Feeds:
Posts
Comments

Archive for the ‘YouTube’ Category

Jennifer Ventimiglia’s classroom at Paul Public Charter School in Washington, DC is alive with literary inspiration in the form  of books, posters, and most importantly to us Shakespeare! Ms. Venti’s 6th grade English as a Second Language students have been studying Shakespeare all year long with our Shakespeare Steps Out  program.

Beyond that they have gone the extra mile with added activities and lessons that extend the sessions provided by Folger. Most importantly they had fun, which was evidenced in this memory book video sent to us by the class.

Ms. Venti began her journey at the Folger by using online resources and attending our first Elementary Education Conference in 2009. She has inspired me as much as Shakespeare has inspired her and her students!

Start (or continue) your journey with our Elementary Educators’ Conference June 23-24!

Read Full Post »

We’re noticing something around the internet lately: educators are using contemporary music to enhance lesson plans.

This may not be up-to-the-minute news.

A lot of us remember at least this scene from Renaissance Man starring Danny DeVito where the class of military privates presents the summary of Hamlet as a rap. Or the Reduced Shakespeare Company’s interpretation of Othello as a rap.

But we’re finding fresh examples of this kind of musical education every time we look.

HistoryTeachers on youtube are teaching about famous historical personalities or events with parodies of popular songs. For example: The Black Death is taught through the music of Hollaback Girl by Gwen Stafani, and Shakespeare gets his own melodic biography sung to Shayla by Blondie.

We discovered Flocabulary recently through their inventive animation of Shakespeare thinking up the characters and plot for Much Ado About Nothing. They have a whole book with 17 Shakespearean hip hop tracks including Romeo and Juliet, A Midsummer Night’s Dream, and even Julius Caesar and Sonnet 18.

A week ago I would have rolled my eyes at the concept – it seems so overplayed, so overdone – but as it’s presented in these resources it’s so well-made it’s hard to see students not liking it!

Have you used either HistoryTeachers or Flocabulary before? Do you know of any programs like them? Tell us in the comments!

I’d also be interested to know if music plays a part in your lesson plans now in any shape or form? How do your students respond?

Read Full Post »

~by Jennifer Ventimiglia

As King Ferdinand speaks of Biron in Shakespeare’s Love’s Labour’s Lost, sometimes those of us in the education field also use “reasoning” to keep kids from “reading,” in this case, Shakespeare himself.  Administrators might “reason” that students need to be preparing for state-wide assessments and that there is no space in the curriculum for teaching Shakespeare’s works.  Teachers themselves might cite their students’ below grade level reading skills and the seemingly impossibility of motivating students to read such complex language

The truth is, as I am sure everyone knows reading this blog, studying Shakespeare is FUN and he is for EVERYONE.  Just as Ferdinand was able to convince Biron to sign the oath to work at the academe, it is my hope that educators will realize that even the youngest student can grasp Shakespeare’s themes.

Students from Paul PCS determine what "prabble" means by acting out the sounds.

When I switched from teaching high school English in Chicago to 6th grade ESOL in DC, I wondered if there was a place for Shakespeare in my classroom.  With mounting pressure for my students to pass the DCCAS state assessment and with my students’ varying English proficiencies I almost reasoned against teaching Shakespeare.  For about 5 seconds.

No matter what I cannot bring myself to take the joy factor out of education.  With a little bit of planning and creativity I found a way to weave core learning standards, the balanced literacy approach I use in my instruction, and our good friend Will.

The resources here: “Strategies to push students from struggling to independent readers” are far less exciting, but nevertheless, they provide infallible pre, during, and post reading strategies to engage students in reading Shakespeare while building their capacity to attack even the most difficult passages.

Jennifer Ventimiglia teaches middle school ESOL at Paul PCS in Washington, DC and is a participant in the Folger’s Shakespeare Steps Out program.  She  earned her Master’s Degree in TESOL at American University.  She and her students have a blog at www.msventiclass.blogspot.com and a You Tube channel called “MsVentiClass.”

Read Full Post »

No, we’ve covered the Zombie contingent for now, though I’m sure we’ll return to it at some point!

Shakespeare’s work has been colorfully animated many times: The upcoming Gnomeo, the light-hearted Sealed with a Kiss, the epic The Lion King, and – especially – with original language (cut to 25 minutes per play) with Shakespeare: The Animated Tales. The language lends itself to animation because the artwork literally paints the picture that the words create in the reader/animator’s head.

You and your students can be animators, too!

