To compare and contrast different versions of one play
To apply Shakespeare to a modern context
STANDARDS
III.C.3: Evaluate the source's point of view, intended audience and authority.
III.C.6: Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.
INTRODUCTION
This class is designed for a twelfth grade elective class on Shakespeare. It is the final unit, three weeks, and culminating project for the class. It will be incorporating previous plays that have been discussed throughout the term as well as applying critical lenses to the works and films they will be watching, writing about in their paper.
ACTIVITIES
Weeks One and Two
Reading of Hamlet coinciding with Kenneth Branagha version-breaking the play and film down by acts.
After students read each act, they will watch that act in Kenneth Branagh’s 1996 film version of Hamlet. Discussion should be mainly student-led, but here are some guiding questions:
What do you notice about the setting? Why change the time period?
Why is the film so much longer than a stage performance would be?
How has the meaning of certain scenes/lines changed from when you read it to how it is performed in the film?
What would you change if you were to direct a version of the movie?
How does the ending differ?
What do you notice about stage directions in the play versus the action found in the film?
If you were to direct your own film version today, who would you cast in each part?
Have you seen any other versions of Hamlet either on film or on stage? How did that performance differ? Which did you prefer and why?
Discussing different lenses within both the film and play
Feminist lens- How are Ophelia and Gertrude different or alike?
Are they strong or weak characters?
Why does Ophelia Kill herself?
How is Kate Winslet's character portrayed in the Branagh film?
Marxist lens- Who has power in the play?
Students will fill out a chart, placing each character on a hierarchy
Reader Response- What connections to your life can you make?
What other can you think of where most of the characters die?
What would you have done if you were Hamlet?
Historical lens-How historically accurate do you think the film or the play are?
What might be the importance of it not being accurate?
Reading and acting out scenes in class
Students can be divided into small groups in appropriate numbers for the characters appearing in particular scenes. This primary use for these activities is for students to get a better grip on a play. Students can read and block scenes out in front of the class to better see the action of the play. People tend to have a better idea what’s happening in a play when a designated person is reading each part. Besides straightforward reading, the following twists can be used for readings:
Boys can read female parts and girls can read male parts
Using “No Fear Shakespeare,” or SparkNotes the students can read and study modern translations of the bard’s work.
Students can rewrite their own versions of scenes:
Make a short film/performance of scene
Write a poem
Perform a song or rap (for the bold and brave students)
Rewrite in modern language or as a soap opera
Change the setting to a high school, an office, a family reunion, etc.
Using small groups to formulate arguments for the different perspectives
Students will use jigsaw activities to discuss select scenes using the feminist, Marxist and historical lenses. They will be divided into small groups to discuss one perspective and then split up again with students from other perspectives to discuss how the scene might be interpreted differently. They will then come back as a whole class to discuss all the perspectives.
Debates about plot points and characters
Students will be divided into groups of four, with two teams of two each. Debates would be conducted in the usual way, with initial arguments, rebuttles, and final statements, with short discussion times between. Topics could be distributed by mystery envelopes of random drawings. Or, the students could have a more formal debate, which they prepare for ahead of time and perform in front of the classroom.
Possible debate topic on Hamlet include:
Is Hamlet really indecisive, or does he know what he’s doing?
Is Ophelia really crazy, or just tired of her situation?
Is Gertrude the real mastermind?
Are Rosencrantz and Guildenstern back stabbers or victims?
Does Polonius deserve his fate?
Would Hamlet make a better king than Claudius?
Will Denmark be better off with Fortinbras ruling?
Make a character chart identifying people in The Lion King and discuss.
Students will watch the Disney animal version. While watching, the students should fill out a character sheet, matching those from The Lion King with those from Hamlet. Allow the students to debate whether Rosencrantz and Guildenstern are represented by the hyenas or by Timon and Pumba; This will echo the debate on whether Rosencrantz and Guildenstern are conscious of their role or just pawns. After the film, the students by now should be able to completely lead the class discussion comparing and contrasting versions.
Students should note that the death of Mufasa is shown, the Fortinbras subplot is missing, and the ending is happy, among many other changes.
Students can review specific scenes from the play and then watch other film versions of that scene, such as the famous “To be or not to be” soliloquy from Act III, Scene i:
Ethan Hawke:
Laurence Olivier:
Derek Jacobi:
After watching these versions in class, students can be encouraged to search the web at home for other versions, including many on YouTube by smaller theater companies, amateurs, or films we didn’t watch in class.
To understand all the ways Shakespeare can be portrayed, students will watch a trailer from a new take on Hamlet, a short parody version, and one more entire film.
Strange Brew
Students will be asked who have seen the film before, then they will be shown a few clips from the film, followed by a short discussion comparing it to Branagh’s.
This is especially good for kids from Minnesota
The Simpsons
This “masterpiece theatre” version from the Simpsons is a great parody. (Go about a minute in—the beginning is not Simpsons.) During discussion, note the humor of the play within the play and how it points out the constructs of the original play:
Discuss play and films according to lenses
Assignment and completion of final paper
Students will be given a list of film adaptations of plays already discussed in class, and have seen a corresponding traditional adaptation
Students will choose one modern adaptation and one lens to discuss similarities and differences between the play and film.
PURPOSE
The purpose for this unit would be to incorporate several different literary concepts and apply them to modern media. Using the critical lenses, students will be able to use analytical methods in looking at both Shakespeare as well as artistic representations of his work through film. Such activities will help students better understand Shakespeare in a modern context and thus giving relevance such classics.
FINAL ASSIGNMENT
Film Choices for Final Paper
Choose one of the films below to write your 5-6 page paper. Compare and contrast your film to the more traditional version we watched in class. Be sure to refer to the original play, when necessary. You may also choose one of your own, but you are responsible for watching a traditional version in film or play format, as well. Include at least three of the following comparisons:
Character development
Plot
Setting
Style/direction
Language
In addition, compare the movies according to one of the following critical lenses:
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