13:10Studentsknowtheyare ”supposedto love Shakespeare” butareoftenloathetoadmitthey just don’t get it Ittakessome WARMING UP…RemindthemofShakespeare’s real audience and that it consistedofmanylevelsofsociety, including the unruly, roughgroundlingswhoneededbawdyhumourtoholdtheir attention. That’sprobablywhy Shakespeare was so good at havinghischaractershurlreallycolourful insults at eachother. Now, I need a volunteer from the audience.
Aesthetic ExpressionGraduates will be able to respond with criticalawareness to various forms of the arts and be ableto express themselves through the arts.Graduates will be able, for example, to:• use various art forms as a means offormulating and expressing ideas, perceptionsand feelings;• demonstrate understanding of the contributionof the arts to daily life, culturalidentity and diversity, and the economy;• demonstrate understanding of the ideas,perceptions and feelings of others asexpressed in various art forms;• demonstrate understanding of the significanceof cultural resources such as theatres,museums and galleries.CitizenshipGraduates will be able to assess social, cultural,economic and environmental interdependence in alocal and global context.Graduates will be able, for example, to:• demonstrate understanding of sustainabledevelopment and its implications for theenvironment;• demonstrate understanding of Canada’spolitical, social and economic systems in aglobal context;• explain the significance of the globaleconomy on economic renewal and thedevelopment of society;c9• demonstrate understanding of the social,political and economic forces that haveshaped the past and present, and applythose understandings in planning for thefuture;• examine human rights issues and recognizeforms of discrimination;• determine the principles and actions ofjust, pluralistic and democratic societies;• demonstrate understanding of their ownand others’ cultural heritage, culturalidentity and the contribution ofmulticulturalism to society.CommunicationGraduates will be able to use the listening, viewing,speaking, reading and writing modes oflanguage(s), and mathematical and scientific conceptsand symbols, to think, learn and communicateeffectively.Graduates will be able, for example, to:• explore, reflect on, and express their ownideas, learnings, perceptions and feelings;• demonstrate understanding of facts andrelationships presented through words,numbers, symbols, graphs and charts;• present information and instructionsclearly, logically, concisely and accuratelyfor a variety of audiences;• demonstrate a knowledge of the secondofficial language;• access, process, evaluate and share information;• interpret, evaluate and express data ineveryday language;• critically reflect on and interpret ideaspresented through a variety of media.c10Personal DevelopmentGraduates will be able to continue to learn and topursue an active, healthy lifestyle.Graduates will be able, for example, to:• demonstrate preparedness for the transitionto work and further learning;• make appropriate decisions and takeresponsibility for those decisions;• work and study purposefully both independentlyand in groups;• demonstrate understanding of the relationshipbetween health and lifestyle;• discriminate among a wide variety ofcareer opportunities;• demonstrate coping, management andinterpersonal skills;• demonstrate intellectual curiosity, anentrepreneurial spirit and initiative;• reflect critically on ethical issues.Problem SolvingGraduates will be able to use the strategies and processesneeded to solve a wide variety of problems, includingthose requiring language, and mathematicaland scientific concepts.Graduates will be able, for example, to:• acquire, process and interpret informationcritically to make informed decisions;• use a variety of strategies and perspectiveswith flexibility and creativity for solvingproblems;• formulate tentative ideas, and questiontheir own assumptions and those of others;• solve problems individually and collaboratively;• identify, describe, formulate and reformulateproblems;cc11• frame and test hypotheses;• ask questions, observe relationships, makeinferences and draw conclusions;• identify, describe and interpret differentpoints of view and distinguish fact fromopinion.Technological CompetenceGraduates will be able to use a variety of technologies,demonstrate an understanding of technologicalapplications, and apply appropriate technologiesfor solving problems.Graduates will be able, for example, to:• locate, evaluate, adapt, create and shareinformation using a variety of sources andtechnologies;• demonstrate understanding of and useexisting and developing technologies;• demonstrate understanding of the impactof technology on society;• demonstrate understanding of ethicalissues related to the use of technology in alocal and global context.
