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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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In honor of #ThrowBackThursday, we’re sharing one of the more popular videos from our Teaching Shakespeare series.

Sue Biondo-Hench, a curriculum specialist (and alumna) of the Folger’s Teaching Shakespeare Institute and an English teacher at Carlisle High School for more than 29 years, often starts off a new Shakespeare unit by having students explore character and motive using a key passage of text—sometimes just a single line.

 


“What makes Interpreting Character such a successful exercise,” says Biondo-Hench, “is its multiple points of focus. Students explore a play-specific character, engage in performance-based methods for interpreting the text, and learn how Shakespeare’s language allows for multiple meanings”.

Interpreting Character uses scenes from Henry IV, Part 1  and centers on Prince Hal, but the exercise works equally well for any Shakespeare play—or any other play!

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Justin Adams (Laertes) and Graham Michael Hamilton (Hamlet), Hamlet, directed by Joseph Haj, Folger Theatre, 2010. Photo by Carol Pratt.

Justin Adams (Laertes) and Graham Michael Hamilton (Hamlet), Hamlet, directed by Joseph Haj, Folger Theatre, 2010. Photo by Carol Pratt.

The Shakespeare’s Globe production of Hamlet is on tour–heading to every country in the world–and it’s stopping at the Folger Shakespeare Library later this month.

Therefore, we thought this would be an opportune time to revisit an invaluable teaching resource created by the Folger, the Insider’s Guide to Hamlet.

The Insider’s Guide is a multimedia experience with video clips from actors that accompany the featured lesson plans. These videos, which are based on Folger Theatre’s 2010 production of the play, highlight Hamlet‘s themes, characters, and plot–perfect for students encountering the play for the first time or those seeking a refresher course.

Here’s the video playlist for the Insider’s Guide, but visit our website to see the associated lesson plans.

What are the resources you use to teach Hamlet? Let us know in the comments.

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When you introduce your students to Shakespeare, you’re introducing a new generation to a playwright who has profoundly shaped the past four centuries of the English language.

The Folger Shakespeare Library, home to the world’s largest Shakespeare collection, is a valuable resource for understanding more about the Bard and his cultural influence.

An exhibition showing through June 15 at the Folger celebrates Shakespeare’s 450th birthday year with “some of our favorite things” from the Folger collection. If you’re in the DC area, come and see Shakespeare’s the Thing for yourself. And for those Shakespeare lovers farther afield, you can explore the online exhibition. Feed your mind and learn something new about Shakespeare!

Also, check out this series of two-minute videos that we’re starting here at the Folger: “Inside the Collection.” When you open the door to the vault… well, you find some really interesting things.

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canada

In a recent post, I requested that schools, theaters, or anyone else should stage a flash mob for the “balcony scene” from Romeo and Juliet, with a script created using Folger Digital Texts. Well, the deadline has passed, and we’ve had 28 fabulous submissions. They come from Punahou School in Hawaii; from the University of Northern Iowa; from Ottawa, Canada; from George, Kansas; and from Brooklyn, NY, among others. (more…)

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In case you’ve forgotten: Tomorrow is Shakespeare’s 450th Birthday.

In my recent post I wrote about the Romeo and Juliet Balcony Scene-Flash Mob event that the Folger is hosting on YouTube. We’ve gotten lots of questions and comments about this activity, and we’re hoping that you take the time to get your students to create this scene. (more…)

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By Mark Miazga

The International Baccalaureate (IB) English Higher Level curriculum and assessments are still an ideal place for Shakespeare, even though the revision of the curriculum a couple of years ago no longer makes his inclusion compulsory. While he does not fit into Part I Works in Translation of the curriculum (at least in an English speaking school), he works well in Detailed Study (Part II), Groups of Works (Part III), or Free Choice (Part IV).

I’ve been an IB English instructor for seven years, and have used Shakespeare plays each year, including Much Ado About Nothing, King Lear, Othello, and Richard III. I currently use Shakespeare in Detailed Study, and Shakespeare is, of course, ideal for close study. Furthermore, IB is interested in students knowing the implications of the genres that they are studying: for example, how the study of a Drama is different than studying a novel or non-fiction. They are not interested, so much, in students being able to write essays about, say, celestial imagery in Romeo and Juliet or mirrors in Richard III. Instead, they want students to be able to analyze the choices that the playwright has made and how these choices create meaning.

With this in mind, putting students in the mind of the playwright – or a director or actor – is the best way to help students to do well on the IB assessments. The assessment for Detailed Study is a 10-minute oral discussion recorded with the teacher, and students will have to answer, without rehearsal or notes, authentic questions about the experience of reading the play. Therefore, putting students in authentic assessment experiences in the classroom – making them directors, letting them cut scenes, encouraging them to play around with the language and the setting, compelling them to think about and explain why they made the choices they made – is the best way to prepare students for an authentic 10-minute oral assessment about the play. (more…)

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