The lessons in this unit showcase my pedagogic philosophy that students learn best when they are actively engaged. Traditionally teachers teach Shakespeare's plays much as we teach novels and short stories: Students read the text, analyze and discuss it, take quizzes and tests, and write a paper. What happens when we approach Shakespeare's plays through performance pedagogy and pay homage to the Bard's original intent?
The lessons in this unit emphasize fresh approaches to literary analysis.This lesson is part of a larger unit on William Shakespeare's The Taming of the Shrew. In its unit context, this is
Lesson 12 of The Taming of the Shrew.
This lesson revisits lesson 10 in which students cut scenes in Act 3.
The lesson can be taught prior to lesson 10 as an example of how to cut a scene rather than as the assignment teachers give to students. I present it here as an example of how I reteach a lesson that did not have the outcome I originally envisioned.
Since I wasn't completely satisfied w/ the cuttings students did for scenes (sections) of Act 3, I decided to walk them through the cutting process. Here's what I did:
The Act 3.1.1-95 Cutting shows the scene students and I cut together during this lesson: Act 3.1.1-95 Cutting
The screencast tutorial shows the process I used to walk students through the cutting process: