BAM STT 2015

Folger Shakespeare Library
Located on Capitol Hill in
Washington, DC.
Home to the world’s
largest and finest
collection of Shakespeare
materials and major
collections of other rare
Renaissance books,
manuscripts, and works
of art

50,000 drawings,
watercolors, prints,
and photographs;
and a wealth of
other materials,
including musical
instruments,
costumes, and films.

First Folio 1623
 Contains 36 plays
 Published 7 years after Shakespeare died
 Half of the plays had not previously been
published, including Macbeth, Twelfth
Night and The Taming of the Shrew
 Only 232 copies of the book, which sold for
20 shillings (about $200 in 1623) are thought
to exist.
 Folger Shakespeare Library has 82 copies
 Kodama Library at Meisei University in
Tokyo has 12

Some Random Thoughts about Teaching Shakespeare

It is more important to get
kids to like Shakespeare
than it is to get them to
understand every word.

The best way to get kids to
like Shakespeare is by
getting them to perform
Shakespeare.

Performing Shakespeare does not
mean having students sit at their
desks reading out loud, or having
students stand in front of the room
reading out loud, or the teacher
acting out scenes for the class.

Acting out a scene is a
form of close reading on
your feet.

Sometimes it is better to
do just part of a play
rather than the whole
play.

There are wonderful plays to
teach other than the Big 4

The best way to use video
may not always be
showing the DVD from
the beginning to the end.

A few tricks and gimmicks
are not enough to make a
Shakespeare learning
experience significant.

If you’re using a “modern” version of a Shakespeare
play, you’re not teaching Shakespeare.

When students use Web 2.0
technology to learn
Shakespeare, they are usually
using performance and doing a
close reading of the text.

Studying Shakespeare’s
life doesn’t really help
students understand the
plays.

Designing Globe Theaters out of sugar
cubes and Popsicle sticks, making
Elizabethan newspapers, designing
costumes, doing a scavenger hunt on the
Internet, or doing a report on Elizabethan
sanitary conditions has nothing to do with
a student’s appreciation of Shakespeare’s
language.

O
int. Expressing (according to intonation) surprise,
frustration, discomfort, longing, disappointment,
sorrow, relief, hesitation, etc.
Used mainly in imperative, optative, or exclamatory
sentences or phrases, as in O take me back again!,
O for another glimpse of it!, O the pity of it!, O
dear!; often also emphatically in O yes, O no, O
indeed, etc
The Oxford English Dictionary

Subtext
sub⋅text /ˈ–noun
the underlying or implicit meaning,
as of a literary work.

Tone
A particular quality, pitch, modulation,
or inflexion of the voice expressing or
indicating affirmation, interrogation,
hesitation, decision, or some feeling
or emotion; vocal expression.
--The Oxford English Dictionary

Stress
Relative loudness or force of vocal utterance; a
greater degree of vocal force characterizing one
syllable as compared with other syllables of the
word, or one part of a syllable as compared with
the rest; stress-accent. Also, superior loudness of
voice as a means of emphasizing one or more of
the words of a sentence more than the rest.
Oxford English Dictionary

O good Iago,
What shall I do to win my lord again?
(worried)

My daughter! O, my daughter!
(excited)

O murderous slave! O villain!
(furious)

O my dear Cassio! my sweet Cassio! O
Cassio, Cassio, Cassio!
(lusty)

O, who hath done this deed?
(excited)

O, I have lost my reputation!
(disappointed)

O, these men, these men!
(disgust)

(horror)

(sorrow)

(lusty)

O, banish me, my lord, but kill me not!
(pleading)

What shall I do to win my lord again?

This presentation is available at
www.slideshare.net (search: mikelomo)
Contact me at mike@lomonico.com

BAM STT 2015

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