ERIC ED331096: Creative Approaches to Teaching Shakespeare in High School.

18 Pages·1991·0.23 MB·English

by  ERIC

DOCUMENT RESUME
CS 212 814
ED 331 096
Dienstfrey, Sherri R.
AUTHOR
Creative Approaches to Teaching Shakespeare in High
TITLE
School.
PUB DATE
91
NOTE
18p.
Guides - Classroom Use - Teaching Guides (For
PUB TYPE
Teacher) (052)
MF01/PC01 Plus Postage.
EDRS PRICE
DESMPTORS
*Class Activities; *English Instruction; High
Schools; High School Students; *Learning Activities;
*Literature Appreciation; Teachir, Methods
*Shakespeare (William)
IDENTIFIERS
ABSTRACT
William Shakespeare should be taught in high schools
in an entertaining fashion so the high school student will appreciate
his genius, keen insights, and talents. A strategy to accomplish this
goal starts with simple material and progresses to the more
difficult. Shakespeare's personal and historical background are
presented in a short lecture, and summarized and reviewed in a game
of "Jeopardy." Variations of the "Match Game" encourage students to
complete reading assignments of the play they are studying, thus
becoming familiar with its basic elements of plot and character.
Viewing a live performance of the play is an ideal starting point for
students learning to interpret and analyze critically Shakespeare's
writing. Dramatization will bring out questions and various views
regarding the play. In small groups, students can disvIss and answer
questions, employing application and analysis. Synthesis and
evaluation of information is promoted when small groups are assigned
roles to represent, and must respond to istmes and provocative
questions arising from discussion of the play. The "Meeting of the
Minds" game presents this activity in panel discussion form.
Interpretive assignments, such as varying ths interpretation of
mini-scenes from the play by moving its locale, also require
synthesis and imagination from students. Two groups of students might
each perform the same scene, but with different interpretationsthe
goal being not a polilhed performance out one that has been
thoroughly considered. (SR)
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Creative Approaches to Teaching
Shakespeare in High School
Sherri R. Dienstfrey
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4
Creative Approaches to Teaching
Shakespeare in High School
Sherri R. Dienstfrey
Few would contest that William Shakespeare is one of the most important
Within the confines of a single work, he is a
authors studied in high school.
Yet few students enjoy their first experience
novelist, poet, and playwright.
with the Bard unless teachers make a special effort with their presentation.
Shakespeare
Over twenty-five years ago Professor Bertrand Evans wrote Teaching
He discussed various activities for the English teacher
in the High School.
(1) writing,
Among his suggestions were:
to use while tackling Shakespeare.
(4) memorization, (5)
(2) outside reading, (3) dramatic reading or acting out,
His suggestions are well organized,
and (7) testing.
(6) recordings,
films,
Yet, Evans neglects the fact that Shakespeare is
helpful, and obvious.
Shakespeare needs to be taught in an entertaining fashion for
entertaining
insights
the high school student to appreciate his genius and savor his keen
and talents.
motivate the
It is up to the teacher to fornulate approaches that will
I would like
student to comprehend, interpret, and enjoy Shakespeare's works.
My approach starts with simple
to provide a strategy to accomplish this goal.
The students will begin with a
material and progresses to the more difficult.
They will
basic knowledge and comprehension of Shakespeare and h..s writings.
analysis of his
then move onto the more complicated ideas of application and
They will conclude with a synthesis of the mazerial that leads to
works.
3
Dienstfrey
2
for
original and creative thinking, which is the most difficult concept
I will use The Taming of the Shrew to illustrate my
students to comprehend.
the framework
points, although you may substitute any Shakespeare play within
I will present an integrated program of lectures and
of the exercises.
regarding
exercises that asks students to read and memorize important aspects
This allows students to create and examine
Shakespeare and his works.
The
interpretations of the Elizabethan writer from several points of view.
that
lessons teach and entertain, an appropriate approach to Shakespeare since
was his goal as a playwright.
Before a student can interpret Shakespeare,
Begin with simple concepts.
as well as understand the
he or she must read and remember the play,
After you assign The Taming of the Shrew introduce
playwright's background.
bring in his
Highlight his career,
Shakespeare via a short lecture.
early life, and
contemporaries, explore the various theories concerning his
and the
describe the creative and financial pressures behind his writing,
This provides a personal and historic context
audience for whom he wrote.
