Leszek H. Ward
Shakespeare Behind Bars
At the conclusion of studying the play, and after discussing forgiveness in a Socratic seminar, students would be well prepared to view a documentary titled Shakespeare Behind Bars. This film follows a group of inmates at the Luther Luckett Correctional Complex in La Grange, Kentucky as they take part in a full-length production of The Tempest. The film is striking and at times difficult to watch; many of the inmates involved have been both perpetrators and victims of disturbing crimes. Many have also become skilled actors through their annual participation in a production of Shakespeare's work. Most affecting, however, are the questions these men raise about the human need and capacity for forgiveness; as one inmate states, "the people who need forgiveness the most deserve it the least." Viewing this film would undoubtedly deepen students' understanding of the play itself, as well as add another layer to the dialogue surrounding its themes. Potential questions for discussion could focus on the connections between the characters and the men who play them, as well as whether or not these men deserve forgiveness.
More importantly however, Shakespeare Behind Bars would further drive home the power of Shakespeare's themes and his art. It would be extremely valuable for students to consider the film itself as yet another work of art, edited and pieced together by directors and producers, and not unlike The Tempest itself. The film is a stark example of how seeing something or someone from a different perspective can deeply influence what we know about the world around us. A series of writing prompts and discussion questions both before and after the film could help students consider Shakespeare Behind Bars in this way.
I would ask students to respond in their journals to the essential question "When and how should someone be forgiven?" and discuss their thoughts before viewing the film. I would then ask students to answer the same question in the context of three different scenarios, so that the question now becomes:
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When and how should someone be forgiven for stealing?
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When and how should someone be forgiven for rape?
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When and how should someone be forgiven for murder?
These questions will provide valuable context for the students as they consider the film. It would be extremely interesting to compare their preliminary responses to their feelings after watching the men of Luther Luckett discuss their lives and work to understand Shakespeare's play. Although these inmates are guilty of each of the crimes mentioned, most students are likely to leave the film with a highly sympathetic view of these men. Many students may revise or reconsider their previous convictions regarding forgiveness, an outcome that can of course lead to a crucial realization about the power of art. By experiencing a work of art, students will come to see and understand the prisoners of Luther Luckett in new ways. This change of perspective is a manifestation of the magical power represented by Prospero in The Tempest; students' understanding will be altered by what they see. Furthermore, students will realize that such a change in perspective is often a necessary prelude to forgiveness. Indeed, Prospero himself cannot forgive his enemies until he sees them (and himself) differently.
