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Archive for the ‘Folger Education’ Category

By Folger Education

 

What does sound editing software have to do with Shakespeare? Let’s find out in the third installment of our teacher-created videos on teaching Romeo and Juliet.


Teaching Shakespeare Institute 2014 alum Matt Seymour shares a creative, accessible, and engaging approach to teaching iambic pentameter. See how Matt gets his students tinkering with a technology called Audacity—and with a metrical pattern that’s close to our hearts!


Over to Matt: 

 

BEFORE YOU WATCH

Iambic pentameter never made sense to me in high school. I could tell you what it was, but I couldn’t recognize or hear it. This lesson is an effort to render the patterns of stress in speech visible, so students can make a connection to sound through sight.

 

AFTER YOU WATCH

This lesson was a good start for getting students to use an online audio program, and it helped communicate what can be a difficult concept for students to grasp. Students enjoyed this lesson because they got to play with a new program and they were able to hear themselves reading. This audio program can be great for teaching students to read more fluently and having them create podcasts. Students can also use this program for group projects where they add subtext and “act out” a scene with their voices and add sound effects.

Read Teaching Romeo and Juliet with Technology: Part Two

Matt Seymour teaches English composition and literature at Colorado Early Colleges Fort Collins. He holds a Bachelor’s in philosophy and a Master’s in English. He has been teaching for 8 years.

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By Folger Education

 

Here’s another great teaching video on Act 1 of Shakespeare’s Romeo and Juliet, this time from Teaching Shakespeare Institute 2014 alum and English teacher Alli Gubanich.

 

Here’s Alli’s message for you as you watch her iMovie tutorial on using technology and movement to teach language and imagery:

 

BEFORE YOU WATCH

 

This video provides a brief overview of a favorite classroom activity (tableaux vivants) and a favorite classroom tool (iMovie).  I use iMovie in many lessons and find it intuitive and user friendly.  If your students don’t have access to Apple products, Microsoft video production software would work, as would YouTube’s own video maker.  Tableaux vivants compel students to think deeply about the essence of a text, look for powerful imagery, and create meaningful “pictures” to demonstrate their understanding and take-away.

 

THE VIDEO: Tableaux Vivants with iMovie

 

AFTER YOU WATCH

 

Students have a lot of fun with this activity.  Sometimes I’ve found it helpful to run two separate tableaux vivant activities: first students create plot-driven tableaux, then they create “deep text” or theme-driven tableaux.  Differentiating the two is important, as students will often fall back on the former, missing out on the higher level thinking required of the latter.  I always start with a word study of the term “tableaux vivants” and do some quick practice with simple sentences.  I’ve also assigned single frame artwork as an extension to this activity, which has worked nicely.  Debriefing in discussion and/or in writing also enriches the lesson.

Feel free to let me know how this activity goes for you! I’m on Twitter: @alligub.

Read Teaching Romeo and Juliet with Technology: Part One

Alli Gubanich is an upper school English teacher at AIM Academy, a research-to-practice lab school in Conshohocken, PA that serves students with learning differences.  Her professional interests include technology infusion in the classroom and differentiated learning in the 21st century classroom.  Additionally, Alli is an accredited teacher trainer in the Socratic Seminar instructional method.

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By Folger Education

In July 2014, 25 teachers from all over the country gathered at the Folger for an intensive month-long study of Shakespeare sponsored by the National Endowment for the Humanities: the Teaching Shakespeare Institute. Working through the lenses of scholarship, performance, and pedagogy, participants completed three major projects: 1) a research paper using items in the Folger collection, 2) a collaborative performance presentation, and 3) two short video tutorials on technology-rich strategies for teaching Romeo and Juliet and Twelfth Night. This last one is directed especially at you, our teaching colleagues.

In the next few weeks, we’ll be sharing participants’ videos with you. These clips demonstrate how to use a particular tech tool to teach a specific literacy skill or aspect of a text. First up: Romeo and Juliet. (If you teach Twelfth Night, stay tuned—those videos will be next!)

