Original ppt by Christina Maffa Advised by Dr. Emily Meixner

1. Exploring Cultural and Pedagogical Approaches to Teaching Shakespeare or … How to Teach…Romeo and Juliet Original ppt by Christina Maffa Advised by Dr. Emily Meixner Revised for Hamilton Senior English’s study of Hamlet

2. Why do I teach Shakespeare? • You’re a senior English student and know you’re going to be teaching Hamlet this year, so the first question you naturally ask yourself is “Why is my teacher making me read Hamlet?” “ RIGHT THERE!

3. Developing a Critical Consciousness • Awareness that our ideas come from a particular set of life experiences • Ability to trace our ideas to their sources in our experience • Acknowledgment that others will have equally valid, if different, life experiences and ideas • Acceptance that ideas about what is normal or right are the products of life experiences not universal laws

4. Purposes of Education Why teach Shakespeare?

5. …So why do I need to read Shakespeare? • Shakespeare provides a context for us to consider our own humanityand our relationship to others and their place in society • Requires its audience to ask questions • Incorporates performance/ visual aspect as a means of understanding and analyzing text; engaging students of with different learning styles

6. Approaches to Teaching • Standardist – teacher possesses knowledge which she has to impart to students; students are assessed on whether they retain the knowledge and eventually use the knowledge they’ve acquired as a way to succeed • Constructivist/ Student Centered- each person in the classroom brings their own experiences to the text, each has something to contribute to the way the text is perceived • Which one do you think we will we doing? 

7. Assessing prior knowledge • Because your experiences and knowledge are the basis of a student-centered approach, before I begin teaching I need to know what prior knowledge and experience you are bringing to the text and what you will need to know to help you better engage with the text.

8. Historicizing Shakespeare “The more we know about the real lives of these audience members, the more we can appreciate the art they loved” (Isaac EJ 61).

9. Meet and Greet – People from Shakespeare’s Time • In order to address the necessary historical background, we will be engaging in an assignment that will provide you with a look into “A day in the life of” a particular person from Shakespeare’s time. Details on this assignment will be provided tomorrow.  • We will be addressing additional aspects of historical background through textbook notes and in-class discussions/PowerPoints.

10. Prior Knowledge: Language • Working with smaller pieces of Shakespeare’s work first (sonnets, short passages) • Using Dr. Seuss to exemplify the rhythm patterns of Shakespearean language

11. Prior Knowledge: Play

12. Tragedy • a. A drama or literary work in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances. • b. A play, film, television program, or other narrative work that portrays or depicts calamitous events and has an unhappy but meaningful ending.

13. Play: Hamlet • Traditionally a part of most 12th grade curricula • Plot has become part of our popular culture so students usually bring their own set of expectations for and knowledge of the play

14. Re-envisioning the Tragedy • Tragedy is often perceived to mean that the main character is fated to die (usually because of a “tragic flaw”) however this implies humans are powerless. • “For tragedy is an imitation, not of men, but of an action and of life, and life consists in action and its end is a mode of action, not a quality” • – Aristotle • What if instead tragedy is viewed as the consequence of the actions of the characters, society’s influence on the choices they make and not a predestined fate?

15. Implications for Your Reading • As we read Hamlet, consider whether the title character is a victim of circumstances (ie his fatal flaw) or is responsible for his own fate through the choices he makes.

16. Do-It-Yourself Shakespeare • As this powerpoint has discussed, there are numerous reasons for studying Shakespeare and multiple approaches to understanding the play. • We will focus on STUDENT-CENTERED learning. I will not be stashed away in your suitcase in college, so it’s time to learn to do this yourself.

17. But… not completely • You are encouraged (but NOT required) to purchase a copy of No Fear Shakespeare: Hamlet. This version will help with difficulties posed by archaic language without diminishes the impact and meaning of the play. • No, you do not have to read and analyze the whole play by yourself. We will be approaching the play through organized literary circles.

18. What is a Literature Circle? • A literature circle is a student run analysis of a particular work. Students will be assigned into groups of 6-7. Each group occupies a different role (discussion directors/connectors, passage presenters, Facebook creators, actors, and psychoanalysts) and is responsible for bringing certain materials to class on both work days and presentation days.

19. Why Literature Circles? • Student-Centered (student’s experience, knowledge, the meaning they create become the focus of the discussion) • Prompt students to apply what they are reading to other contexts • Develop variety of critical reading skills • Provide opportunity for differentiated instruction

20. Overview of Schedule • Over the weekend – read the whole act and complete your logs (more on these later) • Monday – quiz over the act (simple “did you read it?” questions); media interpretation of assigned act • Tuesday/Wednesday – lit circle work time; writing/discussion days • Thursday/Friday – Presentations

21. Comparing Different Film Versions • After reading the play, you will watch two different film versions • While watching students can be thinking about setting, sound, props/ costuming, script, delivery, cinematography and/or blocking • Analyzing the different director’s choices shows that there is more than one way to interpret a play and that the choices a director makes can profoundly influence the meaning of the play

22. Oh, did I mention…THE ESSAY • We will be writing it topic by topic as the quarter progresses. You MUST keep up with required assignments in order to successfully complete the full character analysis. That’s the writing/discussion days are for. • 

23. Questions?