Evolution of Inquiry

1. How has your inquiry developed and changed over the term?

At the start of this inquiry, my focus was primarily on questioning the necessity of canonical literature in modern classrooms, particularly Shakespeare. However, my perspective evolved as I delved deeper into research and lesson planning. Instead of viewing the inquiry as a debate between classical and modern literature, I now see it as an exploration of how adaptations can serve as bridges that enhance student engagement and understanding. My research has led me to consider whether modern adaptations can replace canonical texts and how they can complement and deepen students' engagement with these works. This shift has influenced my approach to teaching, as I now prioritize comparative analysis to make literature more relevant and accessible to students.

2. What have you learned, and where is the learning leading you?

I have learned that including modern adaptations, such as West Side Story, provides a meaningful way for students to connect with Romeo and Juliet without diminishing the literary and thematic depth of the original text. My research on adaptation theory and cognitive reading strategies has reinforced the idea that students benefit from multiple entry points into complex work. Additionally, examining gender and identity in Romeo and Juliet has opened new avenues for classroom discussions, allowing for a broader exploration of societal norms. This learning is leading me to refine my teaching strategies to be more inclusive and adaptive, ensuring that literature is not only studied as a historical artifact but as a living conversation that evolves with each new generation of readers.

3. How is it impacting your practice as an educator?

This inquiry has fundamentally changed my approach to curriculum planning and student engagement. I now see the value in integrating adaptations and multimodal texts as scaffolding complex ideas. It has also reinforced the importance of student-centred learning—allowing them to draw connections between literature and their lived experiences. My future lesson plans will likely incorporate more film, music, and contemporary literature to create layered, interdisciplinary learning experiences. Additionally, I am more conscious of differentiating instruction to meet students at their levels of understanding, ensuring that no one is left behind due to the challenges of classical language or historical context.

4. Which texts & learning resources have influenced your thinking and enhanced your knowledge and understanding of the inquiry process?

The following sources have been instrumental in shaping my understanding of this inquiry:

• Lupton (2022) helped me understand the role of adaptation in preserving and transforming Shakespeare’s works, reinforcing that adaptations are supplementary and crucial in keeping literature relevant.

• Ressler (2005) provided a compelling perspective on how Romeo and Juliet can be analyzed through the lens of gender and sexuality. This influenced my approach to discussing identity and societal expectations in the classroom.

• Styslinger et al. (2014) offered practical strategies for teaching cognitive reading skills with canonical texts, helping refine my instructional approach.

• Taylor (1962), though dated, validated my idea of pairing Romeo and Juliet with West Side Story and provided a structured way to implement this comparison in my classroom.

  
  

Overall, these resources have deepened my understanding of Shakespearean adaptations and guided me in structuring my inquiry in an academically rigorous and pedagogically effective way.