 2.1. Thematic Concerns Some of the major universal themes that are explored in the play include theme of ambition, theme of guilt and theme of power corrupts. In the play theme of ambition reveals the negative side of ambition where an individual’s goal develops into an obsession and ultimately leads to his destruction. As it is also observed in the play that Macbeth says, The Prince of Cumberland! That is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires. The eye wink at the hand; yet let that be Which the eye fears, when it is done, to see (Lines 50-55). These lines aptly depict the fact that since he was so driven that even the thought of taking the life of another human being did not seem to matter because the murder guaranteed his success and culmination of his dreams. Theme of guilt in the play is apparent through both Lady Macbeth and Macbeth although in the latter’s case it is more in the form of his subconscious showing him the apparitions of Banquo. Though Banquo’s ghost almost makes him to reveal the truth of King Duncan’s murder yet the guilt is not strong enough to deter him from his plans. On the other hand Lady Macbeth suffers from a guilt that takes her life. As it is apparent in the play when she says, Out, damned spot; out, I say. One, two,—why, then ’tis time to do’t. Hell is murky. Fie, my lord, fie, a soldier and afeard? What need we fear who knows it when none can call our power to account? Yet who would have thought the old man to have had so much blood in him? (Lines 30-34) These lines reiterate Lady Macbeth’s inner dilemma who towards the end of the play was unable to differentiate between reality and illusions. It is a cliche that power corrupts and Shakespeare uses this cliche as a major flaw in his protagonist so that his readers will be able to learn an important lesson i.e. humanity and compassion takes precedence over power. Therefore any form of power that begins to mislead an individual towards greed for more, means that the person has met his doom as was the case with Macbeth. 2.2. Human Psyche It is necessary for the students to be aware about the complexities of human mind and behavior and it is for this reason that the thematic concerns employed in “Macbeth” teaches them some very important lessons about life and this is the reason that Shakespeare’s plays are a vital part of the national curriculum. For example the negative aspect of ambition that has been presented in the play project the fact that having a healthy ambition is good thing but taking it to an extreme has the power to destroy an individual’s whole life. While theme of guilt in a way suggests that it is better to keep in touch with one’s humane side because otherwise a person becomes a walking dead devoid of human emotions and is left all alone in this world. Then again the theme of power corrupts also teaches a similar lesson i.e. contentment and satisfaction are integral elements for a happy and successful life because otherwise power leads to the development of all other vices like greed and lust etc. hence all these moral lessons are extremely important for the young minds to understand because it is only in their impressionable age that their education can mould them into responsible and emotionally strong individuals. Then again another universal idea that is explored in the play is the idea of absence of God and the disillusionment and dissatisfaction of man with life. Although the play was written centuries before the World Wars yet it depicts man’s loss of hope in God which further highlights the brilliance of the writer. As Macbeth says, “Life is but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more, it is a tale Told by an idiot, full of sound and fury, signifying nothing” (Lines 23-27). These lines also depicts the dilemma of the people after the world Wars as well as the feelings of the modern man who is so busy in winning the marathon of success that he does not even have the time to live life. Such depth of thought, universality of ideas and keen observation of human behavior is a proof for the reason that Shakespeare is still taught worldwide at school as well as college level. 3. The Tempest Every play of Shakespeare has its own specific qualities that convince the educational faculty to make his works a part of the national curriculum. Consequently it is observed that unlike “Macbeth” which enlightens the readers about moral and ethical realities “The Tempest” provides the readers with a chance to explore and analyze the aspects of post-colonial theory such as hybridity and the psyche of the colonizer and the colonized. 