Shakespeare. Out Loud and In Color Anna J. Small Roseboro, National Board Certified Teacher.

Transcription

1 Shakespeare Out Loud and In Color Anna J. Small Roseboro, National Board Certified Teacher

2 Organize into Groups by Play Romeo and Juliet Julius Caesar Macbeth Hamlet Othello Midsummer s Night s Dream Other? Image 1 Image 2 Image Image

3 Shakespeare No BIG deal

4 Making Him Manageable

5 Involved from Beginning to End

6 The Eight Types of Intelligence Linguistic Bodilykinesthetic Logical- Mathematical Spatial Musical Interpersonal Intrapersonal Naturalist

7 Integration of Knowledge and Ideas Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

8 Presentation of Knowledge and Ideas Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

9 Speaking and Listening Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

10 Recite the PROLOGUE

11 Jump in or Quaker Reading Read according to punctuation Invite one student to begin reading, but stop at first mark of punctuation. Second student jumps in without being called upon, and continues reading to next mark of punctuation. More than one reader? All read together as one voice. Let the silence resonate. Quaker reading means no raised hands, no preplanned speakers. Let the silence spur the next reader.

12 Prologue to Act I Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross d lovers take their life; Whose misadventured piteous overthrows Do, with their death, bury their parents strife.

13 The fearful passage of their death mark d love, And the continence of their parents rage, Which, but their children s end, nought could remove; Is now the two hours traffic of our stage. The which, if you with patient ears attend, What here shall miss, our toils shall strive to mend.

14 Choral Reading Stage It Add Gestures er%20side-greek%20chorus%201.jpg

15 Let s try it

16 Prologue to Act I Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross d lovers take their life; Whose misadventured piteous overthrows Do, with their death, bury their parents strife.

17 The fearful passage of their death mark d love, And the continence of their parents rage, Which, but their children s end, nought could remove; Is now the two hours traffic of our stage. The which, if you with patient ears attend, What here shall miss, our toils shall strive to mend.

18 Pattern a Sonnet Summarize a scene from Romeo and Juliet by writing a lazy sonnet. Focus on an incident, a character, or a theme.

19 Think about WHOLE Play Summarize an act or the whole play Capture a character, an incident, or a theme Only fourteen words and end in rhymed couplet Blank verse is OK, except for closing couplet

20 Lesson Plan: Lazy Sonnet Write a 14-word sonnet. Conclude with rhymed couplet. The following are sample responses.

21 Act I Capulet hates Montague. Montague hates Capulet. Families fight. Citizens cheer. Prince comes. Double Trouble. By D

22 Act I Act I Capulet hates Montague. Montague hates Capulet. Families fight. Citizens cheer. Prince comes. Double Trouble. By D Capulet says, Party time. Romeo thinks Juliet s fine. Loving eyes, not mind. Attraction. Satisfaction. By L

23 Act I Capulet hates Montague. Montague hates Capulet. Families fight. Citizens cheer. Prince comes. Double Trouble. By D Act I Capulet says, Party time. Romeo thinks Juliet s fine. Loving eyes, not mind. Attraction. Satisfaction. By L Act II Herbs soothe the body. Herbs soothe the mind. Herbs are used badly. Life Strife. By Z

24 Act I Capulet hates Montague. Montague hates Capulet. Families fight. Citizens cheer. Prince comes. Double Trouble. By D Act I Capulet says, Party time. Romeo thinks Juliet s fine. Loving eyes, not mind. Attraction. Satisfaction. By L Act II Herbs soothe the body. Herbs soothe the mind. Herbs are used badly. Life Strife. By Z Act III Juliet sad. Romeo banished. Juliet happy Tybalt dead. Juliet unsure, confused, unhappy. Fears Tears. By C

