Franks, Anton; (2003) Palmers' kiss: Shakespeare, school drama and semiotics. In: Jewitt, C. and Kress, G., (eds.) Multimodal Literacy. (pp. 155-172). Peter Lang: New York, NY, US.

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Abstract

Around the ‘schooled world’, students ‘read’ Shakespeare. They read it in various ways, situated in very different social and cultural locations and translated into different languages. The ‘study’ of Shakespearean text is prevalent in, but by no means confined to the English-speaking world and high value is attached to the study of Shakespeare as ‘canonical’ literature. But, the text presents students with archaic forms of language and historically remote cultural conventions and so it is difficult stuff to ‘penetrate’. Learners will have differential access to the wider resources cultural and specifically textual knowledge and that will enable them to make sense of the text. To help students study texts from Shakespeare, teachers often want to mobilise their students’ experience and knowledge of the world, of home and school, of other texts—books, films and television—and bring them to bear on their reading of the printed page. Sometimes, teachers decide that students will be more able to learn more and better understand the meaning of the text if they move beyond more confined and sedentary readings toward acting out some part of Shakespeare.

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