Today we’re diving into Act 1 of Romeo and Juliet, and we’re lucky to have English teacher Stefanie Jochman as our guide. She’s going to walk you through what to watch for in her videos—and how she’s adapted the strategy this year in class.

BEFORE YOU WATCH

This video lesson explains how teachers can use Mozilla Popcorn Maker, a web-based video-editing program, to explore Act I, Scene 5 of Romeo and Juliet, specifically the “Holy Palmer” sonnet. My Popcorn Maker video seeks to solve a problem teachers sometimes encounter when conducting multimedia studies: lag-time between loading video clips or showing images. Using Popcorn Maker, I knit film clips, ballet excerpts, and digital images from the Folger Library’s Luna database into one fluid video that also displays focus questions for each medium. Compilations like the one I create in this demonstration help students to analyze the representation of a key scene in a variety of artistic media (Common Core Reading Literature Standard 7) or analyze how artists like Sondheim or Zeffirelli draw on source material from Shakespeare (Common Core Reading Literature Standard 9).

THE VIDEO: Popcorn Maker Tutorial

https://www.youtube.com/watch?v=-MqkIzLQ3Yg&feature=youtu.be

THE BONUS VIDEO: The Finished Product, a Popcorn Version of the “Holy Palmer” Sonnet

https://msjochman.makes.org/popcorn/261o

AFTER YOU WATCH

The Romeo and Juliet multimedia study remains one of my favorite lessons in my Romeo and Juliet unit because students’ responses to the discussion questions are so impressive. Some of my students have never watched ballet before this lesson, but their knowledge of Romeo and Juliet the play, one seemingly-difficult medium, helps them to make sense of another. During this lesson, students recognize and hone the analytical skills they already employ whenever they go to the movies, watch TV, or glance at a piece of art on the street, in their houses, or in a gallery. When asking freshmen to compare representations of Act 1, Scene 5, I try to focus on the scene’s essential elements: the language of the “Holy Palmer” sonnet, Romeo’s feeling of “love-at-first-sight,” Juliet’s youth, and the tension between the Montagues and Capulets (personified by Tybalt). I think students surprise themselves with how quickly they notice details in costuming and performance that communicate those elements.

My Romeo and Juliet multimedia study inspired a similar exploration with my IB junior class of Shylock’s “To bait fish withal” speech from The Merchant of Venice. I challenged those older, advanced students to determine the scene’s “essential elements,” and I let their observations (rather than my own pop-up questions) guide discussions of the clips. Actors’ interpretations of Shylock’s speech vary so wildly that the end result of our study was a greater appreciation for the nuance of Shakespeare’s language. I also shared Popcorn Maker and other video tools with some of my senior IB students, and they used the program to demonstrate how the Byronic hero survives in superhero movies.

In the future, I hope to develop a compilation and analysis assignment that requires students to independently assemble and analyze multiple representations of a scene, poem, chapter, or character.

Feel free to send me your questions or ideas on Twitter (@MsJochman).

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. 

 

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By Danielle Drakes

 

“High School teachers, you are the keepers of the flame.” – Dr. Peggy O’Brien, Director of Education

Two Brains Running

 

 

Earlier this month, the Folger Shakespeare Library collaborated with WQED’s August Wilson Project on a event sponsored by PNC Bank focused on teaching August Wilson and William Shakespeare right alongside.

 

The day included:

Building the Instructor’s Library: Key References for Teaching August Wilson. Presentation by Dr. Sandra G. Shannon, Founder of the August Wilson Society and Professor, Department of English, Howard University.

 

Wilson and Shakespeare in Your Classroom. Presentation and Resource Packet by Teaching Shakespeare Institute alums Mark Miazga (2008) and Amber Phelps (2012), Teachers of English, Baltimore City College High School, Baltimore, MD.

 

Reflections and Perspectives on Wilson. Q & A with Riley Temple, Lawyer, Activist, and Co-Founder of True Colors Theatre Company.

 

Two Bards Ranting. An active language workshop using text from Wilson’s King Hedley II and Shakespeare’s Hamlet led by Caleen Sinnette Jennings, Playwright and Professor of Theatre, American University.

