Lesson Debrief: Field trip to a stage performance

One of the many good things about teaching high school English is the opportunity to organize an appropriate field trip for the students. This week, students attended the Stratford Shakespeare Festival to see a matinee performance of Romeo & Juliet and an evening performance of Hamlet.

What worked well

  • Our high school is only a 3 hour bus-ride from Stratford, so it was possible to make the trip with very minimal time away from the classroom.
  • With two performances and overnight accommodations, the trip is still remarkably affordable for the students. All of this makes it a very popular trip for the students to attend.
  • The fact that the trip is completely optional, and any student in our school is welcome to participate, ensures that it is the students interested in seeing the performances that actually attend. Rather than a mandatory trip for a specific class, simply because a performance connects with our class text, our group of students took the responsibility for their own education by choosing to attend; rather than a group that has little care for the staged act, our students were completely engrossed.
  • Stratford’s calendar continues to include many titles of texts our students study: all students at our school encounter Romeo & Juliet in Grade 10 English and Hamlet in Grade 12. Last year, appropriate performances for our students included Of Mice and Men, To Kill a Mockingbird, and King Lear. Perhaps Stratford will someday attempt a stage version of Orson Scott Card’s Ender’s Game? Or Mordecai Richler’s The Apprenticeship of Duddy Kravitz?
  • Both plays do not stage their official openings until next week, but let me say here that the greatest highlight of the day was Ben Carlson as Hamlet. This production was unanimously preferred, both by our students and our chaperones, to the Romeo & Juliet matinee, and Carlson was a big factor in that preference. What a Hamlet is this!

What needs work

  • Our students were exhausted by the end of the first day. After the bus-ride, the afternoon performance, then the evening performance, the students were zonked… Then again, they were ready for bed and it was perhaps a quieter hotel for that reason!
  • The small city of Stratford is both beautiful and fun… except when it is cold and rainy. Our students were to spend the morning of the second day exploring the city. Well, we had cold, rainy weather; and very few shops open their doors in Stratford until 10:00 am.
  • The Stratford Shakespeare Festival offers two free chaperone tickets for every 20 student tickets purchased. However, the Festival expects schools to send one chaperone for every ten students. We have always bought the two extra chaperone tickets to comply with the Festival’s expectations, but it appears that some school groups are ignoring this expectation. I was very proud of our own students’ behaviour, but a boisterous group seated in the neighbouring section was obviously unattended. Perhaps the Festival should enforce their chaperone-expectation?

Shakespeare Club #2: Hamlet

The plan to meet with colleagues once a month to discuss the Bard’s works has survived into a second meeting. In April, a few of us English teachers met at a coffee shop to discuss Romeo & Juliet– its language and characters.

Now, in May, we met to chat about Shakespeare’s greatest play, our favourite: Hamlet. What follows is a glimpse of our discussion…

What makes Hamlet the greatest play?

  • The depth of this play has provided us with rich discussion and debate year-round, in a way that no other play ever will — religion, existentialism and Freud hundreds of years too early.
  • The talk about theatre and acting throughout, analyzing the fiction and the reality of the performance.
  • As Richard Monette (former artistic director of the Stratford Shakespeare Festival) once said, “There is only one good reason for becoming an actor, and that is to aspire to play the role of Hamlet…”

Is Hamlet mad?

  • Hamlet obviously has a lot going on in his life and he is struggling to hold things together, but his madness is primarily an act. Still, how trustworthy of a narrator is he?

Did Hamlet and Ophelia truly love each other?

  • Ophelia ends the relationship under the direction of her father and her brother, not as an act of her own will.
  • Whether or not he lashes out at Ophelia because he is hurt, the evidence suggests that he did indeed love Ophelia.

Is Hamlet a likeable character?

  • Ay, here’s the rub. One’s feelings for or against this title character will direct much interpretation of the entire play…
  • Hamlet is witty and funny.
  • Is he also a self-centered, self-serving, disloyal, remorseless, uncaring, dangerous woman-hater?

Did Rosencrantz and Guildenstern get what they deserved?

  • These two ‘friends’ were summoned by the King and Queen — they had no choice but to do as directed.
  • Do they genuinely care for Hamlet’s well-being? Is it possible that ‘the king’s remembrances’, ‘rewards’, and ‘making love to their employment’ suggest payment for their trouble?
  • Regardless, their execution is too cruel.

What is Shakespeare’s message about revenge?

  • Hamlet’s attempts at gaining revenge cause no end of trouble. Laertes too gets the worst of his own vengeance. Is the Bard suggesting that seeking revenge is folly?
  • Only Fortinbras succeeds in avenging his father’s death, by ascending to the Danish throne, though he acquiesced in his attempts at seeking it out.

Some further points that struck us:

  • Horatio almost killed himself to show loyalty to Hamlet
  • Gertrude was unable to see the Ghost, though the soldiers saw it
  • Fortinbras did come victorious from Poland — so was he in Denmark for a fight?
  • Hamlet’s words to Laertes prior to the duel were in response to the Queen’s request

Lesson Debrief: To Stage or Not to Stage

With my Grade 12 (College) English class, Hamlet is usually my most successful unit. The students know that I am passionate about it and that I have looked forward to this unit the entire semester. I think that they then feed off of my passion, and can’t help but enjoy themselves as well.

For this unit, I ask all of my students to keep a Director’s Folio to be handed in at the end. Early in the unit, students are asked to decide whether they would choose to produce a stage version of Shakespeare’s play, or a film version. All of their future activities hinge on this choice. Graffiti ShakespeareSo we begin this lesson with a casual discussion about live theater the students have attended or participated in, as well as movie experiences that have succeeded or failed. Then, the discussion is graphed in their notes.

What worked well

  • I’m not the only one in the room that enjoys story-telling, the students love sharing about plays and movies they’ve experienced
  • light, casual discussion, with a lot of laughter, before the heavy language and tone of Hamlet
  • on the heels of a casual class discussion, stage and film advantages and disadvantages are easily compared with a T-chart in student binders

What needs work

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