Since its beginning in the 1980s,
New Historicism has often been a subject of disagreement for many members of the literary community. It was established largely through criticism of text-only methods of interpretation such as
Formalism, but now it thrives upon its own unique method of exploring the historical context of classical works of literature. New Historicism operates on a basic principle: history makes literature, and literature shapes history. As the last line of F. Scott Fitzgerald’s The Great Gatsby famously remarks, “we beat on, boats against the current, borne back ceaselessly into the past,” so too do critics of the New Historicism movement tend to embrace the need for study of the forceful waters of the past. If history and literature are equally important to understanding a text, surely it is helpful for teachers to look closely at the origins of the work being studied in the classroom.
The works of
Shakespeare are perfect examples of how New Historicism could be used in the examination of a literary work in the classroom setting. It is no surprise that most of the work in the field of New Historicism has originated from studies in Renaissance drama. The
Elizabethan time period intrigues many scholars, including literary critics as well. As an English educator, using this strategy can help enhance the experience of the classroom as well. As students become engaged in the background of the time period, their knowledge increases exponetially of the context of their studies. Students who are baffled by Shakespeare can then be enthralled by studying the historical context as a companion to their studies.
Using this method of
literary criticism in the classroom largely entails incorporating various historical documents in the classroom. Students can research the dress of the time, for example, while the teacher may wish to point out court records or other forms of data to enhance the study. The opportunities are limitless as students can make vivid connections to the text while learning about the history of Shakespeare at the same time. This becomes important as the student tries to understand the relationship between historical contingency and its effect upon the works of literature created. The connection between history, literature, and art becomes an intrinsic study of humanity, not simply a dry reading from an old, archaic text. Thus this form of criticism lends itself nicely to a
liberal arts education, and it is a great tool for teachers seeking to widen their student's understanding and perspective in the classroom.
Since its beginning in the 1980s,
New Historicism has often been a subject of disagreement for many members of the literary community. It was established largely through criticism of text-only methods of interpretation such as
Formalism, but now it thrives upon its own unique method of exploring the historical context of classical works of literature. New Historicism operates on a basic principle: history makes literature, and literature shapes history. As the last line of F. Scott Fitzgerald’s The Great Gatsby famously remarks, “we beat on, boats against the current, borne back ceaselessly into the past,” so too do critics of the New Historicism movement tend to embrace the need for study of the forceful waters of the past. If history and literature are equally important to understanding a text, surely it is helpful for teachers to look closely at the origins of the work being studied in the classroom.
The works of
Shakespeare are perfect examples of how New Historicism could be used in the examination of a literary work in the classroom setting. It is no surprise that most of the work in the field of New Historicism has originated from studies in Renaissance drama. The
Elizabethan time period intrigues many scholars, including literary critics as well. As an English educator, using this strategy can help enhance the experience of the classroom as well. As students become engaged in the background of the time period, their knowledge increases exponetially of the context of their studies. Students who are baffled by Shakespeare can then be enthralled by studying the historical context as a companion to their studies.
Using this method of
literary criticism in the classroom largely entails incorporating various historical documents in the classroom. Students can research the dress of the time, for example, while the teacher may wish to point out court records or other forms of data to enhance the study. The opportunities are limitless as students can make vivid connections to the text while learning about the history of Shakespeare at the same time. This becomes important as the student tries to understand the relationship between historical contingency and its effect upon the works of literature created. The connection between history, literature, and art becomes an intrinsic study of humanity, not simply a dry reading from an old, archaic text. Thus this form of criticism lends itself nicely to a
liberal arts education, and it is a great tool for teachers seeking to widen their student's understanding and perspective in the classroom.