The video above was created by students from Paint Branch HS with the help of Leila Cabib, who led a week-long animation workshop. On her website she features a short documentary about how her students create their animations.

Animating a scene or a quote (given context) gives students the chance to really think about what the words say to them, and the means to show their interpretation creatively. This can be accomplished with programs like Photostory 3 (Windows), Final Cut Pro (Mac), or even getting the process as far as simply Storyboarding with programs like Pixton and Comic Life.  Information about many of these programs (and many more!) can be found on Mike’s Resources page.

If you (or your students) are interested in animation, a wonderful resource recommended by Leila is the National Film Board of Canada’s “Focus on Animation” Web site. There’s a lot of hands-on activities for younger students, and a plethora of information about the craft of animating and its illustrious history.

Are you already using programs like these in your classrooms? If so, do you have any examples you’d like to share? If not, do you see yourself doing any of this with your students?

Read Full Post »

If you’ve been to the movies at all this winter, you’ll have started to see posters and previews for this new animated feature:

At first glance, it’s cringe-worthy. Nothing seems to be related to Shakespeare’s play at all except the concept: warring families and a young couple in love, yet some ads call it “an animated version of Shakespeare’s play.” It is hardly the first modernized Romeo and Juliet, and is even the second animated version. What about this take makes it special – if it is?

From the trailers, I’ve noticed that they’re at least referencing the play a bit: “Get thee to a theatre,” “parting is such sweet sorrow,” a singing bronze Bard… Could it be enough to use in the classroom? It’s certainly got the animated appeal, and (apparently) comic element for an engaged audience. It’s even got Maggie Smith and Michael Caine as the heads-of-house: Lady Blueberry and Lord Redbrick!

We’ve talked about Kid-friendly Shakespeare adaptations before, but what do you – as educators – think about this upcoming film? Do you plan to see it, or have any interest at all?

Read Full Post »

Right now director Julie Taymor is making more headlines for Spiderman: Turn off the Dark on Broadway – meanwhile her latest film: The Tempest is finally in theaters nationwide. Though, it seems, in very few theaters, so good luck seeing it on the big screen. Our nearest screen is about 30 minutes away in downtown Bethesda, MD – hopeully we will all get to see it before we have to wait for the DVD release!

Two videos from the actors’ perspectives circulating the internet catch my attention. In this first video, Helen Mirren (playing Prospera), Djimon Hounsou (Caliban) and Russell Brand (Trinculo) speak about being in this visually stunning film. Dame Mirren mentions that her first experience with Shakespeare: performing a scene with her class!

And here, Russell Brand delivers an improvised monologue (in the character of Trinculo) on Day 1 of rehearsal, in a very Shakespearean vein:

Finally, here is Julie Taymor giving an interview with Stephen Colbert about some of the choices she made for the film: including the decision to make Prospero a woman:

Many educators tell us that they use film as a teaching tool for Shakespeare, so if you’ve already had a chance to see this film – tell us what you think! As a Shakespeare enthusiast or with your Educator’s hat on: how can this film be used to teach The Tempest or examples of Shakespeare’s text? If you haven’t seen the film, do you plan to? Does anything grab your interest from above?

Read Full Post »

Students perform The Tempest for the 2010 Children's Festival

    In the age of  more and more  Tinkerbell movies(yes there’s another one coming soon), one can understand an elementary educator’s propensity towards producing A Midsummer Night’s Dream with their students. Young girls can be quite drawn to the idea of putting on those fairy wings and singing a sweet lullaby to their Queen. Budding young actors love the idea of strutting their stuff as mechanicals preparing a play within the play. And with the hijinx that ensue between Oberon, Puck and the lovers, there is no end to the potential for side-splitting laughs with the children. Also, from a teacher’s standpoint the language is likely far clearer and easier to teach than other Shakespeare works.

However. Midsummer is not the only play that can be made suitable for performance by elementary students! I suggest that young troupes may dare to take on plays with other thematic elements that might be appealing to elementary children.  Why not tap into the Harry Potter streak and throw a little Tempest into the mix? Plenty of  potential for casting would be wizards, sprites and strange creatures there. What about the longing for power and glory and the sheer menace in Macbeth or Richard III? Betrayal, treachery, really cool sword fights, hello? Kids can shock you with their ability to handle the complexities of Hamlet.

Don’t want to go to that dark place with your students? The antics in Twelfth Night, As You Like It or Comedy of Errors can also be a pleasant departure from the norm. Mistaken identity and genderbending are always a hit!

