Thursday, October 30, 2014

Hamlet conversation activity & final project introduction

Kick-off activity: Hamlet text messages

On your desk, you will find a text message conversation. Take a seat, and read it with the person beside you. 

Your task is the following:

• Who is the sender and who is the receiver?
• What scene does this connect with?
• How do you know? 

Pairs will work through each conversation to see if they can match the adaptation to the text! 5 minutes for each text message.

Final project introduction: Packet of information and rubric handed out in class. Please see Ms. Bowering for a hard copy. The packet is also pasted below:

Final Project Details:

Congratulations! You’ve finished Hamlet! As a final project, each of you will hand in an assignment that reflects your understanding of the play in both analytical and creative ways.

What you will turn in at the end of class next WEDNESDAY, NOVEMBER 5:

·      Handwritten brainstorming sheet (attached to this sheet)

·      Part I: TYPED paraphrase of a scene of your choice, minimum 35 lines

·      Part II: Creative product reflecting the character, action, and/or theme or your scene, with art-based and text-based explanation of your creative choices. (Can be submitted handwritten, typed, as a link on YouTube, a video file, etc.)

Project sharing “Gallery Walk” THURSDAY, NOVEMBER 6:

·      Gallery Walk: Be able to informally tell the class about your project, or share artistic components that are part of your creative product.

Post- project reflections and feedback sharing FRIDAY, NOVEMBER 7:

Timeline:

Thursday 10/30 – Text message activity & project introduction

Friday 10/31 – Finish film & brainstorming

Monday 11/3 – Paraphrase workshop

Tuesday 11/4 – Creative product workshop

Wednesday 11/5 – Final workshop day for paraphrases and creative products; revision, finishing touches, etc. We have the library signed out for those who need computers. Prep for gallery walk. Projects are DUE by the end of class Wed. I will upload scanned docs or photos of your project to our class blog in class and after class.

Thursday 11/6 – Gallery walk/project share

Friday 11/7 – Blog feedback share and final reflections

Brainstorming Guide

What act and scene are you using for your final project? (Both your paraphrase and creative product will be based on this excerpt.)

Act 1.1: Outside the castle                Act 2.1: Ophelia & Polonius

Act 1.2: Hamlet introduction            Act 2.2: Rosencrantz & Guildenstern/players arrive

Act 1.3: Advice to Ophelia               

Act 1.4: Ghost & Hamlet                             

Act 1.5: Ghost’s message                                         

                                                                                   

Act 3.1: Spy on Hamlet & Ophelia Act 4.1: Queen & Claudius          Act 5.1: Ophelia’s funeral

Act 3.2: Play performance               Act 4.2: Chaos after murder        Act 5.2: Tragic ending

Act 3.3: Claudius’s confession        Act 4.3: Hamlet sent to England

Act 3.4: Hamlet kills Polonius         Act 4.4: Fortinbras arrives

                                                         Act 4.5: Ophelia’s madness

                                                         Act 4.6: Hamlet’s letter

                                                         Act 4.7: Claudius & Laertes plot

Why did you choose this scene? What draws you to it?

Part I:

What are reading strategies to help with paraphrasing? (check your journal!)

Part II:

What will your creative product look like (circle ONE option)?

Creative writing:

·      Letter from one character to another

·      Diary entry

·      Write a “missing scene”

·      Other _____________ (check with Ms. Bowering to get permission)

How will I incorporate creative writing concepts of tone, voice, rich language, metaphor, and more to demonstrate my knowledge of this scene (character, action, and/or theme)?

Music:

·      Song written by one character to another

·      Original song based on your translated scene

·      Other _____________ (check with Ms. Bowering to get permission)

How will I incorporate musical concepts of beat, duration, pattern, pitch, range, timbre, dynamics, tempo, and phrasing to demonstrate my knowledge of the scene (character, action, and/or theme)?

 Visual Art:

·      Illustrate the scene you translated/paraphrased as a comic strip (a series of drawings)

·      Illustrate the character(s), action, and/or theme of the scene in rich detail (one picture)

·      Other _____________ (check with Ms. Bowering to get permission)

How will I incorporate visual art concepts of line, color, shape, texture, hue, shading, shadow, scale, depth, perspective, and repetition to demonstrate my knowledge of the scene (character, action, and/or theme?)

Drama:

·      Act out your scene as originally written (must use Shakespearean language)

·      Act out your scene as an adaptation (your translation)

·      Other _____________ (check with Ms. Bowering to get permission)

How will I incorporate dramatic concepts like inflection, animation, lighting, sound, stage direction, costume, character, conflict, and climax to demonstrate my knowledge of the scene (character, action, and/or theme)?

Dance:

·      Create/perform original choreography to capture the scene you focused on

·      Other _____________ (check with Ms. Bowering to get permission)

How will I incorporate dance concepts like level, size, shape, duration, tempo, direction, attack, and force to demonstrate my knowledge of the scene (character, action, and/or theme)?

Brainstorm ideas for creative product:

Brainstorm what you want to do, what it will look like, and make notes for how you will accomplish it. Use your imagination!

**Keep in mind: How will I turn this in? Written projects and visual art can be brought into class, but performance art will have to be filmed and sent to Ms. Bowering!

Analysis paragraphs for creative product: You must include a minimum of 2 paragraphs to accompany your creative product. 1-2 paragraphs addressing artistic choices, and 1-2 paragraphs addressing text-based choices.

·      Artistic Choices:

Write 1-2 paragraphs explaining your artistic choices. Please look at the guiding question under each artistic option and explain how you used those specific artistic concepts in your project.

Example: “I used an animated facial expression and a frantic inflection to demonstrate how Hamlet is going mad in his soliloquy where he decides to stage a play to catch Claudius.”

·      Text-based Choices:

Write 1-2 paragraphs explaining what specific pieces of evidence from the text you used to guide your choices. (Quotes, character traits, thematic elements, stylistic choices, etc.)

Example: “Hamlet’s struggle between inaction and action is clear in this soliloquy, which is why I chose to pace back and forth during my performance of this scene. When he says ‘I should take it, for it cannot be / But I am pigeon-livered and lack gall’ (II.ii.587-588) it also shows his struggle between inaction and action, which guided my choice to go back and forth between aggression and indecision.”