愛は盲目であり、恋人たちは何も見えない：シェイクスピアの『ヴェニスの商人』
この 9 週間のクラスでは、愛、貪欲、偏見、復讐を描いたシェイクスピアの有名な戯曲を読みます。
Maureen Tobin (BS, MFA)
平均評価:
5.0
レビュー数:(182)
含まれるもの
9 ライブミーティング
11 時間 15 分 授業時間宿題：
週1時間. The entire play will be read aloud in class. I never require students to read alone, unguided and in silence, but they are encouraged to read ahead if they wish to be better prepared for the live reading. A final project will be chosen by each student (in consultation with the teacher) and might include writing, performance, artwork, parody, music, etc.テスト
I do not give formal assessments, but let me know if you want me to provide a grade., which will be based on classroom participation and the final project.評価
含まれるこの文章は自動翻訳されています
このクラスで学べること
英語レベル - B1
米国の学年 8 - 11
Scheduling Note: This class can be requested as a once OR twice a week class--twice a week cuts the number of weeks in half. In addition to Shakespeare's comedies, tragedies, and history plays, many scholars include a fourth category, the problem plays. The Merchant of Venice, while usually labeled a comedy because it ends with several marriages, has tragic consequences for at least one of the characters. Often cited as a response to Christopher Marlowe's brutal play The Jew of Malta, Shakespeare's Shylock is a more complicated--and much more human--character than Marlowe's monstrous Barabas. And while Shylock has a taste for bloody vengeance, he can still inspire sympathy. According to the Antaeus Theatre's blog, "The 'problem' plays go beyond a blending of comedy and tragedy into areas of uncertainty. These plays deal with too many complex moral issues to be comfortably labeled 'comedy,' but also lack the essential ingredients of tragedy." This describes The Merchant of Venice very well, and we will not be shying away from the uncertainties. Class Experience Among other topics, we will explore these questions: What does Shylock and his position in Venetian society reveal about politics, relationships, and religion in Renaissance England? What are some of the possible historical and literary sources the playwright may have utilized? Can this play possibly be relevant in the 21st century? And if yes, how? How did Shakespeare contribute to the English language? What is O.P. and why have I never heard of it? What are the ties that bind the tightest—blood, gold, or affection? While I feel it's important to create an academic experience for my students, I believe it's equally important to have fun while doing it. Students will gain confidence in their knowledge of Shakespeare as we read the play together, and it is my hope that they enjoy this highly interactive class as much as I do. Although we start each session with a main topic, countless other topics will arise organically as we go along. Students are encouraged to ask questions, and I use the Socratic method to help students find their way to what they might not know they know. Class time will be spent reading and discussing the play, as well as reading and viewing supplementary materials. Everyone will be expected to read aloud, but fear not! My classroom is a safe, respectful, and easy-going place. A final project will be chosen by each student (in consultation with the teacher) and might include writing, performance, artwork, parody, music, etc. No background in Shakespeare is required. Please message me if you have any questions about this. The entire play will be read aloud in class. I NEVER require students to read Shakespeare alone, unguided and in silence, but they are encouraged to read ahead if they wish to be better prepared for the live reading. We will watch clips from various film versions of the play. Week 1 Discussion: Historical context--Antisemitism in Renaissance England and Italy; Common Elizabethan words and phrases Watch: Opening scenes (The Merchant of Venice, 2004) Read: Act 1, Scenes 1-2 Henceforward, this shall be noted as: Read: 1.1-1.2 Week 2 Discussion: Shakespeare's sentences--tricks for untangling Read: 1.3-2.1 Watch: Selected clips, as time permits Week 3 Discussion: Shakespeare's Italian plays and the questions they raise about authorship Read: 2.2-2.7 Watch: Selected clips, as time permits Week 4 Discussion: Original pronunciation--what do we know, and how do we know it? Watch: Open University Read 2.8-3.1 Week 5 Discussion: Shakespeare's puns, featuring gentle the adjective, gentle the noun, and how does gentile fit into all of this? Read 3.2 Watch: Selected clips, as time permits Week 6 Discussion: Introduction to projects. A list of possibilities will be shared, but the ultimate decision is up to the student and might involve writing, performing, painting, building, designing, etc. Projects will be shared with the class on the last day. Read 3.3-3.5 Watch: Selected clips, as time permits Week 7 Discussion: We will respectfully explore the ugliness at the core of the play and try to decide how much (or little) the antisemitism portrayed might have reflected the author's own attitude. Read: 4.1-4.2 Watch: Selected clips, as time permits Week 8 Last chance to discuss projects in class--any questions or concerns? Read Act 5 entire Discussion: Is there a hero in this play, and if so, who is it? Is this your idea of a happy ending? And what about the three couples who marry in the end? Watch selected clips, as time permits Week 9 Project presentations
学習到達目標
Students will grow their knowledge and understanding of Shakespeare's The Merchant of Venice, gaining skills that will carry over to all of Shakespeare's plays.
