Students in Mauritius experience difficulties in conceptualising Shakespearean texts, often remaining disarticulated between exclusively subjective or completely disengaged reflections. This contribution aims to explore the perspectives provided by using the Experiential Altero-Reflexive (EAR) model, complemented by the use of YouTube video clips and creative tasks, in the way 11 undergraduate students construct meaning of a small selection of Shakespearean sonnets. A complexity case-study method was adopted and initial findings indicate a level of engagement with the texts and development of an appreciation of Shakespeare in relation to participants' own culture, context, and personal experiences.