在台灣，一般大學英文系多半設有「莎士比亞」這門課；有些系將之列為必修，有些則視之為選修。不論其開修定位為何，大抵上總把莎士比亞尊奉為英語文學的一代宗師，因此任課老師在教授他的劇作時，自然沿用字詞釋義與文本分析的講解傳統；一方面禮讚莎翁在戲劇書寫上的斐然成就，另一方面則藉此深化英文本科學生之文學造詣。這樣的授課方式行之有年，大多數的英文系學生也都習以為常。然而，如此側重修辭、意象、句法的教學方式，固然有其說釋文字要義、闡揚優美文學的嚴正目標，但也不免在「神格化」莎翁「不世出」之文學天分與成就的過程中，將部分原本對英文（尤其是古英文）就有恐懼感的學生，推得離莎士比亞這座「神壇」更遠。 本論文旨在辯證將更多戲劇教育策略融入「莎士比亞」課之教學的必要性。執教者可藉由互動劇場「做中學」的理念，設計出以議題為導向的教學風格，鼓勵學生發表意見、參與討論或展演，從本身的生命經驗中提萃一己之體會以為唱和，進而開創出較顯闊敞的對應路徑，以縮短英文主修生與莎劇間的時空距離。 In Taiwan, most English departments in universities have Shakespeare as either a required course or an elective course. Most teachers, while teaching such a course, would very much focus on rhetoric and text analysis with a deep-rooted belief that William Shakespeare has been an unsurpassed literary guru, and therefore his great talent in literature should be appreciated and worshipped without any doubt. However, the fact that Shakespeare wrote his plays to be performed on stage in front of an audience is often neglected or completely ignored. In other words, these classes tend to ‘idolise’ the Bard for reading pleasure, while depriving the students of the fun of exploring the dramatist’s works through critical thinking, group acting, and interactive participation. This essay argues that more conventions of drama education should be introduced to those English majors in Taiwan who take the Shakespeare class at their department. Being facilitated by a learner-centred educational approach, teachers of this course would be able to come up with an ‘issue-based’ teaching style, so as to involve the students in more discussions and presentations. Hence, students of the class will be empowered to make a more active contribution to their own learning experience, and benefit from a teaching style that reaches a wider scope of Shakespeare’s multi-layered talents.
Relation:
戲劇教育與劇場研究，1(2)，27-40 Research in Drama Education & Theatre Studies, 1(2), 27-40