What do you think? Should we challenge ourselves before we send another fairy traipsing across the stage? Or when working with young students is it best to go with a play somewhat less challenging, more familiar and that has more party store accessible costuming choices?

Should you decide to perform something other than Midsummer with your younger students this year, here’s a movie trailer sure to satisfy your Fairie sweet tooth:

Read Full Post »

Films offer directors and actors a chance to take their ideas either to a totally unrealistic setting and space, or to make the piece entirely real.  Both Michael Almereyda and Franco Zeffirelli accomplish the later with their heavily realistic films in the modern day and in a medieval castle.  Their actors are able to speak to themselves and each other privately, intimately, and are ultimately devoid of screen “tricks.”  The audience can accept everything about the world the characters inhabit because it is so complete.

Conscience-catching Kenneth Branagh as Hamlet (1996)

Somewhere in the middle of the spectrum lie Branagh’s and Olivier’s versions.  Both Hamlets reside in a world that is an in-between place. It might be in another dimension in time, but is not viewed as “of this world.”  Olivier’s Elsinore is covered in mist, and makes great use of voiceover so that the whole play almost seems to take place inside Hamlet’s Freudian-influenced mind.  Branagh’s epic film seems to be set just shy of the turn of the 20th century, yet the lavish, rich decor and colors set it apart from reality.

 Also to be found on film are staged versions (or adaptations of staged versions for film) of Kevin Kline, David Tennant, and Richard Burton.

 Even just watching the same speech as imagined by these actors and directors is incredibly different. Obviously I could go on and on, but I invite you to preview these films and discuss how they can help us as teachers (or students) relate to the text in a different way. Where would you have set Hamlet? What would the world look like? How would you discuss the play with your students after having seen some or all of these films? Tomorrow I will be offering my “discussion pieces” of Hamlet in film.

Read Full Post »

April is Hamlet month this year at the Folger! Our upcoming performance, opening April 21st, has us so excited for the Bard’s Greatest Tragedy!

The play has been examined in a myriad of ways, so instead of trying to cram it all into one entry I will begin with notable performances of Hamlet.

Hamlet recently played to sold out crowds on Broadway with a bold production from London

Jude Law as Hamlet, Fall 2009

starring Jude Law, which was called “athletic,” “electric,” and “full-throttle.”  Hamlet is very often seen as a thinker; an inactive, introspective, indecisive young man – but this Hamlet was charged with action and feeling in a world filled with shadows and dark voids.

For all his thoughtfulness, Hamlet is a compelling character, one whom many actors have portrayed both on stage and in film. Notable film adaptations include the staged 1964 version starring Richard Burton and John GielgudKennth Branagh’s 1996 epic, Franco Zeffirelli’s 1990 rough-edged period piece (also known as the “Mel Gibson” Hamlet), and Michael Almereyda’s 2000 modern take starring Ethan Hawke.  Each of the actors playing Hamlet on film bring something different to the table: quiet contemplation, frenzied inner struggles, and cold calculation among them. Each Hamlet is searching for the character who has remained a puzzle to actors since Richard Burbage recited the role in the 16th century.

Sarah Siddons was the first actress to take on the role in the 18th century, but was not the last.  Many famous actors like Edwin Booth and David Garrick took up the mantle of the troubled Dane to great acclaim from their peers.

A college colleague, Megan Reichelt, introduced me to this poem by Carl Sandburg that seems apt to this discussion: What is it about Hamlet that keeps actors asking questions, and what makes his character so interesting to portray?  Which portrayal of Hamlet that you have seen was of particular interest to you, and why?

“THEY all want to play Hamlet.
They have not exactly seen their fathers killed
Nor their mothers in a frame-up to kill,
Nor an Ophelia dying with a dust gagging the heart,
Not exactly the spinning circles of singing golden spiders,
Not exactly this have they got at nor the meaning of flowers—O flowers, flowers slung by a dancing girl—in the
saddest play the inkfish, Shakespeare, ever wrote;
Yet they all want to play Hamlet because it is sad like all actors are sad and to stand by an open grave with a joker’s
skull in the hand and then to say over slow and say over slow wise, keen, beautiful words masking a heart that’s
breaking, breaking,
This is something that calls and calls to their blood.
They are acting when they talk about it and they know it is acting to be particular about it and yet: They all want to play
Hamlet.”

Read Full Post »

Off-Beat Hamlet

I’ve trolled through YouTube and found some wacky Hamlet humor.

Please add your comments below with any other Hamlet videos that you’ve discovered.

Read Full Post »

« Newer Posts

Follow

Get every new post delivered to your Inbox.

Join 97 other followers