In this article in English Journal, Arkansas teacher Kathryn Hill says that when she tells her ninth graders they’ll be reading Romeo and Juliet, there are groans and heads on desks. At this grade level, students know Shakespeare at a distance, and some believe his work is for people who are smarter, more mature, more cultured. “Why do we have to read those dry, dusty stories that have nothing to do with us?” asked one student.
“This is why there is an urgent need to rethink how we approach teaching Shakespeare,” says Hill, “and, perhaps more importantly, if we teach Shakespeare at all.” She had her own epiphany watching a production of Richard III in a small theatre in Stratford-Upon-Avon in England, seeing for the first time “the power of language and character.” When she began teaching, Hill was determined that her students would make a similar connection between Shakespeare and their lives. In Romeo and Juliet, she wanted students to see in Romeo “the same fiery passion, pensiveness, and rebellion that many of them [experience] as adolescents,” and in Juliet she hoped they would see “the bonds of antiquated, nonsensical traditions, and the destructive cycles of violence and greed – and explore productive ways of fighting against these powers that be.”
Over the years, Hill hit upon choral reading as a way to bring Shakespeare alive for students and get them to a level of fluency where they truly understood his meaning. Here’s how it works.
• Introducing the play – Hill’s students read Act I of Romeo and Juliet together and analyze how several movie adaptations of key scenes use the film medium to enhance what Shakespeare wrote.
• Setting the stage – Students have a choice of studying one of four soliloquies from Act 2: Romeo’s under Juliet’s balcony; Romeo and Juliet’s on the balcony; Friar Laurence’s; and Juliet’s in scene 5. Having introduced the assignment, Hill divides students into heterogeneous groups of 4-5 and groups select which soliloquy they want to study and perform. Students then spend 20-30 minutes working individually with their soliloquy:
(Please Note: The summary above is reprinted with permission from issue #835 of
The Marshall Memo, an excellent resource for educators.)
No comments:
Post a Comment