13:55-14:30 BREAK 14:30-14:50 (ish)
Shakespeare for Sweden
Shakespeare Inspiration for theSwedish ClassroomChristina McKaySkara, March 2012 ”If you can’t make a room full of young people care about Shakespeare, then you probably shouldn’t be around young people or Shakespeare.” Stephen Marche Christina.firstname.lastname@example.org Tel. 08 622 2195
Workshop Agenda• Welcome!• Shakespeare in the Swedish curriculum• Some Canadian contexts• Making a connection with Shakespeare• Working with multiple literacies ▫ Lesson 1: Film study: the Globe Audience ▫ Lesson 2: Reader’s Theatre ▫ Lesson 3: Guerilla theatre ▫ Lesson:4 Close scene study ▫ Lesson 5: Shakespeare’s Playlist ▫ Lesson 6: Shakespeare ZINE project ▫ More resources: BBC’s Off by Heart, How Shakespeare Changed Everything
If you cannot understand my argument, and declare "Its Greek to me", you are quotingShakespeare; if you claim to be more sinned against than sinning, you are quotingShakespeare; if you recall your salad days, you are quoting Shakespeare; if you act more insorrow than in anger, if your wish is father to the thought, if your lost property hasvanished into thin air, you are quoting Shakespeare; if you have ever refused to budge aninch or suffered from green-eyed jealousy, if you have played fast and loose, if you havebeen tongue-tied, a tower of strength, hoodwinked or in a pickle, if you have knittedyour brows, made a virtue of necessity, insisted on fair play, slept not onewink, stood on ceremony, danced attendance (on your lord and master), laughedyourself into stitches, had short shrift, cold comfort or too much of a goodthing, if you have seen better days or lived in a fools paradise - why, be that as itmay, the more fool you, for it is a foregone conclusion that you are (as good luckwould have it) quoting Shakespeare; if you think it is early days and clear out bag andbaggage, if you think it is high time and that that is the long and short of it, if youbelieve that the game is up and that truth will out even if it involves your own flesh andblood, if you lie low till the crack of doom because you suspect foul play, if you have yourteeth set on edge (at one fell swoop) without rhyme or reason, then - to give thedevil his due - if the truth were known (for surely you have a tongue in your head)you are quoting Shakespeare; even if you bid me good riddance and send me packing, ifyou wish I were dead as a door-nail, if you think I am an eyesore, a laughing stock, thedevil incarnate, a stony-hearted villain, bloody-minded or a blinking idiot, then - byJove! O Lord! Tut, tut! for goodness sake! what the dickens! but me no buts - it isall one to me, for you are quoting Shakespeare. (Bernard Levin in The Story of English, 145)
Discuss with your neighbour:1. Is Shakespeare a necessary part of the Swedish curriculum? Why or why not?2. Which Shakespeare texts have you used in your classrooms? Which were most successful? Which were less successful? Why?3. What are some of the greatest barriers you face in teaching Shakespeare in your classroom?
Shakespeare in the Swedish curriculum? Course Contents: • Teman, motiv, form och innehåll i film och skönlitteratur; författarskap och litterära epoker. • Samtida och äldre skönlitteratur, dikter, dramatik och sånger. • tankar, åsikter, idéer, erfarenheter och känslor; etiska och existentiella frågor. • Olika sätt att kommentera och föra anteckningar när man lyssnar till och läser framställningar från olika källor. • Bearbetning av språk och struktur i egna och andras muntliga och skriftliga framställningar, även i formella sammanhang. Anpassning till genre, situation och syfte. (www.skolverket.seengelska6)
In the Canadian Curriculum• Speaking and Listening: explore, extend, clarify, reflect, communicate, respo nd, interact and consider.• Reading and Viewing: select, read, view with understanding, interpret, combine information, respond, apply understanding of language, form and genre.• Writing and Representing: explore, clarify, reflect, structure, create, structure, d evelop strategies, enhance clarity, precision and effectiveness.
Shakespeare in the Canadian ELA curriculum• Students will be expected to select, read and view with understading a range of literature, information, media and visual texts:• Demonstrate familiarity with works of diverse literary traditions, including Shakespeare• Emphasis on exposure to and use of a wide variety of forms, including Shakespearean drama.• Integrative concepts include: ▫ The individual in a global community ▫ Global voices, concerns and perspectives ▫ The human predicament ▫ Emphasizing becoming positive, mature members of the
Shakespeare in Swedish classrooms • Many teachers face ▫ limited time ▫ limited space ▫ students’ limited language skills ▫ students’ limited experience of the theatre. ▫ A wide range of student abilities and interests
Teachers who love Shakespeare might ask... • Is it “cheating” if we “only” watch the film together? • How much text should I expect students to be able to read? • How much performance can I fit into our time/space? • How will my students react to performing?
MultipleLiteracies« We read the world throughimages, symbols, colours, signs, body language, and inthe gaps and margins as well as through printed text. » - Dr. Janette Hughes• A “text” can be a work of art, a film, a website, a poem, atext message, a blog entry, a graphic novel or any otherform of communication.• Books no longer hold privileged positions.