3.1. Hybridity In post-colonial theory the term hybridity is used under the context of ‘third space’ in which an individual learns to live after he has undergone colonization. This state of being can also be looked upon as loss of identity or recreation of a new identity based on the older self. This idea of third space is relevant for both the colonized as well as the colonizer because regardless of the fact that the colonizer is the one in power yet he has to create this third space for one’s self in order to live in an alien or a new land. Similarly for the colonized this third space is of grave importance as well because this is the space where he learns to live with compromise i.e. according to the wishes of the colonizer. Under the context of “The Tempest” it is observed that Prospero is the colonizer while Ariel and Caliban are the colonized. In case of the colonizer (Prospero) it is observed that his third space involves continuously reminding his subordinates about his power by using his magic in order to retain the authority of ruling them and to avoid becoming one of them. On the other hand for Caliban and Ariel each has a different third space as it is observed that for Caliban his third space is revolting against Prospero every time and exhibiting his rebellion and hatred while for Ariel his method of coping comprises of acting as a willing servant to Prospero and fulfilling his master’s every bidding and desire. 3.2. Human Psyche Although this is a common aspect of both the plays yet the context in which the two plays explore human psyche is completely different because in “The Tempest” Shakespeare explores the psyche and reactions of the colonized and the colonizer in specific rather than general observations about human behavior as is the case in “Macbeth”. Prospero’s character represents the psyche of the colonizer who considers it his right to govern the people of a remote island on the basis of his European background and upbringing and because of his power of his magic. Moreover he employs the techniques of manipulation, threats, spells and enchantments to bend the colonized to his will. Furthermore it is also observed that he believes that it is a sign of his benevolence that he has taught Caliban the language of the civilized and the way to live. While he employs the tactics of blackmail to deal with Ariel where he reminds him that since he had freed Ariel from Sycorax so Ariel should remember his place. Hence this reveals that manipulation of the weak is a common characteristic trait in the colonizer. This concept of the colonizer can also be indirectly linked to the theme of power corrupts in” Macbeth” as in both the scenarios the empowered abuses or misuses his powers. On the other hand the behavior of the colonized i.e. Ariel and Caliban are also of grave importance as they provide the readers with an interesting contrast about the manner in which different people deal with one crisis. For example Caliban says to Prospero and Miranda that, “You taught me language, and my profit on’t Is I know how to curse. The red plague rid you For learning me your language!” (Lines .366–368) these lines provide the readers with an interesting insight about Caliban’s behavior and the manner in which he looks at his situation. He believes that Prospero is the intruder and although he has no choice but to obey him yet he doesn’t comply without resistance and his resistance represents his contempt for both Prospero as well as his fate. Yet it is also interesting to note that Caliban has the tendency of bending in front of the powerful one regardless of his initial resistance as the readers discover that during Caliban and Prospero’s confrontation in Act I, scene ii that Prospero initially “made much of” Caliban (Line336); that he gave Caliban “Water with berries in’t” (Line337); that Caliban showed him around the island; and that Prospero later imprisoned Caliban, after he had taken all he could take from him and he ultimately gave in. Then readers observe a repeat of the same situation in Act II, scene ii, but with Trinculo and Stephano in the place of Prospero. Stephano and Trinculo give Caliban wine, which Caliban finds to be “a celestial liquor” (Line109). Moreover, Caliban initially mistakes Stephano and Trinculo for Prospero’s spirits, but alcohol convinces him that Stephano is a “brave god” and decides unconditionally to “kneel to him” (Lines 109–110). So this shows his psyche that by exerting little pressure Caliban can be enslaved. On contrary Ariel represents the set of individuals who believe that rather than lamenting one’s fate or showing contempt it is better to learn to cope with one’s fate and hope for a different future. Hence this is exactly the way he spends his time of service under Prospero and happily does his every bidding. 4. Conclusion Hence it is observed that it is because of the multi-faceted nature of Shakespeare’s works that his plays are still being taught. Moreover his works not only enlighten the readers about the dramatist’s various observations about human beings but also motivates the readers to further explore the depths of meaning in his plays. As his plays are like an ocean of knowledge where every depth hides a bounty of meaning and essence and the deeper an individual explores the more he is overwhelmed and awed by the intelligence this legendary writer. Works Cited McAlindon, Tom. Shakespeare Minus Theory. Burlington: Ashgate Publishing Company, 2004. Print. Shakespeare, William. The Tempest. New York: Penguin Books, 2001. Print. Shakespeare, William. Macbeth. New York: Penguin Books, 1999. Print. Read More