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"Living Art Through the Lines: Reading Shakespeare Through the Eye of the Artist" Day 2 of 2/3



Teachers' Rating:
  1 rating


Shakespeare. The plays of Shakespeare. London, 1864-1868

 
June 2013
 

Kristyn Rosen teaches English at North Plainfield High School, North Plainfield, NJ

Jill Burdick-Zupancic teaches English at Thomas Jefferson High School for Science and Technology, Alexandria, VA


 

Plays/Scenes Covered

Othello, 5.2

 

Please note this lesson is adaptable for many of Shakespeare's plays as long as there are fine art images available to support the selected scene.

Romeo and Juliet-the balcony scene

Hamlet-Ophelia's death

Macbeth- The Witches


 
What's On for Today and Why

Students will:

  • Use the aesthetic valuing skills they learned in Day 1 to analyze both Othello and Desdemona in 5 fine art visuals of Othello, 5.2
  • Use the knowledge (reading and analyzing an image) to analyze character and cut/edit the scene based on their interpretation of visual clues.

 
What You Need
  • Folger editions of Othello (print or digital)
  • Projector/SmartBoard to display slides
  • Power Point  of Othello, 5.2
  • Handout- "Living Art Through the Lines"

 

  • What is also helpful: Notes from Day 1-analysis of "Nighthawk"

Documents:
Othello Power point
Living Art Through the Lines
 
 
What To Do

1.Ensure that all students have read Othello, 5.2 (Homework from Day 1)

 

2. Have students clear their desks of all materials.

 

3. Review the terms and vocabulary from Day 1

 

4. Display 5 selected images on projector or SmartBoard.

 

4. View the selected images with your students, incorporating terms from Day 1.

 

5. Facilitate a discussion by asking questions such as:

What is going on in each of the images?

What is something about all five images that is the same?

Can you identify one or more elements that are different about each image?

 

6. Have students note down some class generated ideas on the SmartBoard next to the images.

 

7. Allow for some free discussion of the paintings.

 

8. Distribute Handout, "Living Art Through The Lines ", and clarify if necessary.

 

9. Have students work with partners to use the tools of interpretation from Day 1 to analyze the way characters are portrayed in one of these images. Students should be able to use the language from the play to justify their interpretation/analysis of the way the scene has been depicted in the image. 

 

10. Have students prepare to perform their scene the next day.

 

11. Reflection-have each student complete the sentence, "Today I observed that...." with reference to their chosen painting.

 

12. This lesson should be continued into a third day for performance.


 
How Did It Go?

Were the students able to use the skills learned in Day 1?

Were the students able to apply these skills to analyze characters in the selected images?

Were students able to support their analysis of the image with language from the text?


 


If you used this lesson, we would like to hear how it went and about any adaptations you made to suit the needs of YOUR students.

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8 CommentsOldest | Newest

That is what I find most interesting and funny today. Friv | Kizi 3
vu September 18, 2014 11:01 PM

I was very happy to bring joy to you Y2|Kizi 4
Tran September 9, 2014 10:07 PM

Really thank you sharing this, hope the new share more and more from you. girlsgogames
Tran August 20, 2014 4:03 AM

I will share with my friends the same reference. Yepi
dai August 14, 2014 8:18 PM

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Ashley August 2, 2014 7:18 AM

the idea is very good, but you should implement it first, thanks! www.schwabingzahnarzt.de/Zahnreinigung-Muenchen.html
zoli July 22, 2014 4:10 AM

I wrote a couple of essays based on Shakespeare's plays and I must say it was much easier than performing a scene on stage. I've shared my experience on paytowriteessays.com and continue studying his works, trying to become a better performer on stage.
Nick July 17, 2014 9:17 AM

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Friv May 8, 2014 4:45 AM
  Common Core State Standards

RL.9-12.1, 4
 
 


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