Ten Things





Ten Things

In Ten Things I hate About You: Shakespeare and the teenage film audience, the authors talk of the overly gender roles of the characters in the film. In addition, teenage audiences usually refer to the plays as either lacking or boring leading to a lack of connection to the modern audience. In addition, it is also noted that the enthusiastic responses of students may contradict one another due to the presence of press pressure that is characteristic of teenage audiences in high schools. In addition, this is also attributed to the incidence of independent subjectivity that is present in the Shakespearean works. In addition, their failure to recognize the treatment of peer pressure and its realization to socially developed identities are evidently responsible for the lack of interest in classical films (Rozett 216).

The rationalization amongst students that classical films by Shakespeare do not conform to their respective social identities and the need to be “cool” is reiterated by the uniform approbation to the film and more so the nature of contemporary culture (Pittman 145). In addition, the novice readers hold a similar view towards literary works such as Shakespearean and other classical films. The text notes that students usually undertake selective reading of works leading to poor connections to the themes and forming judgments that do not conform to the expectations of their instructors. In addition, they create their respective versions of the texts given that they do not engage in in-depth reading and more so analysis of literary works such as novels and films.

Essentially, Taming, according to the author, revealed the delicate interpretative mechanisms that are largely utilized by students in the synthesis of entertainment that is focused on their educational needs and intellectual levels. It is packaged in an appropriate language to suit the distinctive needs, expectations, and preferences of an American teenager to form an elaborate display of the power and gender dynamics that are characteristic of Shakespeare’s works. The author notes that the introduction of the play complicates the problematic display of gender through a focus on the tension that encapsulates individual subjectivity that was prevalent in the renaissance cultural contexts in similar plays (Rozett 219).

In the text, it is evident that the adaptations of the various works by Shakespeare have been with relatively high levels of success. The author was effective in providing a revelation of the presence of deeply rooted ideological differences (Pittman 148). The students were reluctant to undertake an analysis of the gender issues that were evident in Shakespeare’s play and more so the recent adaptation of the film. The reluctance and high level of disinterest amongst students to undertake a critique of Shakespeare’s works illustrates the effects of contemporary culture on study of classical works (Pittman 149).

The text affirms that students are offended by Shakespeare’s works due to the nature of human subjectivity and ontological issues. It is evident that the inherent ideological differences that are manifested by students and more so by society have brought about a negative attitude towards analyzing classical works in modern educational settings, especially amongst high school students. It is evident that the portrayal of gender and human subjectivity has informed the negative attitude and positive reception of the classical work and its contemporary adaptation respectively (Pittman 150). The author believes that there is a need to change the negative perceptions of the students through a shift in ideological values, which have played a role in the affirmation of stereotyped and negative views to some of the most renowned works by Shakespeare. Moreover, adaptations of classical works to suit contemporary ideologies may be appropriate to enable effective studying of classical works amongst high school students, as they are able to relate and interact with the viewpoints of the authors.

Works Cited

Pittman, L. Monique. “Taming 10 Things I Hate About You: Shakespeare and the Teenage Film Audience.” Literature/Film Quarterly 32.2 (2004): 144-52. Print.

Rozett, Martha Tuck. “Holding Mirrors up to nature: First Readers as Moralists.” Shakespeare Quarterly 41.2 (1990): 211-221. Print.

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