The aspect of antisemitism in Shakespeare’s play “The Merchant of Venice” has been relevant throughout the play’s history and it has been discussed against different historical backgrounds and with different intentions. But especially since the traumatic historical experience of the Holocaust, the question “Is Shakespeare’s play anti-Semitic and does it evoke anti-Semitic sentiments in the audience?” has been of crucial importance for Shakespeare scholars and theatre directors.
But the complexity and controversy of the subject matter might put an even bigger challenge to teachers dealing with the play in EFL-classrooms. However, as compulsory teaching materials for the written Abitur examinations (advanced level) in Lower Saxony in 2014, 2015, 2016 and 2017 the Ministry of Culture lists excerpts from “The Merchant of Venice” or “Romeo and Juliet”. So the question that put itself to a teacher in the past four years and will put itself to him in the next two years is not Will I discuss anti-Semitism in my English class at all? But: How will I deal with anti-Semitism in my English class?
In order to answer this question, i. e. how to deal with the aspect of anti-Semitism in Shakespeare’s “Merchant of Venice” in the English foreign language classroom, this paper will at first briefly examine the historical background of the play, give a survey on different understandings and interpretations of Shylock and take a look at various stagings of the play (chapter 1). Secondly, it will examine the teaching materials on “The Merchant of Venice” currently available to teachers with regard to the aspect of anti-Semitism and will compare and assess those materials. Finally, it will put down learning objectives and outline possible methods of teaching (chapter 2).
Table of Contents
Introduction
1. “The Merchant of Venice” as an Anti-Semitic Play
1.1 Historical Background of the Play
1.2 The Conception of Shylock as a Character
1.3 Different Stagings of Shylock throughout History
2. “The Merchant of Venice” in the EFL-Classroom - Teaching Approaches
2.1 Teaching Materials
2.2 Learning Objectives
2.3 Methods of Teaching
3. Conclusion
Research Objectives and Key Topics
This paper examines how to effectively teach the controversial aspect of anti-Semitism in Shakespeare’s "The Merchant of Venice" within the English as a Foreign Language (EFL) classroom. It explores the play’s historical context and varying interpretations of the character Shylock, while assessing the suitability of current educational teaching materials and outlining pedagogical approaches to foster an informed student perspective.
- Historical and literary interpretations of Shylock
- Evaluation of current EFL teaching materials on "The Merchant of Venice"
- Pedagogical strategies for discussing anti-Semitism in literature
- Action-oriented and production-oriented learning methods
- The relevance of performance history in shaping student understanding
Excerpts from the Book
1.3 Different Stagings of Shylock throughout History
Although Shylock’s interaction with the other characters of the play, i. e. the Christian characters, and the conception of his daughter Jessica need to be considered as well, any opinion on the play as being either anti-Semitic or non-anti-Semitic must necessarily depend on the respective interpretation of Shylock as a character and consequently on how he is staged. Throughout the history of the play there have been three basic interpretations, i. e. three typical stagings of Shylock:
Firstly, Shylock has been played as a buffoon: At Shakespeare’s time Shylock was probably portrayed as a comic stock character (the Jew as a miser and ursurer), who was at the same time evil and funny. At all times he has been played as a witty character who appears to be funny through his ironic comments on Christians.
Secondly, Shylock has been played as a cruel villain: a diabolical monster, malevolent, sinister, vengeful, malicious, inhuman, sordid and despicable.
Thirdly, Shylock has been played as a tragic and sympathetic outsider: the proud, dignified, noble Jew; the isolated outsider and stranger; the tragic hero; the martyr; the scapegoat; the member of a persecuted minority, justified in his desire for revenge.
Summary of Chapters
Introduction: Provides the thematic context regarding the controversial nature of "The Merchant of Venice" and defines the paper's focus on teaching anti-Semitism in the EFL classroom.
1. “The Merchant of Venice” as an Anti-Semitic Play: Investigates the historical context, the character development of Shylock, and the diverse ways he has been portrayed on stage throughout history.
2. “The Merchant of Venice” in the EFL-Classroom - Teaching Approaches: Critically evaluates existing school textbooks and instructional materials, establishes clear learning objectives, and proposes practical teaching methods.
3. Conclusion: Summarizes the necessity of addressing anti-Semitism in modern education and advocates for the inclusion of both text analysis and performance-based activities.
Keywords
The Merchant of Venice, William Shakespeare, Shylock, anti-Semitism, EFL classroom, teaching materials, literary interpretation, performance history, staging, Holocaust, pedagogical approaches, action-oriented learning, drama education, character analysis, cultural themes.
Frequently Asked Questions
What is the central focus of this research paper?
The paper focuses on the pedagogical challenges and strategies involved in teaching Shakespeare’s "The Merchant of Venice," specifically regarding the complex theme of anti-Semitism in an EFL (English as a Foreign Language) context.
Which thematic areas are primarily addressed?
The core themes include the historical background of the play, the evolution of the character Shylock, the interpretation of the play in the post-Holocaust era, and the practical application of educational materials in classrooms.
What is the primary objective of this work?
The aim is to determine how teachers can guide students to navigate the controversial nature of the play and arrive at an informed, critical opinion regarding its anti-Semitic elements.
Which methodology is employed in this study?
The author uses a literature-based analysis of the play’s historical context and performance history, combined with a comparative review of currently available teaching resources and textbooks for the German market.
What topics are covered in the main body of the paper?
The main body evaluates various study books, proposes specific learning objectives for students, and suggests teaching methods like close reading and performance-oriented activities.
Which keywords best characterize this work?
Key terms include "The Merchant of Venice," "Shylock," "anti-Semitism," "EFL classroom," "pedagogical approaches," and "performance history."
How does the author categorize the three historical interpretations of Shylock?
The author identifies three distinct historical stagings: Shylock as a comic buffoon, as a cruel villain, and as a tragic, sympathetic outsider.
Why are standard German textbooks often criticized in this paper?
The author argues that many textbooks are either unattractive in design or, more importantly, they tend to avoid the core issue of anti-Semitism by focusing too heavily on commerce or general plot comprehension.
What recommendation does the author make regarding the "Cambridge School Shakespeare" series?
The author considers this series the most suitable material due to its comprehensive inclusion of historical context, clear text layout, and wide array of action-oriented tasks.
- Arbeit zitieren
- Marc Felsbrecher (Autor:in), 2016, Shylock in the EFL-Classroom. Teaching the Aspect of Anti-Semitism in Shakespeare's "The Merchant of Venice", München, GRIN Verlag, https://www.grin.com/document/318681
