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
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
Macbeth- The Witches
What's On for Today and Why
- 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"
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.