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Archive for the ‘Shakespeare on Film’ Category

By Stefanie Jochman

 

Ay, thou poor ghost, whiles memory holds a seat
In this distracted globe. Remember thee?
Yea, from the table of my memory
I’ll wipe away all trivial, fond records,
[…]
And thy commandment all alone shall live
Within the book and volume of my brain,
Unmixed with baser matter. (Hamlet 1.5.103-110)

 

(Image: Stefanie Jochman)

(Image: Stefanie Jochman)

Last Thursday, October 15, my students and I were among the 225,000 people around the world who settled into cinema seats for a screening of National Theatre Live’s Hamlet starring Benedict Cumberbatch. Getting my students to the production took some effort; our suburban theater wasn’t slated to show the play, but when I contacted theater managers and promised to bring a large enough group, they agreed to schedule a screening. I became a woman on a mission.

 

With the help of my colleagues and teachers from two other area high schools, I recruited a group large enough to ensure a trip to Elsinore. Here’s what some of my students had to say about it:

 

“I thought Cumberbatch brought so much energy to the performance. […]I loved how the soliloquies were done and was amazed by how committed the actors were to the slow motion. […] Along with the set and costume design, the effects were amazing. I have been to numerous Broadway shows and I have never seen anything like the King Claudius scene with the massive dirt storm. It was insane and incredible to watch.”

 

“This was my first Hamlet and I loved it!  Benedict Cumberbatch was phenomenal and the show was a masterpiece.  It was worth every cent of my ticket.  It was also cool to see it actually live (well… 6 hours delayed) because it felt like I was actually there.”

 

This production of Hamlet is, as one Guardian reviewer notes, made for the cinema. The atmospheric musical cues delighted the student musicians in attendance. The stagecraft captivated students less familiar with Shakespeare’s language. And the performances left us all with much to discuss at intermission and in the classroom. One student, a wrestler and an actor, was still talking with his teacher about “Hamlet’s biceps” later in the week! He appreciated the physical endurance demanded by a role like the Prince of Denmark.

 

For many who attended our optional field trip—students from all levels, all grades, and several different countries—this Hamlet was their first exposure to the character and the play. As they munched on popcorn or ordered a second ICEE from the concession stand during intermission, they peppered each other with questions: What was going on with Hamlet and Ophelia? Wasn’t Cumberbatch’s “mad Hamlet” funny? Had they been surprised by the on-stage explosion? Weren’t the soliloquies cool? Were Rosencrantz and Guildenstern supposed to look like hipsters?

 

Perhaps the idea of mixing Twizzlers and “To be or not to be” makes some Bard fans cringe, but to them I say fie! Students discussing Shakespeare without prompting might just be the first step to English teacher nirvana.

 

Our “trip” to London and Hamlet was a joyous success, but it had its sobering moments, too. At the curtain call, the cast appealed to theatergoers around the globe to support Save the Children, an organization currently assisting refugees from Syria and other war-torn nations. Suddenly, the most memorable images of the production—a silt-covered Elsinore; childlike Ophelia’s careful footsteps over rubble toward her willow aslant a brook; the toy soldier uniform Hamlet dons in his “antic disposition”—held more weight. The “baser matter” of my busy day fell away as I was reminded that Hamlet’s Denmark is a war-weary nation. Shakespeare’s four-hundred-year-old play (and many others in his canon) offers a startlingly reminder of the human cost of war.

 

Critics have mixed feelings about the spectacle of this new Hamlet as well as its famous lead, but there is something to be said for a production that can enthrall, inspire, and rally “distracted globes” across the globe. The success of this Hamlet speaks not only to the popularity of its leading actor but also the power of Shakespeare. For one night, National Theatre Live’s Hamlet invited the world (including three rival high schools from Green Bay) to contemplate the play’s sweeping human questions together. Meanwhile, the “Globe to Globe” tour of Hamlet connects countries one performance at a time. And very soon, another Hamlet will bind our often less-than-United States when Folger’s First Folio Tour begins in 2016. How ironic that the story of a house (and a hero) divided should have such power to unite.

 

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. Encore performances of NT Live’s Hamlet are showing at many theaters starting Oct. 22.

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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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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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75thMacbeth508F-WeirdSisters-small

“Double, double, toil and trouble / Fire burn and cauldron bubble.”: The Weird Sisters (Andrew Zox, Cleo House, Jr., and Eric Hissom) in Macbeth at Folger Theatre (2008). Folger Shakespeare Library.

By Chris Lavold

If you are a fan of Folger Education, you are well aware of the focus on performance-based teaching and how getting kids up on their feet is an effective way to understand and appreciate Shakespeare’s plays.

I have found that an excellent complement to this is to view film clips of performances to generate intelligent class discussions. Some of the most interesting and insightful days of my ninth grade Macbeth unit were the days we watched multiple interpretations of the same scene. This also fits the Common Core Standard RL.7  perfectly:

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production…), evaluating how each version interprets the source text.

The clips I mostly use are from the Folger 2008 production and the Polanski 1971 film. For certain scenes I might use the 2006 Australian version, the 2010 BBC version starring Patrick Stewart, or the 1948 Orson Welles film.

On  video analysis days, my class uses Michael LoMonico’s video expert sheet. I break the students up into four or five groups. Each group has five individual jobs, and each student in the group will do their task while watching the film clips.

