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Archive for the ‘Shakespeare’ Category

By Folger Education

 

Happy 451st, Will! Today is when people all over the world traditionally celebrate Shakespeare’s birthday, and we’re thrilled to bring you even more ideas for marking this occasion. Thanks to all the teachers, students, librarians, and theater practitioners who shared their fabulous birthday plans.

 

Here’s how the Folger celebrated on Sunday:

The Queen reads to children at Shakespeare's birthday. (Chester Simpson)

The Queen reads to children at Shakespeare’s birthday. (Chester Simpson)

–           DC Public Library debuted Uni, its first “pop-up reading room,” which brought dozens of volumes of Shakespeare and Shakespeareana to readers of all ages. Families, students, teachers, and other visitors to our open house gathered on quilts and benches in the Elizabethan Garden to read all kinds of stories, scenes, and poems. Queen Elizabeth I (or a rather convincing 21st-century doppelganger) even showed up to tell a tale!

–          “Spontaneous Shakespeare”—an open-mic event for anyone interested in speaking Shakespeare on the Folger stage—drew dozens of enthusiastic participants, who read sonnets and unforgettable lines from Titus Andronicus, The Tempest, and many more plays.

–          Local students recited their original, award-winning sonnets in Folger Theatre, and Folger Library’s High School Fellows 2014 celebrated a reunion—and then pitched in to help with the big day.

–          Experts gave talks on conservation, scholarship, rare books, and the current exhibition.

–          Swordfighting, book-making, quill-writing, scavenger hunting, music-playing, juggling, portrait-drawing, and cake-cutting were just a few more of the ways we celebrated with hundreds of Shakespeare’s closest friends. We hope you’ll join us in DC next year, especially if it will be your first time!

 

And here’s how some of you are celebrating today:

–          “At Trinity College, we are doing a rehearsed student reading of King John! We are not only celebrating Shakespeare’s birthday, but also the Watkinson Library’s acquisition if a Second Folio! (We chose King John because it is also the 800th anniversary of the Magna Carta too)! Triple play!” – Christin, Connecticut

–          “For Shakespeare’s birthday, my ninth grade students will be writing their own poems using a line from Shakespeare.  The activity is called ‘The Jewel in the Crown’: the jewel is the line and they must put it in their poem, the crown.  I’ve done this activity with my students for years, but it does not always fall near his birthday. We’re finishing Romeo and Juliet projects this week, so it’s even more fitting this year. I give each student a jewel—both their line and an actual jewel image, then explain the assignment.  I then give each one a crown, usually donated by Burger King, and have them begin writing.  We’ll end with readings, mask-wearing and a few snacks to round it out.” – Jennifer, Ohio

 

Thanks again, colleagues. Let’s party!

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By Folger Education

Thanks to everyone who celebrated Shakespeare’s birthday with us on Sunday. Check back here on Thursday for a full report—and more birthday ideas from our teaching colleagues!

 

In the meantime, enjoy these photos from Sunday’s celebration.

 

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By Folger Education

 

Shakespeare’s birthday is around the corner (April 23rd), and we’ve been collecting your ideas for celebrating his 451st. To kick off this year’s festivities, we’re thrilled to share these 3 fabulous ideas from our teaching colleagues:

  1. Host a Shakespeare’s Birthday Read-a-Thon. Take a cue from Jim Cody at Brookdale Community College in New Jersey and invite your school community to participate in a public reading of Shakespeare. We wish we could join Jim and his colleagues for this year’s villain-themed event!
  2. Have an all-out birthday fair in your school library or media center. This idea comes from Janemarie Cloutier, a school librarian in Pennsylvania, who took some Folger ideas and really ran with them. Janemarie says she “had the privilege of attending a Folger workshop in Philadelphia and was inspired to organize a celebration last year… and now this year. Many of the activities at our birthday celebration were modeled on Folger lessons.” Janemarie has even added new activities this year. From collaborative sonneteering and portrait painting to Shakespearean selfies and an insult arena, this library’s birthday bash really has it all. Check out these images from last year’s celebration.
    Celebrating Shakespeare's Birthday (Janemarie Cloutier)

    Celebrating Shakespeare’s Birthday (Janemarie Cloutier)

     

  3. Play with costumes and performance. Melinda, who teaches in Colorado, sponsors a whimsical “Shakespeare Look Alike Contest” and enjoys seeing all those Elizabethan ruffs around school. We’ve also heard from teachers and students who dress as their favorite Shakespearean characters and even perform speeches by those characters throughout the day.
  4. BONUS: If you’re in DC this weekend, come to the Folger Shakespeare Library for our annual open house for Shakespeare’s birthday! Starting at noon on Sunday, April 19th, we’ll be pulling out all the stops and celebrating in a big way. Tour the Reading Rooms, see some swordfighting, perform some spontaneous Shakespeare, take a scavenger hunt, read stories with DC Public Library, and, of course, eat cake!

