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Archive for the ‘Humanities Education’ Category

Shaking Hands with Shakespeare

Acting as the registrar for our local programs, it’s not surprising to me that most of the teachers who use our resources teach English, or are using our program for an English unit. Occasionally, though, I’ll get a call from a Social Studies or History teacher who plans to tie the program in to their unit on Elizabethan Life.

But this can go even further! You might remember one of our first Teacher to Teacher videos featuring Bob Harrison, in which he advocates for “Shakespeare Across the Curriculum,” and gives some examples of how to connect learning about Shakespeare and Elizabethan Life across many subjects and to students’ own life.

Specific plays lend themselves to cross-curricular study, and it’s really up to the teachers to figure out how best to collaborate on a unit. It can be difficult, especially with all of the guidelines for meeting standards and preparing for standardized tests. Crossing curricula, though, helps make the subjects more relevant, and makes the information stick.

This all comes to mind after seeing an article today about a 2009 performance of A Midsummer Night’s Dream at Texas A&M University where the production was enhanced with robot “fairies” built by the school of engineering and in collaboration with the performance studies and computer science departments. These students and their professors were innovative and creative in their presentation of this play for a modern audience, and learned more about each other’s chosen areas of study in the process!

Are you planning any cross-curriculum lessons with Shakespeare this year? Let us know in the comments!

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The weather has been positively autumnal in Washington, DC this week – perfect for it coinciding with the first few days of a new school year. While you’re getting to know your freshest crop of young minds, here’s a look back at some ways to prepare for getting Shakespeare started in your classroom!

A Teacher Prepares

Start Me Up…

students from Brent Elementary in Washington, DC, learn a few of Shakespeare’s trickier words during Shakespeare Steps Out

What will your students connect to most? Rhythm? Story? Character? Language? Performance-based teaching allows you ways to connect thought to movement, word to action, and get your students connected to Shakespeare’s words:

Where to Begin?

I Must Begin with the Rudiments of Art

Once More Unto the Classroom, Dear Friends

 

If you have a choice of which play to teach, or which play you’d choose to direct, we offer our advice for choosing (and make the case for our own favorites):

The Play’s the Thing: The Problem is Choice

Why isn’t Titus Andronicus Taught More Often?

 

Finally, one important thing to remember is to check in with your class, and offer them time for reflection on what they’ve learned:

I Noticed…

But by Reflection…

 

How do you kick off the school year with your class? What have you done to begin your Shakespeare unit? Which play will you be teaching this year? Let us know! We love hearing from teachers!

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Last week, our twenty-five NEH Summer Scholars bid farewell to the Folger and returned to their school districts to get ready for the new school term.  They had a month-long intensive institute filled with opportunities to engage Shakespeare’s plays through curriculum, performance, and research-based activities.  Our first look at the feedback we received from our Summer Scholars indicates that, among the many activities they were able to engage in while at the Folger, they loved the opportunity to research in the Folger’s reading rooms best of all.  And who wouldn’t? With an incredible collection of materials on Shakespeare and the early modern period, the Library is an excellent resource. Our YouTube page contains a number of videos we have produced that are designed to help researchers make the most of their time in the Library.  Chief among them is our recently added Handling Rare Materialsproduced through our partnership with Alabama Public Television. In case you haven’t seen it, take a look.  You’ll get a glimpse of our reading room, an introduction to our rare materials, and a primer on how to keep our materials safe for all to read. And, if you want to explore more of the Library, check out the video from our 75th anniversary celebration in 2007, Henry and Emily Folger Build a Library. Enjoy!

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Shakespeare for Students with Special Needs
~by Christopher Shamburg 

On  June 5th the students of A. Harry Moore School in Jersey City gave two public performances of Macbeth.   A. Harry Moore a special education school that services students ages 3-21 with various medical, physical, and cognitive disabilities.  It is the laboratory school of New Jersey City University and offers comprehensive academic, therapeutic, pre-vocational and social programs.

For the past 4 years high school age students at the school have been participating in the Actors Shakespeare program.   The program is led by Seth Reich, an actor from Actors Shakespeare Company, the University’s resident acting company.

Each week the students work on a specific play, and perform it in Shakespeare’s language at the end of the year.   The Actors’ Shakespeare Program at A. Harry Moore gives the students an opportunity to learn many of the steps involved in putting on a production–from learning their lines to designing the sets and costumes.  The program facilitates strengthening reading skills, comprehension skills, speech pronunciation, breathing control and volume control.  In addition the program works on building their self-confidence.

This production was one of the most powerful productions I’d ever seen.  Many of the lines and scenes were sending chills down my spine–parts that never had done that before! It brought the victories, setbacks, dares, and determination of the characters to a whole new dimension.  They owned it!

The students, faculty, and staff (and myself) look forward to next year and continued success with this program!

Christoper Shamburg is an Associate Professor of Educational Technology at New Jersey City University.  He is the author of Student-Powered PodcastingTeachingfor 21st Century Literacy (2009)  and National Educational Technology Standards:Units for the English Language Arts (2008).