  • The screenwriters follow the text and write notes about which lines were omitted or rearranged.
  • The cinematographers watch the camera angles and lighting. They ask questions such as  “Is the lighting trying to portray a theme?  Does a low camera angle tell the viewer someone is in an authoritative position?”
  • The sound editors are not allowed to watch the clip. They must have their backs to the screen and write down sounds they hear. Examples would be natural background sounds like a dog barking or the wind blowing. They also observe what the music tells us about what may be taking place on the screen.
  • The set and costume designers pay attention to the location, costumes, and props. This is always fun to talk about during the opening witch scene in Macbeth or the banquet scene where Banquo’s ghost appears.
  • The last group are the actors who concentrate on an actor’s performance paying close attention to accents, tone, subtext, and emphasis on certain words or lines.

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Embed from Getty Images

By Deborah Gascon

Have you ever seen any silent films of Shakespeare’s plays?

During the 2014 Teaching Shakespeare Institute, I sat for hours in the belly of the Folger Shakespeare Library watching black-and-white silent films of Othello and Romeo and Juliet—and it was the best day ever.

I was fascinated—how does a play with such essential language become silent? I realized while sitting in that basement that this would be an effective and quick tool to teach emotion, facial expressions, and pantomiming in acting (which all lead to understanding tone!).

When you watch a silent film, the most important words and emotions pop up on the screen, which makes it an effective way to help students engage in close reading and narrow the text for the main idea (which leads to understanding theme!).

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The amount of new technology springing up around us can be dizzying, especially when our students are picking it up so quickly. Much of their daily life is conducted online – so how can our classrooms extend into that area of their life?

Teacher to Teacher - Technology

In these Teacher to Teacher Videos, we’re highlighting some ways teachers are using technology and the internet to engage their students even more deeply in their Shakespeare studies:

Videos in class are tried-and-true, but sometimes might feel like a cop-out. In this video, Josh Cabat gives us several ways in which to use video effectively as a teaching tool with many active applications to try right away!

 

Why should you even consider using new technologies? “It’s collaborative, and it’s available 24 hours a day,” says teacher Robert Barker. Students can connect in their own time to their classwork and each other – strengthening their connection to the material.

 

Finally – you don’t even have to use the technology during class-time. Assigning online homework in a “flipped” classroom, according to Greta Brasgalla, gives you more time and more material to discuss in class.

You can hear more from Robert and Greta from their recorded “What’s Done is Done Online” webinar from last spring.

What technologies are you trying in your classroom? How are your students responding to it? Let us know in the comments!

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As you’re probably well aware, there are bazillions of versions of Romeo and Juliet on film. From the silent era through the present day, the pair has inspired countless adaptations from the faithful to the fun-house.  Below I’m listing a few of my favorites, but please share your favorites in the comments!

R&J Animated

When I was growing up, one of my favorite tapes to rent from Video Scene was the BBC Animated Romeo and Juliet featuring several famous voices and gorgeous animation by Christmasfilms. Using an abridgment of Shakespeare’s text, adapter Leon Garfield unfolded the tragic tale in under 30 minutes. It’s available on DVD, now, but preview it on YouTube!

The BBC Television Shakespeare series from the 1970’s might not be the most engaging to watch in its entirety, but if you’ve ever wanted to see a young Alan Rickman in tights as Tybalt, well, this version is a treat! No matter which scene you want to focus on, this full-text version is sure to have it, too. Keeping with the traditionally set, Franco Zeffirelli’s 1968 film is still held in high regard. It’s authenticity of setting and the leads’ ages, as well as the wonderful performances by the entire cast make it infinitely watchable, even today. (Though, of course, with at least one scene post-wedding edited out for classrooms!)

Romeo+JulietSome modern-setting versions have kept the original text, as well, most famously in Baz Luhrman’s 1996 version set in Verona Beach. Even while it pokes fun (the guns are named “Dagger” and “Longsword,” for example), the story, edited from Shakespeare’s text, moves with an intense urgency. Additionally, the independently conceived and filmed Private Romeo uses Shakespeare’s text with a group of army-school cadets left alone at their campus. While it falters in places, it’s beautiful to see these young men using Shakespeare’s words to express themselves.

Finally, there are some wonderful new stories inspired by Shakespeare’s inspiration to re-tell the timeless cautionary tale of two warring groups whose youthful innocents fall in love with each other. West Side Story is the most familiar along these lines, and is a theatrical hallmark in its own right. Comparing this musical to Shakespeare’s play when I was a kid is what led me to be so interested in adaptation as an art form. Potentially less-inspiring, however, it’s worth noting that both The Lion King II and Gnomeo and Juliet are also inspired by these themes, though with happier endings for their young audience.

Shakespeare in LoveThere’s not much room to mention Shakespeare in Love, but I’m going to have to. It’s a funny and touching imagining of how young Will Shakespeare was inspired to write this famous play from his own romantic experience . It’s totally laughably historically inaccurate, of course, but it does not claim to be so and is, instead, a whimsical love-letter to the Bard.

This could go on and on, of course. There are ballets, operas, TV mini-series, anime series, and so many other milieus into which this play has been re-imagined. Sometimes these adaptations illuminate different facets of Shakespeare’s play for consideration the next time we study it. Do these examples fit the bill? Not always, but at least we can enjoy the ride. What is your favorite example of Romeo and Juliet on the big screen?

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