25 Act I Capulet hates Montague. Montague hates Capulet. Families fight. Citizens cheer. Prince comes. Double Trouble. By D Act I Capulet says, Party time. Romeo thinks Juliet s fine. Loving eyes, not mind. Attraction. Satisfaction. By L Act II Herbs soothe the body. Herbs soothe the mind. Herbs are used badly. Life Strife. By Z Act III Juliet sad. Romeo banished. Juliet happy Tybalt dead. Juliet unsure, confused, unhappy. Fears Tears. By C Act IV Fears potion; fears duty; Fears death; fears life. Fears night; loves Romeo. Dear Fear. By M

26 Act I Capulet hates Montague. Montague hates Capulet. Families fight. Citizens cheer. Prince comes. Double Trouble. By D Act I Capulet says, Party time. Romeo thinks Juliet s fine. Loving eyes, not mind. Attraction. Satisfaction. By L Act II Herbs soothe the body. Herbs soothe the mind. Herbs are used badly. Life Strife. By Z Act III Juliet sad. Romeo banished. Juliet happy Tybalt dead. Juliet unsure, confused, unhappy. Fears Tears. By C Act IV Fears potion; fears duty; Fears death; fears life. Fears night; loves Romeo. Dear Fear. By M Act V Paris slain by Romeo. Romeo then slew himself. Later Juliet slew herself. Madness Sadness By K

27 Let s try it Summarize an act or the whole play Capture a character, an incident, or a theme Only fourteen words and end in rhymed couplet Blank verse is OK, except for closing couplet

28 It s Sharing Time! Please take a moment and share your ideas for symbols with those in your group.

29 Work in Groups by Play Romeo and Juliet Julius Caesar Macbeth Hamlet Othello Other? Image 1 Image 2 Image

30 Shakespeare In Colors Colors symbolize emotions, ideas Red Blue Yellow Brown Green Black Orange Purple Positive and Negative

31 and Symbols Something concrete representing an abstract idea One object standing for another Some thing representing an event, a place, a time, a person Remember - Cultural Contexts

32 Cultural Context Buddha guarded by cobra Eve tempted by serpent Positive and Negative Bhudda

33 What objects or designs? Benvolio: And I will make thy Swan a crow. crow

34 Flames and Dog Bones SAMPSON: A dog of the house of Montague moves me. One of those dogs from the Montague house can make me angry. Fire for love or tempers

35 It s Sharing Time! Please take a moment and share your ideas for symbols with those in your group.

36 Geometric Characters

37 Step 1 Complex Characters Hamlet Julius Caesar A Midsummer Nights Dream Othello Macbeth

38 Step 2 Geometric Shapes (circle, triangle, rectangle, square, blob). What type of personality does each shape suggest?

39 Step 3 Choose Main Characters What shape for each character?

40 What geometric shapes? Circle Square Rectangle Triangle Rhombus Hexagon Cylinder Parallegram

41 Step 4 - Decide colors and sizes for shapes Colors = Symbolic Significance Size = Relative Importance/Relationship

42 Step 5 Arrange Shapes Show relationships among characters

43 Step 6 Art Writing w/depth explaining color, shape, size and placement, backing up interpretation with specific details from the story, play, or novel.

44 Student Work on Antigone

45 Some Can t Resist 3-D

46 Hmmmm...

47 Paper Plate Masks Cheap paper plates Crayons, markers Scissors Glue or Staplers Construction Paper Popsicle Sticks Hole Punch String, ribbon, yarn, lace, or whatever

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49 Your Turn Geometrics or Mask? Plan and layout geometric symbols OR Plan and lay out a mask for your favorite Shakespearean character What colors represent that character? What shapes or symbols reflect the personality of the character? What layout design seems appropriate your character?

50 Summary Shakespeare can be made more memorable and more fun for more students Choral readings Lazy sonnets Geometric characters Symbolic masks

51 Shakespeare in Color Choosing colors and symbols higher order thinking. Listening to students create the masks increases instructor insight about thinking Appeals to multiple intelligences of artistic students. Aids comprehension for visual learners Serves as no-stress assessment for instructors.

52 Students think it s FUN

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54 See My Books