Any Signet
writings.
within which a student can understand Shakespeare's
brief history
Classic or Pelican edition of Shakespeare's plays will include a
of the author and his times.
the lecture by a
You may summarize and review the materials presented in
Your role is
Divide your class into three or four teams.
game of "Jeopardy."
in the form of an answer, the facts you have
to play the emcee by presenting,
Have your students create
just covered in your lecture (see Figure 1).
make them
possible questions dnd answers for this game after your lecture or
of a question once
Call on the students for a response in the form
yourself.
Maintain a score and present a suitable
you hear a knock on the team's desk.
Dienstfrey
3
Remember, the goal of this
prize for all the members of the winning team.
Therefore, repeat all answers
game is to give students a common background.
given by the student and if they do not know a term, explain it once again.
Your students will hear the facts at least twice within one class period.
Figure 1
JEOPARDY'
Examples of Answers and Questions for Shakespearean
(What is
The number of sides of an Elizabethan playhouse.
1.
EIGHT)
(What is STRATFORD-ON-AVON)
This is Shakespeare's birthplace.
2.
The London playhouse built for performances by the King's Men;
3.
many of Shakespeare's plays were first presented
there.
(What is THE GLOBE)
The speech made by an actor as if to himself when alone on the
4.
stage; this speech is a device through which the character
(What is a
reveals his thoughts and feelings to the audience.
SOLILOQUY)
The Stuart king who reigned from 1603 to 1625; many of the
5.
major dramatists of Shakespeare's time wrote their best works
(Who is JAMES I)
during the first ten years of his rule.
Shakespeare's other theatrical occupation besides that of
6.
(What is an ACTOR)
playwright.
The English monarch whose name is used to label the dramas
7.
written by Shakespeare and his contemporaries; ruled from 1558
(Who is ELIZABETH I)
to 1603.
(What is
The number of plays attributed to Shakespeare.
8.
THIRTY-SIX)
Dienstfrey 4
The area immediately in front of the platform of the Elizabethan
9.
there the
stage; admission to this area cost one penny and
(What is THE
audience remained standing during the performance.
PIT)
The English dramatist, lyric poet and actor who was a
10.
his
contemporary of Shakespeare; famous for his play Volpone and
lyric Song to Celia, both of which show neoclassical influence.
(Who is JONSON)
He was the leading Elizabethan actor who appeared in the
11.
(Who
original productions of the plays written by Shakespeare.
is RICHARD BURBAGE)
The English dramatist best known for his Spanish Tragedy;
12.
(Who is KYD)
exponent of "tragedy of blood."
reinforce the personal and historical lecture
In subsequent days,
Different puzzles to assist
regarding Shakespeare through a crossword puzzle.
by The Perfection
the teacher and student with Shakespeare have been created
If you have the time or inclination you can make
Form Company of Logan, Iowa.
Jeopardy Game, thus reinforcing
one up using the exact questions found in your
the same facts once again.
background are known,
Now that Shakespeare's personal and historical
We expect our students to read
students are ready to delve into his writing.
A second exercise can
they do not.
Unfortunately,
every assignment.
A variation of the
assigned reading.
encourage students to complete the
finish the
"Match Game" for the entire class entices those students to read or
Iowa,
1-'7AcTostics from Shakespeare," The Perfection Form Company (Logan:
1970)
Dienstfrey
5
0,1 your chalk board write the names
play before the actual discussion begins.
On cards, write a description of
of the characters that appear in the play.
Begin with the first
Each row becomes a team.
each character (see Figure 2).
allow them to match it to the
person of each row and read a description,
If the first person in Row A cannot answer, go to the first
proper name.
Keep score
and continue until no description cards remain.
person in Row B,
Before you dismiss the
and present an appropriate award for the winning row.
class warn your students that tomorrow you will use a variation of this game
to make sure everyone has read the play at least once.
Figure 2
Characters and Descriptions for The Taming of the Shrew MATCH GAME
Her father's prize possession and lusted after by
CHRISTOPHER SLY
1.
numerous men.
BAPTISTA
An old fool yearning for a young wife.
2.
She is put in her "womanly" place at Bianca's wedding
LUCENTIO
3.
by Kate.
VINCENTIO
Delights in putting his wife in her "proper" place.
4.
Changes her ways due to "taming tactics."
PETRUCHIO
5.
Petruchio's servant and human punching bag.
