By Aleksander Zywicki
Aleks Zywicki in front of the Folger. (Image: Aleks Zywicki)
This past July, I had the great fortune of attending the Folger Shakespeare Library’s Summer Academy in Washington, D.C.
There, I attended lectures given by master teachers and scholars; I played the part of the Ghost in a performance of Act One of Hamlet; I held—in these two hands—Walt Whitman’s copy of the Sonnets, a letter written and signed by Henry David Thoreau, and an authentic First Folio; though, mostly, I learned in a way that I had not, in years.
I cannot honestly say that I have ever learned during the typical professional development opportunities that I have been offered. I have never been inspired by a webinar, nor have I been pushed towards daring, original thoughts during a mandatory workshop. I have been informed of products. I was told about strategies.
However, teachers know what learning looks and feels like and it does not resemble the buying and selling of a gimmick. It requires a seemingly impossible level of concentration, desire, fear and motivation. It demands that a person grow comfortable with continuously dismantling an intricate and delicate level of understanding that had once been declared, “finished,” only to be rebuilt again, and again.
Throughout my education I was taught to want to learn and that experience made me want to teach others to do the same. When I left Washington, I felt confident in my ability to do so, in a way that I had never known before.
What had convinced me so thoroughly that the skills I was learning at the Folger could lead to authentic learning for my students, was that they emphasized student engagement with Shakespeare’s words—not a watered down alternative to his words; not theories that attempt to unravel his words; just his words.
One of the lessons I appreciated most is titled “3-D Shakespeare.” It gets students right inside a scene, and puts that scene on its feet.
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Posted in Hamlet, Introducing Shakespeare, Midsummer, Shakespeare, Shakespeare's Plays, Summer Academy, Tales from the Classroom, Teaching | Tagged 3-D Shakespeare, A Midsummer Night's Dream, Aleksander Zywicki, Hamlet, Introducing Shakespeare, Summer Academy alum, tales from the classroom | 3 Comments »
This post originally appeared on Making a Scene on December 13, 2012
~by Gina Voskov
My first experience with Shakespeare was in 4th grade. I was asked to play the part of Celia in As You Like It for a Shakespeare festival. I can safely say that at the time I had no idea what I was doing or who Shakespeare was or why I had been asked to be in a festival, but 20-something years later, I remember the experience vividly. I wore a red velvet dress with a white lace collar, white tights, and black patent leather shoes. They were the most Shakespearean things I had in my closet in rural Vermont and even though they were technically my Christmas clothes, I put them on in the springtime to perform: “I pray thee, Rosalind, sweet my coz, be merry.”
I wish I could say that my 4th grade experience with Shakespeare set me on a course to love and study the Bard, but it did not. He quickly fell off my radar and didn’t appear back on it until my 9th grade year when we read Romeo and Juliet, and then again the next year when we read Julius Caesar. I think if it hadn’t been for Julius Caesar, I would have given him a chance, but the experience of reading that stupid play set me on a course to hate and avoid the Bard–we did worksheets and talked about caesuras and sat in our seats and read aloud. I vowed I would never again pick up a Shakespeare play, and was successful in keeping that vow. Until, that is, I needed to finish my English degree and the whole thing hinged on a single Shakespeare course. Do I really need to tell you about my anger when I realized I couldn’t graduate without taking a class about the one writer I hated more than anyone? Maybe it was my professor, or maybe it was the choice of texts she had us read or the way she led us through the conflicts and tensions and beauty of the plays, but that course changed everything. It was while sitting in our classroom on a spring day after reading Titus Andronicus that I realized I needed to be a teacher. Not because it was what all English majors would likely end up doing but because I needed to share Shakespeare. And the best way I could figure how to do that was by becoming a teacher.
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Posted in As You Like It, Introducing Shakespeare, Julius Caesar, Romeo and Juliet, Shakespeare, Shakespeare's Plays, Tales from the Classroom, Teaching, Titus Andronicus | Tagged As You Like It, Cinna the Poet, Gina Voskov, Julius Caesar, Romeo and Juliet, tales from the classroom, throwback thursday, Titus Andronicus, TSI alum guest post | Leave a Comment »
By David Fulco
Students performing the Dumb Show from Hamlet . (Image: David Fulco)
At the end of TSI 2014, I made a pledge that I would not read the syllabus to my class on the first day of school.
After a summer collaborating with some of the most innovative teachers in the country, it did seem a shame that I would return to my classroom and fall back into the trap, albeit a safe trap, of
going over rules and regulations, expectations and procedures on that first day.
Couldn’t the first 45 minutes of the year be used for a better purpose? Shouldn’t the first 45 minutes of the year be used for a better purpose?
(What does it say about me that I hear Peggy O’Brien’s voice in my head when I ask myself those questions before the start of each school year?)