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~by Kate Eastwood Norris
currently in the role of Katherina Minola for Folger Theatre 

Kate Eastwood Norris and husband Cody Nickel as Katherina and Petruchio

As I write this, we are about two weeks from our first audience for the Folger’s production of The Taming of the Shrew and I still have no real idea how to say Kate’s final speech without offending somebody! After almost twenty years as a professional actress, I have learned that individual audience members will interpret what they see the way they want to. If they watch that final speech with their arms crossed and a scowl ready on their faces before I even begin to speak, that is something I have no control over. The most I can do is try and remain consistent in the portrayal of my own ideas about the character and by following clues within the text, I have a powerful weapon in my arsenal.

What is commonly known as “the sun and moon scene” (Act 4 sc 5) is perhaps the clearest textual clue toward Kate’s behavior in the last scene of the play. Petruchio has spent most of his time with Kate employing the tactic he references in Act 2 sc1 lines 178-179

 ”Say that she rail, why then I’ll tell her plain
She sings as sweetly as a nightingale”

It is finally in the sun and moon scene that Kate finally learns the lesson that choice of words can be a game and the naming of a thing is arbitrary to the truth of what it is. In this scene, Petruchio names the sun the moon, and in order to continue their journey, Kate not only agrees with him but goes so far as to treat Vincentio, an old man they meet, as a “young budding virgin, fair and fresh and sweet”  (line 41)

To take this lesson learned and apply it to the troublesome lines in the last speech such as

“Such duty as the subject owes the prince,
Even such a woman oweth to her husband;” (171-2)

can serve to take the sting a modern woman might feel in such submission by applying the logic that Kate does not mean what she is says and is basically calling the sun the moon throughout the entire last speech.

While this is one way to go about it, and there are a few lines Kate speaks that I like to think she doesn’t necessarily believe, our production is focusing on the love Kate has developed for Petruchio and his in return. Since my actual husband, Cody Nickell is playing Petruchio, it is not in the least difficult to find the motivation to say to all present, the audience included:

“Place you hands below your husbands foot;
In token of which duty, if he please
My hand is ready, may it do him ease.”

I would help Cody and give him a lift up in the world any way I could and never could conceive of that sort of love until I found him. Now, as an actress, I would of course need to play this with whichever actor was across from me, but having Cody there sure makes it easier.

So the true love Kate found with Petruchio combined with a textually supported healthy sense of wordplay have ended up as my particular weapons against stubborn audience members who are determined to be offended. Whatever they think, all will certainly see a happier Kate at the end of the play, and to me, that’s a story worth telling.

What questions do modern students have for Katherina Minola? Post them in the comments and Folger’s Kate and her compatriots on the ED blog will respond!

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~by Lucretia Anderson

Students and parents learn safe stage combat during Shakespeare in Action at the Folger Shakespeare Library

Students and Parents participate in Shakespeare in Action in a scene from MACBETH at the Folger Shakespeare Library.

In the olden days, families might sit around the parlor reading Shakespeare’s sonnets and plays together for the day’s entertainment. In 2012 we’re shaking it up! This past Saturday, Danielle Drakes and I had the privilege of working with an enthusiastic mix of 6-12 year olds and their parents in a workshop we called Shakespeare in Action! We had a fabulous time introducing Shakespeare’s language, some swordplay and creating scenes from Macbeth. The children and adults took to it likes flies to honey: immersing themselves in the playfulness of our activities and rollicking in the language of the Bard. Kids loved pelting their parents with Shakespearean insults as well as imaginary snowballs in our warm up activities. The parents didn’t hold back either! Interestingly most of them, including the adults didn’t know much about Macbeth. Once we explained there were swordfights and witches, it was on and it was thrilling to see these families engage with Shakespeare so fully.

The morning went by so quickly that we should have called it Shakespeare on the Fly! But sometimes doing drive by Shakespeare leaves them eager for more which was our intention!

What was really great for us was to find out the reasons families chose to attend a Shakespeare workshop in a dark theatre on a bright sunny Saturday morning with the Cherry Blossom Festival blooming all around us. Besides the young boys who came mainly for the sword fighting, most of the parents just really wanted to expose their children to Shakespeare in a different way than they’d been taught. Also, having the chance to do something together that was out of the ordinary also seemed to have a certain appeal. For the kids, I think the experience is priceless. It’s one thing to learn about Shakespeare and the plays at school, it is quite another to really experience the work with your first teachers, mom and dad.

What was your family’s exposure to Shakespeare? How are your kids experiencing Shakespeare now?

 

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The World Shakespeare Festival (WSF) starts April 23rd.  It  is a celebration of Shakespeare as the “world’s playwright.”  The Royal Shakespeare Company is producing the event, which runs until the November.  This event is an unprecedented collaboration with leading UK and international arts organizations. It’s the biggest celebration of Shakespeare ever staged. Approximately 60 partners will be coming together over the next few months to participate in the Festival.  According the the RSC’s website, “Thousands of artists from around the world will take part in almost 70 productions, plus supporting events and exhibitions, right across the UK, including London, Stratford-upon-Avon, Newcastle/Gateshead, Birmingham, Wales and Scotland and online.”  Over 1,000.000 tickets will be on sale for the festival.

