Shakespeare’s Timelessness: An analysis of in-text vs. film adaptations

Lesson Summary

Literature offers insight into culture, relives important events in history, and lends people different interpretations and viewpoints. Oftentimes, especially when reading Shakespeare’s timeless works, readers need to make a “beautiful compromise” (Lamb. On the Tragedies of Shakespeare, Considered with Reference…) and allow themselves to view various issues presented in his plays differently than their original opinions. Thus, many of Shakespeare’s plays have been adapted numerous times in many different ways. This lesson requires student groups to analyze whether certain film or stage adaptations of a Shakespearean play of their choice upholds the language presented in his original works. Students are required to focus around the main question: “Is literature still literature once it is created into a movie?” It also serves as the summative assessment to our class study of Hamlet.
The end goal of this lesson is for students to create visuals that would enable them to teach other students how classic texts can be interpreted, presented, and delivered in many different ways and what factors impact those choices. Students will analyze/compare/contrast different adaptations of Hamlet (or another play of their choice) in relation to the thematic/universal statements students formulated from their analysis of the written text. Then, they’ll explain and critique choices by actors and directors based on the text, with the end result of extracting powerful themes and connecting directorial choices (i.e.: scene, mood, emphasis, blocking etc.) of their adaptations to their themes. Groups will submit their final lessons/projects in the form of a twenty-minute oral or video presentation.

TIPC Ratings

Research & Information Fluency

Rating:Ideal – Explanation: Students assemble and synthesize information gathered from Shakespeare’s original text, film adaptations, and outside sources such as: actor interviews, documentaries, etc. Instructors review student research and facilitate student investigation of both the the text and film adaptations. Students were given freedom to decide which tools to use in order to gather interviews, outside data, etc. in order to gather the best information for their projects. They collaborated to synthesize sources, organize their information, and display their resource in an authentic task using powerful digital tools. The teachers facilitated and assessed certain authentic tasks throughout the unit to make sure that each student was actively engaged in the research process. Reflective questions regarding research and the process in general are located here.

Communication & Collaboration

Rating: Ideal – Explanation: After selecting their own groups for this project, students work together to create their annotations, themes/universal ideas, movie and/or live screen adaptations, and graphics in order to create their lessons based off of the extracted thematic element from their analysis. Students assign themselves jobs/task, and research a different aspect of what their lesson needs to include. Students also select and record group “norms.” Each group decided to create a Google Doc and share it with each other as well as the teacher, allowing them to collaborate both inside and outside of class. Upon completion of the project, students also completed a Google Form in order to reflect on their roles as collaborators and what could have been done differently in the future to enhance their performances. Reflective questions regarding communication and collaboration the process in general are located here.

Critical Thinking & Problem Solving

Rating: Ideal – Explanation: A huge aspect of this project is based on critical thinking and problem solving. Before the actual production of the lessons can begin, students must collaborate to determine the theme of their specific scene from one of Shakespeare’s timeless works. While the teacher continuously checks in on student progress, the best part about this project is the fact that students are the ones who are selecting the most appropriate digital tools, as well as questioning, critical thinking, and problem solving strategies to solve their tasks. They need to assess all of their sources and the credibility of those sources to make sure that they are the best options for their lessons. In addition, they must be constantly reflecting on their projects and strategize whether or not what they have is the most effective way to teach their scenes while connecting it to various film and/or on-screen adaptations and whether or not those films hold true to the timelessness of the original text. They need to determine whether or not their lesson will capture the attention of their audience. They are truly attaining a greater understanding of the importance of rhetoric. Reflective questions regarding critical thinking and problem solving the process in general are located here.

Creativity & Innovation

Rating: Ideal – Explanation: The final product of this project involves students using technology as a presentation/research tool and requires 21st century connections to the world outside the classroom. While some student lessons required more extensive research than others, the students have the ability to be creative in how to create their lessons in the technology medium of their choice (Audacity, iMovie, Google Slides, VideoScribe, etc.). It is the culmination of original thought, critical thinking, assessment of effective communication tools and strategies, and most importantly, student collaboration. Students are given, for the most part, complete and total control of their projects. Reflective questions regarding creativity and innovation the process in general are located here.