Feeds:
Posts
Comments

Archive for the ‘TSI’ Category

Gabriel Fernandez

Gabriel Fernandez

Before the 2014  Teaching Shakespeare Institute began, we did a couple blog posts with some reflections from TSI alumni from 2010 and 1991.

Now, with the 2014 TSI behind us but still fresh in our minds, we’d like to share another set of reflections from a TSI alum, Gabriel Fernandez, who participated in the 2012 program.

Gabriel teaches for the Upward Bound program for future first generation college students in San Antonio, TX, at Palo Alto College and is currently developing a Shakespeare program for Boystown in San Antonio and the Juvenile Corrections Center in San Antonio. He has taught at the high school level for five years.

Here are some of his answers to the questions we asked.

How did TSI change the way you teach?

TSI made me more perceptive of my students’ needs in regards to Shakespeare and more engaging as a teacher of his works. It also brought me closer to the eternal questions that he continues to ask of every generation.

(more…)

Read Full Post »

What is it about the Teaching Shakespeare Institute that led one alumnus to describe it as “the best way on the planet to learn more about Shakespeare and become a better teacher”?

We’re proud of the 30-year milestone that TSI reached this year, proud of the impact it’s made on American education since the first summer institute in 1984, and proud of the legacy it’s created.

And we’re proud of the latest crop of teachers to go through our program! We’d like to share some photos of the 25 educators who spent four weeks at the Folger this summer. What an amazing time for all!

These photos show teachers collaborating together, learning from scholars, investigating primary source material in the Folger’s Reading Rooms, challenging themselves with performance-based teaching techniques, and using technology to build effective classroom material.

 

This slideshow requires JavaScript.

See even more photos in our Flickr gallery.

Read Full Post »

As we draw near to the end of the first week of TSI, we wanted to give you a glimpse into how things are going so far.

The days are just packed! Our TSI teachers have acted on the Folger stage, looked through rare materials in our Reading Room, interacted with scholars in focused seminars, worked through curriculum ideas, and much more.

(more…)

Read Full Post »

Mary Bevilacqua

Mary Bevilacqua

To celebrate the 30-year milestone for the Folger’s Teaching Shakespeare Institute, we’re doing a series of interviews with alumni.

A few days ago, we talked with Geoff Stanbury, who participated in the 2010 TSI program. For our next interview, we turned to Mary Bevilacqua, a 1991 TSI alum who was a teacher for 30 years. Mary taught 9th grade English and AP Literature for twelfth graders at Western High School in Ft. Lauderdale, Florida.

How did TSI change the way you teach?

TSI changed the way I teach because it gave me the confidence, the tools and the knowledge that enabled me to transform my classroom into a miniature TSI, complete with costumes, set designs, and not only reading, but also acting out the plays.  The best part: I did it with “regular” classes, along with gifted and AP. And I incorporated it in everything we studied, especially poetry.

(more…)

Read Full Post »

As we anticipate our 2014 Teaching Shakespeare Institute, which starts on June 29, we’re spending some time reflecting over the last 30 years of the program, from when it first began in 1984. To celebrate this 30-year milestone, we’re doing a series of interviews with TSI graduates.

We got in touch with a TSI graduate from 2010 to see where he is now and to hear how his TSI experience has changed the way he teaches.

Geoff Stanbury

Geoff Stanbury

Geoff Stanbury currently teaches at St. Mark’s School of Texas and just finished his sixth year of teaching 7th grade humanities. Next year he’ll be teaching 9th, 11th, and 12th grade English. He says he’s “planning on imbuing classes with as much Shakespeare as possible” and hopes to launch a Shakespeare elective class.

Here are his answers to a few questions we asked:

1. How did TSI change the way you teach?

TSI got me to internalize the fact that it’s fun and productive to ignore convention within the classroom. As long as I can imagine how students could benefit from any particular activity, no matter how weird, than any such activity is a good one.

(more…)

Read Full Post »

Folger Teaching Shakespeare InstituteIn 1984, the National Endowment for the Humanities funded the first Teaching Shakespeare Institute, a month-long summer program at the Folger for high school and middle school teachers from across the country. Thirty years later, TSI is still going strong.

This summer we’re commemorating three decades of tradition and celebrating how TSI has transformed the way Shakespeare is taught in American classrooms.

In coming weeks on this blog, we’ll be posting interviews with alumni from past TSI programs, leading up to TSI 2014, which begins June 29. Less than a month to go!

TSI began under Folger Education’s founding director, Peggy O’Brien, who left the Folger in 1994 but returned in 2013. O’Brien edited Shakespeare Set Free, a groundbreaking series packed with practical, specific teaching ideas written by TSI faculty and participants.

In past summers, participants have studied four Shakespeare plays—a play a week—from three essential perspectives: scholarship, performance, and the secondary school classroom. However, this summer the 25 teachers in TSI will undertake a more in-depth look at just two plays: Romeo and Juliet and Twelfth Night. Read more.

Are you a TSI alum? Send your photos to educate@folger.edu for a photo gallery that we’re creating to celebrate this 30-year milestone.

Read Full Post »

Find this quote in context at folgerdigitaltexts.org

Guest post by Josh Cabat

“Uneasy lies the head that wears a crown.”

While the average ELA Chair or Director has little to fear in terms of civil unrest in the Northlands, we have all, as did Henry IV, struggled with internal resistance to change.

How often have you found a great idea at a conference or in a journal, and then presented it at a department meeting only to have it greeted with smiles and nods and subsequently ignored? Reflecting on and changing our own process is challenging enough; to get others to do so is often a steep mountain indeed.