Lesson Idea #:1 View a film through the eyes ofthe Globe Audience• Pre-teach about Elizabethan London and the typical Globe audience. Opening sequence of Shakespeare in Love gives great visuals for this!• Divide the class into 3 sections: nobles and royals, merchants and tradespeople, and groundlings• Watch the film and provide several opportunities for students to blog from the point of view of their section of the Globe audience. What did they notice? What did they enjoy? What did they react to?• At the end of the film, sort students into mixed groups of three so they can compare their reactions from the three different perspectives.
Lesson Idea #2: Readers Theatre •Joint dramatic reading of a text (whole class) •Offers a bridge between full text reading and performance. •Very accessible, adaptable to levels. •Minimum of props and movement •No memorization •Emphasis on oral expression •Often a simplified, summarized version of an original text
Let’s get our feet wet!• Two texts: ”The Globe” and ”All the World’s a Stage”• Form groups of six members.• You have 15 minutes to rehearse!• Two groups will be chosen to perform for the whole group!
Lesson Idea #4: Guerilla Theatre • Students prepare a• Flash Mob Grand Central ”surprise” performance of a scene in a public place, in the style of a ”flash mob”. • The final performance will incorporate documentary-style video footage, allowing students to review their work and see howFlash Mob Grand Central audiences feel about Shakespeare.Flash Mob Antwerp
atre rilla Gue disc The ussi on• How is guerilla theatre different from conventional theater?• What is theatre anyway?• Is a performance different from daily behavior?• Where does theatre begin and end?
Lesson Idea #3 Close Scene Study• Romeo and Juliet (II, v, 1-75)• In pairs: read through the scene as Juliet and the Nurse.• Check for basic understanding of the scene and vocabulary. (8 min).• Class Brainstorm: What possible emotions could these two characters be feeling in this scene?• (desperation, anger, contempl ation, frustration, irritation, an xiety)
Close Scene study cont.• Try a reading of lines 1-11 with one of the emotions in mind.• Try again. In order for the audience to be as engaged as possible, we need to avoid monotony. You’ll need to divide up the emotions a bit more. Here are some possibilities. ▫ 1-3 anxious ▫ 4-9 angry, furious, irritable ▫ 9-11 contemplative• Micro-focus on the next 5 lines, working emotional shifts.• Think of ways to make it more interesting physically, once you have established emotional states.
Lesson Idea #5: Lose the Lute! Music as a tool forInterpretation and Analysis• Music plays a crucial role in the The man that hath no music in himself, plays.• Pre-teach ways to determine mood Nor is not moved with concord of sweet and tone. sounds,• Try assigning a Spotify playlist for Is fit for treasons, stratagems and spoils; the play/passage you are studying. The motions of his spirit are dull as night• Students explain their selections based on their understanding of the And his affections dark as Erebus: play. Let no such man be trusted. Mark the• Students can also use a quote as a music. prompt to write their own poetry or (The Merchant of Venice, 5.1.91-7) music, as Ted Dykstra did for Melanie Doane here in their song “Never Doubt I Love” from Hamlet (II, ii)• Note also Canada’s Loreena McKennit, who has written “Cymbeline” and “Prospero’s Speech” (available on iTunes and YouTube). She has also scored poems by Yeats, Tennyson and
Lesson Idea 6#: Shakespeare ”Zine”• A ”zine” is a self-published collection of texts• Online, multimedia platforms such as Wordpress and Weebly .• Texts can include: ▫ Short essays ▫ Pictures ▫ Images and analysis ▫ Short films ▫ Podcasts ▫ Recipes ▫ Created FB pages ▫ Film/play reviews ▫ Poetry ▫ songs
Zine texts for Romeo and Juliet:• News article: Editorial Cartoon: ”Mercutio, Tybalt die in bloody street fight”• Feature article: ”Grieving families seek answers”• Editorial: ”Romeo, stop snivelling!”• Column: ”Blood feud in the palazzo”• Advice column: ”Star- crossed, lonely in Mantua”• Obituary: ”Lovers surrender to suicide”• Advertising: swordproof vests, apothecary’s potions, ladders, costumes for
Individualized learning and assessment• The ”tap on the shoulder”• Texts can vary in length• You can cater your assessment needs to the zine• Assessment: ▫ Number and type of submissions ▫ Knowledge of text ▫ Knowledge of context ▫ Use of visual texts ▫ Research and computer skills ▫ Language: accuracy, register, fluency ▫ Originality and creativity
Moreresources!• BBC’s Shakespeare Off by Heart• AMAZING pdfs here including ▫ tips for learning Shakespeare off by heart ▫ Exploring language and meaning ▫ Running a school Actor Ashley Walters does Romeo contest
More resources!• CBC ”Q” interview with author Stephen Marche• Book extract here• WS was ”most influential person that ever lived”• Invented the idea of adolescence• Invented the idea of a ”healthy” sex life• Paved the way for Freud• Made it possible for Obama to be elected