Folger Education will be participating in the Worlds Together Conference to be held in London September 6-8.

Are you planning to attend any of these events this summer, when school is out?

 

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The internet is a growing teaching resource and tool, especially when approaching Shakespeare and literature. Digital Theatre projects like Such Tweet Sorrow and Much Ado About N<3thing doubled as insights into familiar characters as well as cautionary tales regarding responsibility, communication, and cyber-bullying. We’ve discussed Twitter and Facebook’s influence on student-teacher communication before, but one teacher has recently been commendably profiled for using Twitter to teach Hamlet.

As part of their Shakespeare unit, students create Twitter accounts for characters from Hamlet — from Rosencrantz and Guildenstern to Ophelia and Queen Gertrude — and send out tweets as they work through the acts.

“You can make the role as big as you wanted.” Barker said. “It wasn’t . . . tweeting for the sake of tweeting. It was more like a strategy to get them to focus on what was really happening in the play and to become really invested in what was happening.”

It’s not fabulous that they’re not playing with the actual language, nor are they exactly on their feet with the text - however, you can’t deny that Mrs. Barker’s students are invested in the play.

Barker gets her students to blog regularly as part of their novel studies unit. She posts discussion questions to the blogging site Ning and students have to write entries, comment on classmates’ posts and use content tags.

“It’s, like, a collective knowledge. You can look back at last year’s blog posts,” said Erin Kope, 17.

Classmate Connor Swick, 17, agrees that blogging is a great educational tool, especially for collaborating with other students.

“If it was in essay form it’s not like you could go over and read everybody’s essay. People get their ideas out and everyone can share it,’ he said.

We do a similar project with our High School Fellowship classes where each day of the course a different student is asked to blog their perspective on the lecture, discussion, rehearsal, or performance, and everyone is required to comment a certain number of times. Sometimes the discussions that blossom without our involvement are pretty spectacular.

What do you think? Is this #Shakespeare approach going to help students relate to Shakespeare better? Are we sacrificing language and performance to use it? Could they be incorporated together?

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By this point, you know what the Folger Education stance on ‘No Fear’ and Translated editions of Shakespeare’s plays is. Don’t use them – they’re not Shakespeare. (See Here, Here, and Here if you missed that message.)

Pickens County public schools in South Carolina, USA, has given us another good reason not to use them:  Parents will complain. Just maybe not for the same reason as we would.

The linked article up there is about Parents discovering obscene definitions in their student’s “No Fear” translation of Romeo and Juliet – like the image below.

After awhile, we’re all fairly aware of the more bawdy of the bard’s puns (and if you’re not, the book above is a complete outline of every single one). But at the middle school level, it’s probably inadvisable to have this material available as part of middle school English. The ‘No Fear’ editions, however, by “translating” Shakespeare’s creative language and offering fixed definitions for key phrases like “falling backward,” take out the subtlety of those puns and leave relative obscenity in their place.

Now, this isn’t a conversation about what students in middle school should be exposed to regarding sex and violence – but whether or not translating Shakespeare makes his work less usable in a middle school classroom. What do you think?

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~by Robert Miller

A new six-part public radio series, Shakespeare Is, will be broadcast nationwide in 2013. The series is being produced by two-time Peabody Award winner, Steve Rowland, (The Miles Davis Radio Project and Leonard Bernstein: An American Life) in conjunction with consulting producer David Chambers of the Yale School of Drama..  The series Web site will include a rich and detailed educational component. Developed by Timothy Gunn, former foundation executive and chair of Grantmakers in Film and Electronic Media, and myself.

Steve Rowland has interviewed over 150 people steeped in the world of Shakespeare, including scholars, actors, directors, students, prison inmates and others. The series assumption is that the works of Shakespeare have taken on a universal nature – and are becoming more and more a standard basis for the discussion of life’s most vexing issues.  These include religion, class, race, the role of women – as well as deeply human issues like power, love, warfare, betrayal, loyalty, and ambition.  Shakespeare Is will be as much a program about society as it is about literature.

Until now, there has been no major documentary for television or radio that gives us a broad overview of Shakespeare’s works or the world of Shakespeare ‘now’: how Shakespeare is read, studied and performed, in the present.  Shakespeare Is will do both.

The six programs will be not about Shakespeare the man, but about the world inhabited today by scores of exciting people who spend their lives performing, teaching and sharing the Bard’s works.  With a careful blending of scholarly interviews, interviews with artists, rare archival material and new scenes recorded for this series, we will lay out some of the more important current thinking about Shakespeare and demonstrate how Shakespeare changes lives. The educational component will include hundreds of interviews from the series, archival scenes, and tutorials for educators, organized to help teachers enrich their lesson plans, and presented with attention to Common Core Standards.

The ShakespeareIs main Web site, www.ShakespeareIs.org is currently up and running. The education component is still growing, and we look forward to having even more to share.

Robert Miller is currently developing the Educational component and collected materials for Shakespeare Is, and was most recently director of educational publishing at WNET in New York. Shakespeare Is is an ongoing project produced by Steve Rowland and Dmae Roberts.

Learn more about Shakespeare Is on their website, follow them on Twitter, or “like” them on Facebook.

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