 

It’s not too late to share your birthday plans with us! Please send your ideas for celebrating Shakespeare’s big day—along with any images—to Corinne (cviglietta@folger.edu). We’ll be posting some more of these festive contributions next week. Thanks, and enjoy!

 

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

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By Kevin Costa

Illustration opposite Sonnet XII by Henry Ospovat. (Folger Shakespeare Library)

Illustration opposite Sonnet XII by Henry Ospovat. (Folger Shakespeare Library)

Shakespeare’s Sonnets are fantastic for so many reasons. Peter O’Toole, in an interview on NPR a few years ago, said, “They’re my life companion. They’re at the side of my bed. They travel with me. I pick them up, and I read them all the time. I find them endlessly informing, endlessly beautiful, endlessly – they say, they hit the spot so many times on so many things.”

He’s right. I find myself turning to the Sonnets in times when I’m looking for a companion who seems to understand me before I myself do — and, let’s be honest: isn’t that why we love literature in the first place?

When I with my students, I like to emphasize how “companionable,” to borrow a word from Yeats, poetry can be. The greatest lyric poetry feels like that friend you turn to who just “gets” you. There is no judgement but only unconditional love from a poem. I start there.

Years ago, I remember watching Trevor Nunn working with David Suchet on what would later become the series, Playing Shakespeare. Nunn asked Suchet to perform Sonnet 138 as if it were Suchet’s part of the dialogue in an imagined scenario. I was riveted. Understanding Shakespeare for the stage was the object there, but I have found this approach to be a superb way of achieving all the objectives of close reading in and English classroom. Laurence Perrine would approve!

With lyric poetry, we often feel that a person is right there speaking to us or, at least, to another person. A poem, in other words, gives us a character. And this is where you might begin, too. Let us look at Sonnet 18.

(more…)

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By Folger Education

Today we bring you an idea for a final project in a Romeo and Juliet unit. Watch how Teaching Shakespeare Institute 2014 alum and English teacher David Fulco blends performance, language study, and digital research in this student-centered assignment. We love how he uses web tools to promote exploratory, independent learning in his middle school classroom! 

Here’s David:

 

BEFORE YOU WATCH

I am constantly trying to find ways to talk less in class and to have students do more. Ultimately, this should lead to more student independence and free up time for me to focus in small groups and in one-on-one conferencing. A webquest is the perfect tool to encourage this type of independence. Students are able to move at their own pace and have an answer to the inevitable question, “What do I do next?” (hint: continue to explore!). But webquests are also fun and provide a way for students to engage in the text in an interactive, exploratory fashion.

 

THE VIDEO

A Webquest as a Culminating Assignment:

 

 

AFTER YOU WATCH

While I did not teach Romeo and Juliet this year, I did use a Webquest to build content knowledge before teaching The Odyssey. My students have a basic idea of Greek Mythology, but I wanted to deliver content on the Iliad that didn’t require me to drone on and on in the front of the classroom. I built the Webquest and filled it with pictures, links and Easter Eggs (secret hidden links that the students could click on for extra information). We also asked the students to create their own “slides” to include in the Webquest based on items that I had not already included. Many focused on current events or current discoveries tied to Homer’s time allowing the work to continue to feel relevant.

While students were engaged in exploring and creating, my co-teacher and I were able to meet individually and in small groups with many of our students who needed extra help. I realized that some of the links that I chose were dense, so it was important that I had this time to work one-on-one with students who needed it. This is important to keep in mind. The links that are included need to be challenging for the highest student, but still accessible to every student in the class. Keeping ALL of your students in mind when creating a Webquest (or multiple Webquests for differentiation) is an important step to ensure that you will have success.

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

 

Read Teaching Romeo and Juliet with Technology: Part Three

 

David Fulco is a 10th grade English teacher at The Laboratory School of Finance and Technology (MS/HS223) in the South Bronx. He also runs an after school Shakespeare club for seventh grade students who will be putting on A Midsummer Night’s Dream later this spring. 

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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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