 

Documentary screening: August Wilson: The Ground on Which I Stand. Introduced by Deesha Philyaw, Manager, The August Wilson Education Project.

 

August Wilson quote

 

Are you teaching Wilson and Shakespeare, let us know!

 

Want to know more?  Check out Teaching Shakespeare Institute alum Mark Miazga’s wrap up, Epiphany in Baltimore.

 

Stay tuned for digital versions of our resources from this amazing day of professional learning!

 

Danielle Drakes is a theater practitioner in Washington, DC and manager of school programs at the Folger Shakespeare Library.

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By Gina Voskov

Julia Marlowe playbill for Columbia Theatre, Brooklyn, March 27, 1893. (Folger Collection)

Julia Marlowe playbill for Columbia Theatre, Brooklyn, March 27, 1893. (Folger Collection)

 

NYC teacher and Folger National Teacher Corps member Gina Voskov is back with the third installment in her series “Inside the Classroom,” in which her students share their experiences with Shakespeare at different points throughout their Twelfth Night unit. You can read the first installment here.

 

We are about five classes into Twelfth Night, and, as promised, my three 7th graders, Won Jae, Lois, and Alexandra, are back with some reflections about the opening of the unit. Enjoy!


 

Won Jae: Now that I think of it, Shakespeare isn’t that bad. As I said before, Shakespeare always used to bore me, and I didn’t think very importantly of it. But the thing is, after I had a few lessons of Shakespeare, I didn’t think it was as bad as I thought it would be. One of my favorite things we did in the beginning of our unit was the first one, when we tried to say the word, “O” in many different tones. I was surprised to see how different it can sound when we try to say the word in a different tone! For example, when we tried to say the word in an excited way, the tone became very high-pitched, while when we tried to say “O” in a tired way, we dragged the word in a low pitched voice. I believe that this exercise was used to train our voices so when we read Shakespeare, we can use various tones.

However, my favorite activity was when we did this activity called, “Slugs versus Clods”. It was when our class broke into two groups, and we had a script to follow, and they were full of insults that were used during Shakespeare’s time. We were supposed to state the insults as one whole group, but tension built up and people started to raise their voices and stop following the script. The thing I’m really looking forward to is acting out the play, which will be the final for our Shakespeare unit. I hope that we do a lot of acting in the future while we continuously read and learn about Shakespeare.

 

 

Lois: Twelfth Night is the play being learned in class and my experience with it grows every time. In class, we’re learning about stressing words and the tone used when reading from Shakespeare’s play, as well as understanding its context, scene blocking and doing many other activities. The activity I liked and seemed easy was “If music be the food of love, play on!” This line comes from the character called Orsino, who believes that if music is feeding his love for Lady Olivia, then let the music keep playing. Our class had replaced the words “music” and “love” to our own words and what we think this blank would ‘feed’ what. (For example: “If Netflix be the food of relaxation, binge on!”)

I also liked the activity of journaling, answering two questions: The first question was “What does it mean to be lovesick?” and the second was “How do people act when they’re in love?” I liked this one because we got to answer in a way that makes us think about love and how people would think about it and their actions. Also, it made us think about how Orsino felt about Lady Olivia.

An activity I thought seemed difficult was the complements. It was difficult for me because the words written on the sheet were unknown to me and there was so many. Hence, it wasn’t easy to make sense of the words and form a correct sentence that could be understood. However, the work done helped me in ways to read and learn more on Twelfth Night by knowing that depending on tone and stress of words, it enables the audience to interpret many things. Further, learning chorally and individually helped me learn because thinking by ourselves makes us think deeper, and hearing other’s thoughts puts together a bigger picture for us.

