Perhaps, along with the great arguments/suggestions of the previous teachers, you can use the strategy that in the effort to "leave no child behind," we must afford those who have learning disabilities and difficulty with textual material the opportunity to visualize both characters and action. Obviously, plays are intended for watching, anyway, so a video is, indeed, a primary source if it follows the origninal text. And, as the history teachers know, some films are documentation, and, thus primary sources. Furthermore, as proof of the benefits of historical films, it was at the Saturday matinees that many a Baby Boomer will confirm that he/she learned WWII history with all those newsreels shown before the feature.
Also, there are often modernized versions of Shakespeare's plays to which the students more easily relate. For example, after the students read A Midsummer Night's Dream. I was absent, so I had the substitute show a DVD which had a modernized version of the play. When the students were tested on the play, I was amazed as one of whom I presumed to be the "slower learners" made a 98% on the exam. After I congratulated her, she said, "Oh, all I did was really watch the video. Then, I understood all that other stuff read aloud in class."
Has some vaccine obliterated common sense?