For the past two years I have asked my 10th grade students at The Laboratory School of Finance and Technology in the South Bronx, New York City to perform Tableaux Vivants on the first day of school. As a reference for our still life poses, I use the original text of the Dumb Show from Hamlet (3.2.144-156). That the students aren’t familiar with Hamlet or won’t read Hamlet as sophomores, is not a problem. The Dumb Show stands alone, allowing you to discuss as much, or as little, about Hamlet as you would like.
What I do:
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Posted in Folger Education, Hamlet, Introducing Shakespeare, Shakespeare, Shakespeare's Plays, Tales from the Classroom, Teaching | Tagged David Fulco, Hamlet, Introducing Shakespeare, tales from the classroom, TSI alum guest post | 1 Comment »
By Sara Lehn
Michael Fassbender as Macbeth (Image: StudioCanal)
“Who would you choose? Benedict Cumberbatch or Michael Fassbender?”
“But have you seen the new Michael Fassbender trailer? It looks amazing!”
It is the first meeting of the school year for my Shakespeare Society’s Executive Board. Although it has been months since we all met, our table is brimming with enthusiasm, excitement, and fresh ideas for how to bring Shakespeare to our school’s population. And, of course, a debate on which would make a better field trip: Benedict Cumberbatch’s live theater broadcast of Hamlet or Michael Fassbender’s upcoming film of Macbeth. There is clearly some dissent in the ranks.
Several years ago, a group of students started an application for a new Shakespeare club in our high school. I was not a part of the initial process, but I was lucky enough to be able to step in and help them to pursue their goal. Last September their efforts came to fruition, and I became the advisor of the new Shakespeare Society.
We started out simply: the 30-second Macbeth, Slugs and Clods, light-hearted activities to provide a little laughter and fun. We planned a movie night and spent a wonderful Friday evening curled up on the floor of our study center with blankets and pillows and slices of pizza. As the year progressed and our school’s annual Shakespeare Festival approached, we chose and rehearsed scenes and planned audience-participation activities. The festival culminated our first year together, and left me looking forward to continuing the expansion of our club.
Students don’t have to love Shakespeare to join our Shakespeare Society. In fact, several of my club members openly profess that they are not particularly big fans. Continue Reading »
Posted in Introducing Shakespeare, Macbeth, Much Ado About Nothing, Performance, Romeo and Juliet, Shakespeare, Shakespeare's Plays, Tales from the Classroom, Teaching, Titus Andronicus | Tagged Hamlet, Macbeth, Romeo and Juliet, Sara Lehn, Shakespeare clubs, Summer Academy alum, Titus Andronicus | 4 Comments »
By Stefanie Jochman
Debbie Gascon’s brilliant advice to start the school year with Shakespeare has made my hot, humid classroom one of the coolest places to be on the first day of school. This year, my freshmen and I
Shakespeare in a Mug (Image: Stefanie Jochman)
played a game of “Shakespeare in a Mug,” my modification of “Shakespeare in a Can,” an activity I learned from Michael Tolaydo and Caleen Jennings at the 2014 Teaching Shakespeare Institute. The results? A fun 45 minutes that taught me a lot about who my students are and what they need in the year ahead.
Here’s how it works:
- 3 mugs or small containers
- 2 sets of short lines from Shakespeare plays printed on small strips or squares of paper (I used insults from Romeo and Juliet, a play we will study in a few months. As Jennie K. Brown suggested in her post, compliments create an even more welcoming atmosphere.)
- 1 set of places/ situations printed on small strips or squares of paper (I chose places and situations that would be familiar to students (i.e. Green Bay’s own Lambeau Field, our local shopping mall, the principal’s office, the Oscars)
- Pair students and have them choose who will be partner “A” and partner “B”
- Partner “A” takes a line from one mug. Partner “B” takes a line from the other mug.
- Partner “B” also selects a location/situation from the third container
- Allow time for students to plan a small improvised scene that takes place in their location/situation and involves both of their lines. I also allowed students to add a line or two of their own to help set the scene if necessary.
- When time is up, students perform their brief scenes for the class, and everyone earns a round of applause!
What I discovered:
- My students need models. When they first received their lines and situations, my freshmen struggled to figure out what their lines meant, how they fit together, or why someone might utter them in their chosen situation, but after I modeled a quick scene with a brave volunteer (we were rival Packers and Bears fans who got into a scuffle at Lambeau), they understood what to do.
- My students are kind and brave. One line that made it into my mix was “Go thy ways, wench” (2.5.46) from a conversation between the Nurse and Juliet. It’s not an insult in that conversation, but it sounds like one. A boy who had been partnered with a girl picked the line from the mug and quickly asked to exchange it; his refusal to call a classmate “wench” made my heart melt a little bit. Later in the week, I asked students to write letters of introduction. A few students admitted to being very nervous about public speaking, but they took on the “Shakespeare in a Mug” challenge with gusto!