6.
HORTENSIO
Dreams of marriage to Bianca but ends up with a
7.
wealthy widow.
GREMIO
Sells his daughters to the highest bidders.
8.
TRANIO
A drunken tinker who opens the play.
9.
Falls in love with Bianca and disguises himself as a
GRUMIO
10.
scholar to get closer to her.
KATHARINA
Father to Lucentio and declared a "maiden" by Kate.
11.
Dienstfrey
6
Servant to Lucentio who disguises himself as his
BIANCA
12.
master.
WIDOW
As with the previous exercise, this one further encourages students to
complete their reading assignment.
Place character
The following day begins with a test in a game disguise.
description of the character, as
names on the board, but instead of reading a
play.
in the last exercise, recite a line that the character stated in the
The lines chosen should not be obscure but should epitomize the character's
Use approximately ten lines and ask your students to write down
personality.
This exercise/test is a simple way
the appropriate character for each quote.
Approach
of letting you know who has or has not read the play (see Figure 3).
students who have not read the play and provide assistance and encouragement,
if necessary.
Figure 3
Examples of Character Quotes for The Taming of the Shrew
Line Play Quiz
Or do I dream?"
and have such a lady?
"Am I a lord?
1.
(CHRISTOPHER SLY)
"Your husband, being troubled with a shrew, measures my
2.
and now you know my meaning."
husband's sorrow by his woe:
(WIDOW)
"Gentlemen, importune me no farther, for how I firmly am
3.
resolves you know; That is not to bestow my youngest daughter,
(BAPTISTA)
before I have a husband for the elder."
8
Dienstfrey
7
"Believe me, sister, of all the men alive I never yet beheld
4.
that special face which I could fancy more than any other."
(BIANCA)
1 perish, Tranio, if I achieve not
I pine,
burn,
"Tranio,
5,
I
(LUCENTIO)
this young modest girl."
"I am ashamed that women are simple to offer war where they
6.
should kneel for peace."
(KATHARINA)
"But is this true? or is it else your please, like pleasant
7.
travellers, to break a jest upon the company you overtake?"
(VINCENTIO)
I should knock you first, and
"My master is grown quarrelsome:
8.
(GRUMIO)
then I know after who comes by the worst."
and kiss me, Kate."
Come on,
"Why, there's a wench!
9.
(PETRUCHIO)
"I am content to be Lucentio, because so well I love Lucentio."
10.
(TRANIO)
Kindness in
"I will be married to a wealthy widow. .
11.
. .
women, not their beauteous looks, shall win my
love."
(HORTENSIO)
"But now, Baptista, to your younger daughter--now is the day we
12.
I am your neighbour, and was suitor
long have looked for.
(GREMIO)
first."
comprehend the
Once the "line play quiz" is complete, the students should
well as the
personal and historical context within which Shakespeare wrote, as
the Shrew.
basic elements of plot and character in The Taming of
and plot elements of
Familiarization with the historical,
character,
9
Dienstfrey
8
Students must now move on to more
Shakespeare's work is only a beginning.
complicated ideas and be taught to critically interpret and analyze
Shakespeare's writing.
ability
a student will demomtrate the
Through application and analysis,
Shakespeare's works, and
to interpret Shakespeare, question various aspects of
An ideal starting point for
debate pertinent points regarding his writings.
this process would be the viewing a live performance of the play.
check if a nearby
In planning your semester or year's work, you might
If
college, university, or community theatre plans a Shakespeare production.
Shakespeare unit around attendance at a
so, by all means plan your
characters to life
A stage production will bring the words and
performance.
If a production is not produced in your
right before your students' eyes.
explored.
community exactly when you need it, a few other options can be
players
Videos and films are fine but do not allow for discussion with the
Try contacting a
and/or director which can lead to very interesting insights.
directing
nearby college theatre department and ask if advanced acting and
Shrew for your
students would stage a few scenes from The Taming of the
Not only would this benefit your class but many colleges and
school.
The exposure in
universities today go out of their way to recruit students.
few classes joining together to watch
your school (be it a single class or a
and
the performance) is an ideal opportunity to advertise their department
Many
students.
institution, as well as a good training experience for their
Shakespeare
colleges, in fact, have touring companies, a few of which are
You might be pleasantly surprised
Be sure to plan well in advance.
oriented.
students and faculty.
at the helpfulness and skills of college
10