 

 

 

Alexandra: Ms. Voskov introduced the unit by doing an activity to become familiar with the vowel ‘O’- an exclamation and way of conveying emotion that Shakespeare commonly uses. Having done a similar exercise before in my acting class, I was pretty curious to how the students in my class would respond. I definitely felt like there was a positive response when we went around the classroom reading a line from Shakespeare containing ‘O’. I was happy to see that most everyone really understood how Shakespeare had intended for the actor to read the line.  Another exercise that we have done so far, beginning the play Twelfth Night, is exploring the first line of Orsino’s soliloquy: “If music be the food of love, play on!” We then substituted ‘music’ for something else that we were passionate about and substituted ‘love’ for what our particular passion feeds. I really enjoyed this exercise. I had never done anything like it before, so it was really refreshing. Having seen this passage countless times before, I also definitely feel like I am now able to look at and understand it differently, already achieving a goal of mine when it comes to studying Shakespeare in class!

 

Gina Voskov is a 7th grade English teacher at the United Nations International School in New York City. She has taught English and Humanities for eleven years in public and private schools, in Connecticut, Brazil, and New York City. She is a Folger National Teacher Corps member and attended the Teaching Shakespeare Institute in 2012.

 

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By Gina Voskov

Act 1 from "Twelfth Night". (Photo: Folger Education)

Act 1 Scene 2 from “Twelfth Night”. (Photo: Folger Education)

NYC teacher and Folger National Teacher Corps member Gina Voskov is back with the second installment in her series “Inside the Classroom,” which takes us into her middle school classroom during a Shakespeare unit.

Today, we hear Gina’s perspective as teacher, and Thursday, we’ll hear from her students. You can read the first installment here.

 


 

So we’ve begun our unit on Twelfth Night, a play I love but haven’t taught before. My colleague and I are looking through the Shakespeare Set Free teacher book for ideas, but, like much of what guides what I do in the classroom—as I imagine it does for you, too—this most recent idea came from a student.

 

I asked everyone to buy copies of the Folger edition of the play. Our end goal is to perform a scene of students’ choosing, so I wanted them to own the book to write in. As we were looking over the opening lines, I noticed one boy slyly holding his copy up higher and more awkwardly than everyone else. Snaking my way behind him, I saw he had a brand new copy of the “No Fear Twelfth Night” hidden inside the Folger edition. When he saw I’d discovered his not-so-sneaky antics, I asked him if I could hold onto the book: there was some studying I needed to do.

(more…)

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By Corinne Viglietta

TSI2014 participants create "folios". (Photo: James Brantley)

Teaching Shakespeare Institute 2014 participants create “folios”. (Photo: James Brantley)

Last week, Mike LoMonico shared big news about the national tour of First Folios from the Folger vault. Now that you know where the Folio will be in your state, we’re sure you’re dreaming up all kinds of fabulous field trips. (I can’t wait to follow a First Folio from here in DC to my beautiful hometown of Wheeling, West Virginia!) Until then, why not get (even more) excited and ready for 2016 by exploring some of these online resources?

TEACHING IDEA: Using quartos and folios in the classroom doesn’t have to mean a lecture with slides that tell the printing history of Shakespeare’s plays (though that history is wonderfully fascinating!). Try using textual variants—different versions of the same play—to spark student inquiry and analysis. In this blast from our blogging past, English teacher and Teaching Shakespeare Institute alum Sarah Lehn explains how her students question and compare language in quarto and folio versions of Hamlet—a close reading activity that works with a host of other plays, including King Lear and Romeo and Juliet.

INFO AND IMAGES: Every folio has a story. Visit Folgerpedia, a new wiki of all things Folger, for the story of the First Folio on display in the Great Hall at the Folger in Washington, DC.

PODCAST: Last November, French librarians found a “new” First Folio, taking the worldwide count of known First Folios to 233. (Folger has 82 of these.) In this podcast from the Library’s Shakespeare Unlimited series, the expert who authenticated the French discovery, Professor Eric Rasmussen of the University of Nevada at Reno, discusses what makes the First Folio such an alluring and important book.

YOU, OUR COLLEAGUES: Do you use the First Folio in your classroom? If so, tell us! Leave a comment below or send me an email at cviglietta@folger.edu.

 

Corinne Viglietta is Assistant Director of Education at the Folger. She has taught English in DC, Maryland, and France.

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