Feeds:
Posts
Comments

Posts Tagged ‘Romeo and Juliet’

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.”

 

Read Full Post »

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)

Read Full Post »

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

Read Full Post »

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…)

Read Full Post »

 

Yes, it’s that time again for teachers all across the country. So here are some things Shakespeare says about school and learning and teachers.

Learning:

O Lord, I could have stay’d here all the night
To hear good counsel: O, what learning is! Romeo and Juliet: 3.3

O this learning, what a thing it is! The Taming of the Shrew: 1.2

Learning is but an adjunct to ourself.  Love’s Labour’s Lost: 4.3

Here let us breathe and haply institute
A course of learning and ingenious studies. The Taming of the Shrew: 1.1

Study:

Where did you study all this goodly speech? The Taming of the Shrew: 2.1

You could, for a need, study a speech of some dozen or sixteen lines, which
I would set down and insert in’t, could you not?  Hamlet: 2.2

Give it me, for I am slow of study. A Midsummer Night’s Dream: 1.2

Alas, I took great pains to study it, and ’tis poetical. Twelfth Night: 1.5

(more…)

Read Full Post »

Shakespeare_Set_FreeAs you may have guessed, we never get tired of reading about the creative ways teachers are using performance-based learning techniques to teach Shakespeare.

Sarah Goodis-Orenstein, a middle school language arts teacher and department head in a public charter school in Brooklyn, recently shared in a blog post on Education Week how she’s experimented with the Folger’s Shakespeare Set Free curriculum in her classroom.

Goodis-Orenstein, who assigned her students to reinterpret scenes from Romeo and Juliet and act them out, walks the reader through each step of the assessment process and the rationale behind it.

Her conclusion:

In the end, this prompt-book project was tremendously rewarding for both myself and my students. When embarking upon this project, I had some reservations. I’m not a terribly performative person, myself, and I know I would have resented this assignment as a middle schooler. I also know that performances are often scoffed at as the low man on the totem pole of rigor.

But this project was no fluff. And it was fun.

She finishes the blog post with this gem:

…the best assessments are about creativity and application, not regurgitation or formulaic writing. It also doesn’t hurt to be reminded now and then that getting out of one’s comfort zone can lead to great things—for both students and teachers.

Read more at Education Week.

Read Full Post »

William Fox presents Theda Bara in William Shakespeare’s masterpiece Romeo and Juliet, 1916. Folger Shakespeare Library.

William Fox presents Theda Bara in William Shakespeare’s masterpiece Romeo and Juliet, 1916. Folger Shakespeare Library.

By Julia Perlowski

If the use of Shakespeare’s early modern English is under attack in some “regular” and “honors” English classrooms, just think about what the reaction might be to the use of such rigorous text in an Intensive Reading class!

At Pompano Beach High School, I am not only the ONLY drama teacher, I am also the ONLY reading teacher. I teach all levels of reading from grades 9-12. While I am producing Romeo and Juliet in the auditorium during fourth period with my drama students, I am reading the same texts way out in portable 3 during first and second periods with my striving readers.

I believe that a text does not have to be changed among students of a variety of abilities… just the TASKS! One may “perform” Shakespeare by acting it out or by engaging in ANY activity that requires one to read closely and critically to execute the task. With struggling readers, there is great power in reading and re-reading and re-reading, for that is how even the best of readers grasps meaning, nuances, and depth.

Here is the “performance” task around the R&J Prologue for my Intensive Reading Class:

(more…)

Read Full Post »

Older Posts »

Follow

Get every new post delivered to your Inbox.

Join 820 other followers