This is even more true when it comes to Shakespeare. Resistance to new ideas in teaching Shakespeare usually comes in two flavors. One comes out as “You expect those students to do Shakespeare?” which usually signifies the teacher’s own insecurity with the material. The other is the complete opposite: “You’re telling me how to teach Shakespeare?” Take heart, though; there are many ways over, around, and through these walls. (more…)

Read Full Post »

We know that Shakespeare wrote at least 37 plays – though not all of them are taught in our classrooms. We love teaching the recognizable and easily-found HamletMidsummer, Othello, and Macbeth, but there are so many to choose from if you have the time and the inclination to dig deeper. In this week’s Teacher to Teacher videos, teachers like you make the case for the plays they enjoy teaching:

Image

You may remember Gina Voskov’s impassioned post on this very blog, “Fighting With Truth,” in which she described her students’ affinity for learning Shakespeare and her comparison of Titus Andronicus to modern events and other authors. Hear more from Gina in her video, below. 

 

Then, of course, there’s something to be said for a play that can generate fantastic discussions. One of Shakespeare’s more modernly controversial plays, The Merchant of Venice, provides us with ambiguous characters and tough questions. Four of our teachers chose this play, but Dr. Robert Thompson sums it up nicely:

 

Finally, you may already be teaching King Lear, but we love what Gabriel Fernandez has to say about how personally relatable this play is for everyone. It appeals to our love of fairy tales, but does not give us the resolution we want. What can we learn from that?

 

What is your favorite play to teach? Why so? Let us know in the comments!

Read Full Post »

During this month’s Teaching Shakespeare Institute, some of our Summer Scholars have chosen to blog their experiences on their own sites, and have given permission to share some of them here. Today, we catch up with Greta Brasgalla in the last week of TSI:

It is my last week here at TSI and today I requested some rare books from the vault in the Reading Room, so I could take pics of them.  My friend, Kim, already requested Holinshed’s Chronicles last week.

Morning Lecture and Seminar:  Jay Halio and the text of Pericles

I bet most of you have never read Pericles, but it is really a great play.  It has incest, zombies, whores who never do it, romance, and pirates!  Yep, all of that.  Most people don’t even think Shakespeare wrote it because it was not in the First Folio.  It is possible that George Wilkenson co-wrote some scenes.  It is still an interesting play.

Jay discussed how editors make choices in the texts.  Most of us had some Shakespeare anthology we used during college (mine was the Bevington).  Whatever book you had, you are at the mercy of the editors and what THEY believe to be the best way to translate Shakespeare’s words.

Printers had lots of type that they were setting upside down and backwards.  In some cases, they ran out of a letter, flipped it around, or stretched out verse to fill the white space on the page.

Cool idea:  get pics of a folio edition and a quarto and have students examine the difference in language used.  Example:  Desdemona’s speech to the Duke  “That I love the Moor” or “That I did love the Moor.”  Big difference in connotation.  Also, at the end of Othello,  “base Judean” or “base Indian”?

Fun fact:  upper case refers to the large letters that were kept in the printers top case.  Lower case refers to the smaller letters in their bottom case.  (thanks to Deborah Gascon)

Tea Time with Oscar Wilde, Holinshed, and Faust

Here are some pics of the letters and books we had checked out in the Reading Room today:

From Holinshed’s Chronicles:  Macbeth’s confidence in wizards

 
 
 

The Letter.

 
 

Another Holinshed photo with Macbeth’s Laws

Finishing up lesson plans and working on our performances for Friday!  Almost there!

Blessed to be Teaching!

Greta heads the English Department at El Dorado Ninth Grade Academy in El Paso, TX.  She holds a Master of Arts degree in English and American Literature and a Bachelor of Arts in English and Theatre Arts from the University of Texas at El Paso, and now has 20 years of classroom experience.

Read Full Post »

During this month’s Teaching Shakespeare Institute, some of our Summer Scholars have shared their experience with us. Today, Sarah Lanterman muses on the past four weeks and how she’ll take what she’s learned here into her future classrooms:

As a new teacher, I have been inspired by my experience at the Teaching Shakespeare Institute this month.  The wonderful mix of lectures by renowned scholars, seminars, curriculum, performance, and group work projects has given me new confidence and insight into my work as an educator.  I have forged new friendships and made professional connections that will last a lifetime.  Now, I know this sounds cheesy, but the sense of community we have fostered this month has given me insight into how powerful a learning community can be.  This vision of the potential power of fellow learners—both as teachers and for students—is something that I can’t wait to take back with me to my classroom next year.

Looking back, one of the most important “take-aways” I have from my month at TSI has been the importance and validity of performance as a form of close reading.  Performing the text in a variety of ways from reading around for punctuation, to rehearsing a scene with script in hand, to performing a piece of text learned by heart has given me a new level of comfort and familiarity with the text in ways I would have never anticipated. In our curriculum sessions we have not only discussed this important pedagogical strategy, but we have also experienced the ways in which we continue to gain new insights into and understandings of the text by doing this ourselves.  Another result of experiencing performance as close reading is that I have been more empowered as an educator, and I believe that my students will experience the same sense of growth and insight and empowerment we did when I take this with me into my classroom next year.

Sarah is a high school English teacher and high school girl’s lacrosse coach.  She attended the University of Oregon with a major in English/minor in Spanish.  As an undergraduate she interned with the education department at the Globe Theatre in London.  She earned her MA in Shakespearean Studies at King’s College London, and also served as a research intern with the Globe Education department.  After returning from London, she earned my M.Ed. in Secondary Education at the University of Washington—Bothell. 

Read Full Post »

Older Posts »

Follow

Get every new post delivered to your Inbox.

Join 1,179 other followers