Archive for the ‘Titus Andronicus’ Category

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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By Sara Lehn

Michael Fassbender as Macbeth

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.  (more…)

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There are parts of my middle school English curriculum that I find to be really boring to teach.  For example: grammar.  Don’t get me wrong – I’m as much a geek for grammar as the next – but teaching it can be a drag… explaining rules, drilling through sentences, fighting the wavering attention spans…
Stanbury Class Bored

When I’m feeling bored with teaching a grammar skill or literary concept, here’s my solution: I decide not to teach it.

So to speak.

Instead, I go hunting through my Complete Works of Shakespeare, revisiting scenes that I’ve enjoyed, until I find a little section or excerpt that can somehow dovetail with the concept that my students need to learn.  I let Shakespeare teach the skill.  It’s much more interesting to introduce a skill or concept when it emerges from something alive and active, like a mini-scene that my students have puzzled through.

I’ll give you an example.

I had to teach my students about appositives, those nouny-phrases that clarify another noun and which are usually set off by commas.  I thought about lecturing and using overheads and passing out worksheets, but that whole process just seemed so dull.  I started thinking about what an appositive phrase feels like when it’s spoken.  The whole idea of an appositive as “extra information” made me think of Shakespeare’s asides – extra information that helps clarify things for the audience.

So I doctored up a short excerpt from Othello, act 5, scene 1, which ends with Iago’s aside, “This is the night / That either makes me or fordoes me quite.”  The catch was that I had secretly deleted the stage direction “Aside” when Iago speaks.  Then I passed the excerpt out to my students and had them work through it, swapping out actors and directors pretty frequently, ensuring that everyone stayed involved one way or another.

Eventually, some of them started to wonder why Iago would announce his scheming to the other characters.  (It took willpower for me to not vocalize that observation myself!)  The actor then tried giving that line with a cupped hand around his mouth, whispering the line to the audience.  Voilà – they’d figured out the concept of the aside.  From there, it was straightforward to dramatize some sentences with appositives, inserting cupped-hands for commas.  And since the students owned the discovery of the aside, the corresponding grammar concept clicked more fully for them.

Stanbury Class

After that experience, I kept trying to link Shakespeare with other parts of the curriculum, such as literacy skills.  My 7th graders were having a hard time making the leap from reading things literally to considering ideas about symbolism and metaphor.  We weren’t doing anything complex about Jay Gatsby’s optometrist or a piggy head on a spike; I just needed to get them to recognize the basic concept that sometimes, Thing A can represent Thing B.

What’s a scene in Shakespeare where one thing really, clearly stands for something else – a scene where the characters themselves are exploring symbolism?  After a little thought and browsing, I settled on a scene from Titus Andronicus.  (Yes, I can now say that I’ve done Titus with 12-year-olds.  Score!)  The titular character berates his brother for killing a fly, but then changes his mind when he envisions the fly as a symbol for the villain Aaron.  I introduced the scene to my students, telling them that Titus’s children had recently been murdered, raped, and/or mutilated (use your discretion.)  Also, I cut some lines from the scene in order to create a quicker dynamic that I thought would help my students recognize the change that Titus undergoes:

Titus Andronicus.
What dost thou strike at, Marcus, with thy knife?

Marcus Andronicus.
At that that I have kill’d, my lord; a fly.

Titus Andronicus.
Out on thee, murderer! thou kill’st my heart;
A deed of death done on the innocent
Becomes not Titus’ brother: get thee gone.

Marcus Andronicus.
Alas, my lord, I have but kill’d a fly.

Titus Andronicus.
But how, if that fly had a father and mother?
Poor harmless fly,
That, with his pretty buzzing melody,
Came here to make us merry! and thou hast
kill’d him.

Marcus Andronicus.
Pardon me, sir; it was a black ill-favor’d fly,
Like to the empress’ Moor; therefore I kill’d him.

Titus Andronicus.
O, O, O,
Then pardon me for reprehending thee,
For thou hast done a charitable deed.
Give me thy knife, I will insult on him;
Flattering myself, as if it were the Moor
Come hither purposely to poison me.—
There’s for thyself, and that’s for Tamora.

