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Archive for the ‘Introducing Shakespeare’ Category

In honor of #ThrowBackThursday, we’re sharing one of the more popular videos from our Teaching Shakespeare series.

Sue Biondo-Hench, a curriculum specialist (and alumna) of the Folger’s Teaching Shakespeare Institute and an English teacher at Carlisle High School for more than 29 years, often starts off a new Shakespeare unit by having students explore character and motive using a key passage of text—sometimes just a single line.

 


“What makes Interpreting Character such a successful exercise,” says Biondo-Hench, “is its multiple points of focus. Students explore a play-specific character, engage in performance-based methods for interpreting the text, and learn how Shakespeare’s language allows for multiple meanings”.

Interpreting Character uses scenes from Henry IV, Part 1  and centers on Prince Hal, but the exercise works equally well for any Shakespeare play—or any other play!

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By Deborah Gascon

It’s September and the weather is cooling down, but your students’ love for Shakespeare is warming up, right? Okay, maybe not love like, “will you go to the homecoming dance with me?” love, but maybe a lukewarm shyness sort of love? Your students aren’t ready to dance with Shakespeare, but definitely have been making eye contact and passing notes in class (or sending iMessages for you techie-teachers?).

My new batch of students haven’t experienced too much Shakespeare yet, but I have been dotting my daily lessons with a little bit of Shakespeare and performance-based instruction. By prom, they’ll all be asking their new love Super-Shakes to be their date.

Let me tell you about a quick and easy way to include the Folger’s approach to performance-based learning in our daily classroom lives. (more…)

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Guest post by Deborah Gascon

Eighteen years ago, days before my first year teaching began, my principal gave me the best advice I’ve ever heard about the first day of school. She simply said, “Make the students want to come back.” She told me to forget the syllabus and classroom procedures—the students won’t retain those rules and did I really want my first impression to be about how to ask for the bathroom pass?

As suggested, I followed through with my hopefully-memorable plans on that first day. When I ate dinner that night (in my pjs because I was so exhausted!) I had visions of my eighth graders at their dinner tables telling their families about their invigorating English class. I’m still not sure if that happened, but they all came back the next day with smiles on their faces and eager to learn. They were optimistic. And so was I.

With that advice in mind, on the first day of school for the past two years I’ve incorporated Folger performance methods in my lesson plans.  What a difference this has made. No longer were my sleepy seniors glaring at me (and the clock) and no longer were my freshmen struggling to sit still in a desk after a summer of hyperactivity.  Instead, students were on their feet, participating and laughing (and learning!).

Here are some quick methods to get the students up on their feet and loving the first day (and every day after!) in your classroom:

(more…)

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Justin Adams (Laertes) and Graham Michael Hamilton (Hamlet), Hamlet, directed by Joseph Haj, Folger Theatre, 2010. Photo by Carol Pratt.

Justin Adams (Laertes) and Graham Michael Hamilton (Hamlet), Hamlet, directed by Joseph Haj, Folger Theatre, 2010. Photo by Carol Pratt.

The Shakespeare’s Globe production of Hamlet is on tour–heading to every country in the world–and it’s stopping at the Folger Shakespeare Library later this month.

Therefore, we thought this would be an opportune time to revisit an invaluable teaching resource created by the Folger, the Insider’s Guide to Hamlet.

The Insider’s Guide is a multimedia experience with video clips from actors that accompany the featured lesson plans. These videos, which are based on Folger Theatre’s 2010 production of the play, highlight Hamlet‘s themes, characters, and plot–perfect for students encountering the play for the first time or those seeking a refresher course.

Here’s the video playlist for the Insider’s Guide, but visit our website to see the associated lesson plans.

What are the resources you use to teach Hamlet? Let us know in the comments.

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Harvard University professor Stephen Greenblatt knows a lot about Shakespeare. He’s the author of “Will in the World: How Shakespeare Became Shakespeare,” and he came to the Folger Shakespeare Library this spring to participate in a research conference on “Shakespeare and the Problem of Biography.” But Greenblatt did not immediately latch on to the Bard in his student days. As he put it recently in an interview with the Harvard Gazette:

I was no child prodigy. In fact, I encountered “As You Like It” in Miss Gillespie’s eighth-grade class — and it seemed like the worst, most boring thing I ever read in my life. I can still remember the shudder with which I received the words “Sweet my coz, be merry.” I just didn’t get it at all. So it’s not like I awakened as a child to the wonders of Shakespeare.

Stephen Greenblatt

Stephen Greenblatt at the “Shakespeare and the Problem of Biography” conference at the Folger Shakespeare Library, April 2014. Photo by Teresa Wood.

Later in the Q&A, we learn which Shakespeare plays Greenblatt would rather have studied in middle school, how videos can make a difference in the English classroom, and at what moment the Bard was reclaimed in Greenblatt’s imagination. (more…)

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By Kevin Costa

Whenever I begin a Shakespeare play with my students in my two-year course, The Institute for Shakespeare and Renaissance Studies at McDonogh School, I get the class working on text from just about Day One. I don’t spend a lot of time setting up with talk about Shakespeare’s life or with the history of the period — there’s plenty of time for that later, if at all.

Owiso Odera (Othello) and Ian Merrill Peakes (Iago), Othello, directed by Robert Richmond, Folger Theatre, 2011. Photo by Carol Pratt.

Owiso Odera (Othello) and Ian Merrill Peakes (Iago), Othello, directed by Robert Richmond, Folger Theatre, 2011. Photo by Carol Pratt.

When I first started this course, I would choose the play we’d cover for two years, but this fall I took a different approach. My students and I looked through the Complete Works, and we read bits and pieces of plays that I thought they might like. This year, I think we may have looked at the moment in Othello where Iago helps convince Othello that Desdemona has been unfaithful (3.3). Then we also read through the two scenes in Measure for Measure where Angelo propositions Isabella to sleep with him (2.2 & 2.4).

If you have a choice of play from which to chose, this is a compelling way to have students own their experience from the get-go. In other words, get students hooked by offering some of a play’s “greatest hits.” Once they have a taste of something they like, they’ll certainly want more since a well-chosen scene can really awaken their curiosity for the whole work.

If you don’t have a choice in play, that’s no problem at all. Here are some ideas for some of the most-taught titles.

(more…)

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As you probably know, April 23 is Shakespeare’s 450th birthday, and the Folger Education staff wants to get everyone involved in the celebration. So we are hosting a Balcony Scene Flash Mob Festival. It’s simple. It’s fun.  And it will get a lot of people speaking Shakespeare.

UNCWe hope to get groups from all across the country to take part.

So please join us! (more…)

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