- Shakespeare on Day 1= Critical thinking on Day 1: Students had to puzzle out the tone of their performance by thinking about what words meant and what lines sounded like when read aloud. When groups weren’t sure about how to fit their lines into their situations, a few questions about the conflicts, meetings, or actions that normally happen in their location—a process not unlike using context clues to determine a word’s meaning—were all they needed to put the scene together.
“Shakespeare in a Mug” is open to interpretation. When I first played “Shakespeare in a Can,” partners kept their lines a secret from each other, but I modified the game to create more opportunities for conversation and collaboration on the first day of the new year. I’ve read about other versions of this activity that use small groups rather than partners. “Shakespeare in a Mug” also doubled as my classroom icebreaker; I required partners to learn fun facts about each other introduce themselves to the class prior to their performances.
Were the scenes perfect? No. Did we laugh a lot? Yes. Did my students learn that my classroom will be a safe place to collaborate, make mistakes, and be creative? I hope so. And did I get a snapshot of the funny, kind, shy, smart, creative, bold, goofy, determined, friendly, inspiring learners my students are? Absolutely.
Stefanie Jochman teaches 9th grade and International Baccalaureate English classes at Notre Dame de la Baie Academy in Green Bay, WI. She received her BA in English and Secondary Education from St. Norbert College and her MA in English from the University of Wisconsin Oshkosh. Stefanie is a proud alumna of the 2014 Teaching Shakespeare Institute.
Posted in Introducing Shakespeare, Shakespeare, Tales from the Classroom, Teaching | Tagged First days of school, Stefanie Jochman, tales from the classroom, TSI alum guest post | 1 Comment »
By Carol Ann Lloyd-Stanger
A title page on a Shakespearean printing press. (Image: Folger Library)
A few weeks ago, I had the chance to participate in a printing workshop at Folger using a replica of a printing press like the ones used in Shakespeare’s time. The invention and popularity of the printing press changed the way books were produced, increasing the output and cutting the cost of making a book. This was a technological revolution of its time, initiating an “information revolution” like the internet did in our day. Participating in the printing workshop reminded me of the power of the book.
Several months ago, I visited Maggs Brothers, a dealer of rare books in London. There I was able to see and handle several rare books. There’s something amazing about being in a room full of books that may have been a special possession of someone who lived in London while Shakespeare was there. Perhaps someone saved and carefully selected this volume, took days to select a particular binding, and kept it in a place of honor in her home. The value of any book includes a history of ownership, of discovery, of excitement. While I was in Maggs, one of the dealers had a package of books delivered. His delight at the receipt of these books was fascinating. He called his colleagues to watch him open the box and unwrap the books, showing each one and sharing the story of how he had discovered it.
In our day of desktop publishing and printing on demand, as well as tablets, the value of a book as an object is sometimes hard to remember. My experience at the printing workshop was a great reminder of how much effort went into the creation of a single volume.
First, we apprentices had our orientation. As all the participants were women that day, none of us would have been involved in printing in Shakespeare’s day when all compositors, printers, and publishers were men. But we forged ahead.
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Posted in Folger Education, Folger Library, History, Shakespeare | Tagged Carol Ann Lloyd Stanger, Happening at the Folger, history of books, Shakespearean history | Leave a Comment »
By Quintin Burks
Well, it’s that time of the year again; the leaves are starting to change, the nights are getting cooler, and the school year has begun. As I start to see new and familiar young faces fill the hall of my school, some filled with excitement and some apprehension, I’m reminded of just how important the beginning of the school year is. Every year, it becomes more and more apparent to me just how important the first few weeks of instruction are in setting the tone for my entire class. It is for this reason that Shakespeare has become my go-to for starting the year off right.
Though it may seem crazy to start students off with literature that they most likely identify as especially difficult or only for the intellectual elite, the immediate dispelling of these popular myths by interacting with Shakespeare’s works is a profoundly beneficial practice. Students actively engage with Shakespeare’s words and, in so doing, are empowered by a form of success that seems, and is, particularly momentous. Moreover, teaching Shakespeare according to the Folger Approach produces a high level of investment in your class because it is ridiculously fun, in addition to being incredibly effective.
One approach to beginning the year with Shakespeare is to teach a variety of excerpts instead of an entire play. I find that this approach is particularly beneficial, because it allows students to develop the literacy skills that we are trying to teach, without some unintentional road blocks that come with reading an entire play. Instead of trying to remember plot and character details (which are sometimes highly confusing, even in short plays like Midsummer) students will be focused on working with short excerpts from a variety of plays that serve, for all intents and purposes, as a whole play.
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Posted in Henry VI, Pericles, Shakespeare, Shakespeare's Plays, Tales from the Classroom, Taming of the Shrew, Teaching, Twelfth Night | Tagged Back-to-school, Quintin Burks, tales from the classroom, teaching Shakespeare, TSI alum guest post | Leave a Comment »