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Archive for the ‘Romeo and Juliet’ Category

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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SSF 2015

Secondary Shakespeare Festival 2015 (Photo: Katie Dvorak)

Greetings from our 34th Secondary School Shakespeare Festival!

It’s day two, and we’re just loving everyone’s joy, courage, and passion for language. Festival-goers are making friends and memories all over the place.

And we at Folger Education are convinced that we’re the luckiest people on earth: we get to watch inspiring young people perform and transform all kinds of scenes—a bloodthirsty Romeo and Juliet, a cleverly cartoonish Comedy of Errors, an artistic Pericles, a haunting and timely Julius Caesar… What powerful reminders of the enduring relevance of Shakespeare.

We’ve got  five more days of bliss, and we’ll be checking back in with more next week.  For now, enjoy this poetic reflection from the Festival’s famous Mistress of the Revels, Cam Magee:

“I dream of the festival on festival days. I may dream tonight of a pink-haired Hamlet, wild-haired witches, a red-haired Macbeth, a brave boy who learned the role of Duncan in an evening, actors entering as one character and leaving as another,  a turquoise-robed Ariel, a singing Stephano, an awkward love scene, a storm at sea, a chorus of Gowers, pirates, sweet-faced Dromios, a tiny angry Adriana, a kaleidoscope of colors only found in England, and Liam who loves buttons. I hope I dream of everyone because every one of you ‘gave me life’ today.”

 

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By Folger Education

Thanks, teaching colleagues, for sharing your responses to our last post! From technology to performance, here are some of YOUR suggestions for getting started with Shakespeare. Enjoy!

Last year the following worked beautifully to engage students with the Prologue to R&J.

Start off with pairs saying the same sentence but alternating which words they stress. For instance, I would say “I want to go to the movies” with my partner saying “I want to go the movies” and so on. After the demo, students are given some fun sentences and practice with partners.  Next, I have the prologue divided into its fourteen lines printed largely onto cards. The students practice at their tables saying the line with varying emphases. Then, fourteen students stand in front of the class in order of the prologue lines and each student recites her line.  Voila! The class has read the Prologue and can move on with familiarity to paraphrasing it. This activity can be used as a way to instruct students about the function and delivery of a chorus as well.

  • Sara Davis, Decatur, Illinois

 

Here’s how I introduce Shakespeare’s language. I give students Shakespeare quotations and they make memes using this website.

  • Chris Lavold, Mauston, Wisconsin

    (Photo Credit: Chris Lavold)

    (Photo Credit: Chris Lavold)

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Photo: PBS

 

The second season of Shakespeare Uncovered begins on January 30th.  The Folger has been asked to work with WNET THIRTEEN to create support material for teachers and their students. I’ve been lucky to have seen the series already and want to share some of the highlights with you.

Some of the Learning Media Resources have already been posted. Each resource takes clips from the episode and includes Teaching Tips, Discussion Questions, Handouts, and the appropriate Standards.  Take a look at these:

Just as PBS did with Season 1, all episodes will be streamed for free and available on DVD. I encourage you to watch them. Here is the schedule for Season 2:

  • January 30
    • A Midsummer Night’s Dream hosted by Hugh Bonneville
    • King Lear hosted by Christopher Plummer
  • February 6
    • The Taming of the Shrew with Morgan Freeman
    • Othello with David Harewood
  • February 13
    • Antony & Cleopatra with Kim Cattrall
    • Romeo and Juliet with Joseph Fiennes

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The epiphanies continue! Today is the anniversary of the death of Irish writer James Joyce, whose famous epiphanies, a century later, still inspire conversation and inquiry. (Plus, did you know that Hamlet was a major source for Joyce, who gave a series of lectures on Shakespeare?)

We think it’s fitting, then, today, to offer a second installment of your teaching epiphanies. Read on, get inspired, and keep doing the most important, life-changing work on the planet!

Students  in James Sheridan’s classroom at YesPrep Houston

Students in James Sheridan’s classroom at YesPrep Houston

 

 

Six months later, I still own my TSI monologue; now my students perform to know the joy of owning Shakespeare too.

  • Stefanie Jochman, Wisconsin

 

 

Before we start Shakespeare, I ask if anyone knows how to rap badly.  After we hear a couple of examples, I ask why bad rap is bad rap.  It usually does not take too long to steer the discussion to one of “beats” and rhythm.  Then I ask the students if they have ever been bothered by people not knowing how to pronounce their names. Next I post poetic feet and we figure out which students’ names fit each category.

Here are how some of this year’s names fit: Iamb (- ‘ )  Chrisbel, Rajiv, Shiann, Luis Troche ( ‘ -) Blanca, Louis, Kaitlin, Chandler Spondee  ( ‘  ‘ ) Anna, Dennis, Maya, Manny Anapest (-  –  ‘ ) Netiffah, Alyna (A-lean-a) Dactly ( ‘  –  – ) Emely, Samuel, Stefanie, Jaivonni.  With a playful class, this can go on for more than one day as students purposefully mispronounce names. For many this serves as an epiphany about how rhythm drives how we communicate (and miscommunicate.)

  • Ginny Schmitt DeFrancisci, New York

(more…)

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By Mark Miazga

It’s January 6th and many people are celebrating epiphanies today. In keeping with this theme, I’m sharing with you a life-changing discovery I made in my own classroom: a teaching epiphany.

I teach at a large urban public high school in Baltimore City, and, like many large public high schools, we find ourselves placed under a microscope that examines our students’ scores on externally assessed tests and puts them all over the front page of the newspaper.

My district, my superintendent, and my principal all feel pressure to showcase strong test scores, and, of course, as a classroom instructor, I feel this pressure too. Indeed, my annual evaluation and salary are partially tied to how well my students perform on standardized tests.

Because of this, a few years ago, I began the process of pushing away some of my “fun” activities in class. No more, for example, putting Friar Lawrence on trial in my 9th grade classroom for the deaths of Romeo and Juliet, or acting out all of August Wilson’s Fences in class. There just wasn’t enough time for these “extra and fun” activities anymore; there was too much to do, too many assessments for which to prepare. (more…)

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Happy holidays, readers! We’ll be on hiatus until January 6, 2015. Check back then for a new post—and have a very merry winter break!

 

By Sara Lehn 

Othello promptbook

Paul Robeson’s promptbook from production of Othello in 1930. (Folger Shakespeare Library)

 

Occasionally, those of us who revere the Bard speak of his works as if they are some sort of holy text. These plays contain such incredible and untouchable genius that it’s sometimes hard not to treat them with awe.

The danger is that once we start to look at a work of literature as something to be revered we cease to see it as something over which we can take ownership.  It is too awe inspiring, and what right have we, peons of the modern educational system, to touch such perfection?

The answer is, of course, that we have every right, and that teaching our students to revere these plays as paintings in a museum, to be seen and not touched, is to put up a wall between inquiring young minds and the very real and lively nature of these plays.  Instead, we need to give students the tools to take these words into their hearts and their minds and truly embrace them.

The need to dig deeply into the language is one reason that performance is such a key element of teaching Shakespeare.  Sometimes, however, jumping directly into performance can be a bit intimidating for shy students.  It can be helpful to offer other ways for students to familiarize themselves with Shakespeare’s language as part of the performance process. (more…)

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