Some of my students acted and others directed.  Then we switched roles and they made some changes in the staging, movement, articulation, etc.  Then we switched roles again.  Gradually, the kids started emphasizing different emotional styles and actions to accompany the text.  I asked guiding questions: “Why does Titus pity the dead fly? … What does it remind him of? … Why does he stab the fly?”

Pretty soon, the students were talking about how the fly comes to stand for so much more within this little scene, changing from an innocent creature into a symbol for Aaron.  The actors hammed it up, taking out their aggression on the little wad of paper that they had dubbed “Fly,” as if they saw the villain himself in it.  After that, we returned to the Steinbeck novella that I’d been teaching, and the students could see that the protagonist’s pearl evolves to symbolize so much more than just a financial windfall.

Now although I love teaching whole Shakespeare units, nobody ever said that you can’t teach his work in bits and pieces like this.  (Or if someone did, then that person is wrong.)  When I give my students a Shakespeare scene, the onus is on them to figure out how to make sense of the language and the staging.  And when it’s paired up with another skill, then the students’ ownership of the scene transfers to that skill.  They learn the nitty-gritties of their English curriculum, and I get to have more fun.  Pretty cool combo.

Geoff Stanbury teaches 7th grade humanities at St. Mark’s School of Texas in Dallas.  He is an alumnus of TSI 2010, where his passion for Shakespeare flourished through collaboration with talented colleagues and friends.  Geoff earned his B.A. at Sarah Lawrence College and his M.A. at the University of Chicago.  Feel free to contact him at stanburyg@smtexas.org.

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In a recent article in The Guardian (1/1/13), Brian Cox talks about his first performance for the Royal Shakespeare Company, playing the lead character in Titus Andronicus which, if you’ve read some of my other blog entries, you’ll remember is my favorite Shakespeare play. Cox notes that the role of Titus was “… the most interesting thing I’ve ever done in the theatre.”  That’s no small observation given the wealth of experience Brian Cox has had on the stage.  Deborah Warner, one of the first women to direct for the RSC, did an incredible job directing the play.  She gave it a life I had never seen before , and I had seen several productions of the play.  I traveled with a group teachers, part of an NEH summer institute, that summer, and I remember some of the participants laughing when I said the play was one of my favorites and that I was looking forward to seeing it. They did not share my enthusiasm.  The other Shakespeare play, Twelfth Night, was really good, but Titus is what I recall most vividly from that summer.  I remember sitting in the audience at the Swan Theatre in Stratford-upon-Avon in 1987 and being mesmerized by the play. It is still one of the most engaging theater experiences I have ever had. I stayed in Stratford an extra weekend just to see it a second time.  Reading the piece in The Guardian brought back great memories of a terrific summer studying Shakespeare’s plays in Stratford. Is there a performance of one of Shakespeare’s plays that stands out for you?

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Lucretia’s blog about how Shakespeare changed her life  has prompted me to write my own entry about how Shakespeare changed mine.  Like most students, I was introduced to Shakespeare in high school.  We studied Macbeth and had to memorize a passage from it to deliver in front of the class.  I still remember the passage (“Tomorrow, and tomorrow …”), but it’s the reaction from my fellow students that stays with me. They really sat up and took notice, and I think that attention led me to try out for the school play (West Side Story).  That experience has resulted in a life-long love affair with Shakespeare’s plays.

Shakespeare’s plays stayed with me through undergraduate school, and in graduate school I had the opportunity to read Titus Andronicus for the first time.  No one in the seminar wanted to read the play, but I volunteered to read and research it and present my findings to the group.  What a play!  Blood, guts, and violence.  It became my favorite. The beauty of the language to describe some of the most horrific events in Shakespeare took the wind right out of me.  It’s a play I often taught to my students, and I think it led them to really get into Shakespeare.  In fact, from time to time I see former students and they almost always mention the play.

Shakespeare’s plays have been an important part of my professional life, to be sure. I thank Fred Davis, my high school teacher, for introducing me to Shakespeare.  Who gets your thanks?

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