중고생에게 셰익스피어 작품을 가르치는 이유와 그 영작 [A++]

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중고생에게 셰익스피어 작품을 가르치는 이유와 그 영작 [A++]에 대한 보고서 자료입니다.

목차

1. 초 중 고 학생이 셰익스피어를 배워야 하는지의 당위성 여부와 그 이유서술
1) 초등학생에게 가르쳐도 된다고 생각하는 이유
2) 중고등학생에게 가르쳐도 된다고 생각하는 이유

## 셰익스피어 작품에서 중고생들이 깊이 성찰해야 할 점들
① 질서 화해 조화
② 여성 문제
③ 정치적 의미
④ 청소년기에 확립할 정체성

2. 이번학기 셰익스피어 수업을 통해 배운점･ 느낀점
1. Followings are the reasons why we should teach Shakespeare in elementary school, middle school and high school.
1) Why Shakespeare`s works are suitable to teach in elementary schools?
2) Why is it suitable to teach in Middle/high School?

## Followings are the virtues that are found in Shakespeare`s work, and young students should consider and reflect these virtues while reading his works.
① Order, Reconciliation, Harmony
② Shakespeare`s view toward women
③ Political meaning
④ Identity

2. The impressions and reactions from reading Shakespeare in this semester.

본문내용

meaning
Even though we simply categorize Shakespeare's works as tragedies, historical plays and comedies, Shakespeare express his view toward the politics in many of his plays. When we go through the 'Richard II', 'Henry IV (part I and II) and 'Henry V', we can see that he used irony techniques to express his thoughts on politics.
His view toward the politics seems pretty simple from the outer look, but it has highly complex nature underneath. We can analyze the power relations and the influence and limit of the authority in the course of coup, war, usurpations and other political turmoil, by reading through 'Richard II', 'Henry IV (2 parts) and 'Henry V'. With this, we can also unveil the condition of mediaeval sovereignty. Eventually, students could seek political significance in Shakespeare's plays, and through this, they could observe the multiple personality, Shakespeare's political view, the historical aspects of social structure and its transitions, the subject of political activities and theatrical subversion.
4) Identity
It is advised that the young students should establish their identity before they enter the adulthood. The society could induce this process, or the individual activities could naturally bring soul-searching and identity setting process. We can trace and observe the paths and courses in finding the identity, by watching students' relationships with others, their frames or thoughts, or the identity transitions.
Shakespeare's archetype of figures that raises the issue of identity can be shown in the twins, disguise, role-play games, or people who are in deathbed. By observing these figures, we can trace back the transition of soul-searching process, and how they establish their identity in various courses of a life. The disguise and metamorphosis of figures also stir interests in young students, so they could be more actively involved with the text reading.
2. The impressions and reactions from reading Shakespeare in this semester.
Shakespeare's works are written in the textual materials, but they were written, originally, for theoretical plays. The Shakespeare classes that I took in the undergraduate courses were only emphasized theories and textual reading, which was a bit difficult and tiresome. However, this Shakespeare course combined the theoretical knowledge and theoretical features of his works. By participating in class activities, I could deepen my understanding toward Shakespeare works, and I learned that one could learn Shakespeare in many ways besides simply memorizing the dialogues. Furthermore, I gained interest toward the theoretical play since I re-discovered the theoretical aspects of Shakespeare's works.
What was more exciting was the every day idioms, vivid English expressions and even casual Italian language teaching that I could learn from this class. I also learned a lot from individual presentation opportunity in a sense that I could reflect my thoughts and rearrange them in an orderly manner.

키워드

셰익스피어,   Shakespeare,   세익스피어,   청소년,   정체성,   초중고생,   영국문학,   가르치는이유