Students will be able to explain the difference between a soliloquy and a monologue.
Students will be comfortable discussing and/or debating the classification of this play as a comedy.
Students will gain confidence in reading aloud. While this is not an acting class, students will be encouraged to convey character as they become more comfortable with the language.
Students will demonstrate learning through classroom participation (reading and discussion) and in the completion of a final project.
シラバス
9 レッスン
9 週間以上レッスン 1:
Week 1
Discussion: Historical context--Antisemitism in Renaissance England and Italy; Common Elizabethan words and phrases
Watch: Opening scenes (The Merchant of Venice, 2004)
Read: Act 1, Scenes 1-2 75 分のオンラインライブレッスン
レッスン 2:
Week 2
Discussion: Shakespeare's sentences--tricks for untangling
Read: 1.3-2.1
Watch: Selected clips, as time permits 75 分のオンラインライブレッスン
レッスン 3:
Week 3
Discussion: Shakespeare's Italian plays and the questions they raise about authorship
Read: 2.2-2.7
Watch: Selected clips, as time permits 75 分のオンラインライブレッスン
レッスン 4:
Week 4
Discussion: Original pronunciation--what do we know, and how do we know it?
Watch: Open University
Read 2.8-3.1 75 分のオンラインライブレッスン
その他の情報
保護者へのお知らせ
Be forewarned, this play includes depictions of racism and antisemitism and might not be appropriate for less mature students. We do not shy away from discussing difficult topics.
受講の前提条件
There are no prerequisites to take this class, although Romeo and Juliet or A Midsummer Night's Dream are probably better introductions to Shakespeare.
受講に必要なもの
We will be using the Folger Shakespeare Library text. There are many formats available for free download, but please be sure to select a version, like the PDF, that has line numbers. Free Download here: https://shakespeare.folger.edu/shakespeares-works/the-merchant-of-venice/ If you would like a solid book with great footnotes, you can buy the Folger paperback edition here: https://bookshop.org/books/the-merchant-of-venice-9798694776806/9780743477567 or, if your town still has an independent brick and mortar store, do give them your business. Students should also have a notebook dedicated to this class. Done well, this notebook can be a resource for future Shakespeare courses.
参加しました August, 2017
5.0
182レビュー
教師の専門知識と資格
ネブラスカ 教員免許 英語/国語で
修士号 University of Nebraskaから 音楽、演劇、芸術 へ
A retired English teacher, I hold an MFA in Creative Writing and a bachelor's degree in Language Arts Education from the University of Nebraska at Omaha. I currently work as a reading and writing coach for students of all ages. (Continued below the class list.)
Teaching allows me to share my passion for the written word. For example, inspiring a love of Shakespeare in formerly fearful young readers is one of my proudest accomplishments. I also believe writing is an essential tool for communication with the world and with the self. Art is for everyone!
For what it's worth, whenever I get a chance to travel to see a Shakespeare play, I do it. I've been fortunate to go to England a few times recently and have seen wonderful plays at both the Globe Theatre (The Tempest, As You Like It) and the Royal Shakespeare Theatre (Macbeth, Richard III). Sometimes when I think about that "then I scorn to change my state with kings." (Sonnet 29.)
SCHEDULING NOTE: I understand sometimes it is necessary to miss a class. Just let me know and I can send a link to the video of the class missed.
A little bit about my teaching methods:
For all classes, students are encouraged to interrupt with questions, comments, etc. whenever they arise.
--My one-hour concept courses ("Irony" and "Connotation/Denotation") are more lecture-heavy, though questions and discussion are encouraged. I do pretty frequent checks for understanding because we are covering a lot of information in a short amount of time. These are the only courses where students are not expected to produce a final project.
--For the literature courses, I try to keep the lecturing to a minimum. I begin class by presenting background information and use guiding questions for discussion. The amount of reading done in class varies depending on the material and the students.
For the Shakespeare courses, there is no outside reading beyond what the student chooses for their final project. We use the Reader's Theatre method, with all willing students reading a part and fairly frequent checks for understanding. The reading is usually followed by video clips from different film versions of the scenes we have read.
For novels such as The Great Gatsby, The Haunting of Hill House, and The Hobbit, most of the reading is done outside of class, though I do like to read together occasionally when there's something particularly challenging in the material.
High-interest short stories like "The Cask of Amontillado", the 19th-century horror survey, and the novel Ready Player One are especially good for students who might be a little fearful or uninterested in reading, although in any given class only a third or a half of the students fit that description. Every now and then I'll have a group where every student is passionate about reading.
For these high-interest courses, we read a higher percentage of the work in class. I spend a good amount of that time modeling good reading skills; for example, "interrogating the text" by asking questions, replicating aloud what goes on in the mind of a good reader. This is especially good for students who need to work on reading comprehension.レビュー
ライブグループコース
$25
毎週または$225 9 クラス分週に1回、 9 週間
75 分
11 人がクラスを受けました
オンラインライブ授業
年齢: 13-18
クラス人数： 3 人-9 人
