Dear class/Professor Burton,

This class has changed the way I think.

And I love school for that reason.

Thanks to my fellow students. You guys are awesome. It was great to learn your stories.

Thanks to Professor Burton. You are truly a genius.

Thanks to the tech people. The world is changing. And I'm glad I could take part.

Thanks to Shakespeare: I hope there is always room for you on my stage of life.

It's been real. It's been fun. It's been real fun.

Until next time, chloe-michelle

Dear Sarah,

I'M SORRY! It's like 45 minutes before the final presentation and I'm just getting this up. Totally my bad!

1. Gain “Shakespeare Literacy.”
   Demonstrate mastery over fundamental information about Shakespeare’s works, life, and legacy
• Breadth
• Depth  After math of class
• Performance Lear on Film/Fun with IMDB To Be CRAZY or Not to Be CRAZY! Happy Monday?
• Legacy :) Awesome Shakespeare goes to devotional Oh the things you can find on the internet.... OH! I forgot: 
2. Analyze Shakespeare Critically
   Interpret Shakespeare’s works critically in their written form, in performance (stage or screen) and in digitally mediated transformations. This includes
• Textual analysis (theme, language, formal devices) Themes for our Lost Play Levels of Thematic Analysis: for our would-be-play Lear. King Lear.
• Contextual analysis (historical, contemporary, cultural) 
• Application of literary theories BREIF Life-Theme-Analysis of the Tempest!
• Analysis of digital mediations I FREAKING LOVE SHAKESPEARE!!!!!!!!!!!!!!!! I think I'm 4 years old at heart...
3. Engage Shakespeare Creatively
• Performance (memorization, recitation, scene on stage or video)
• Individual creative work (literary imitation, art, music, etc.)READ DESCRIPTION BEFORE YOU WATCH THE VIDEO
• Collaborative creative project Project Idea #2 Project Idea #1 (Because this is still the best)
4. Share Shakespeare MeaningfullyThis includes engaging in the following:
• Formal Writing. Develop and communicate your ideas about Shakespeare clearly in formal and researched writing.Well THAT wasn't so bad.
• Informal Writing. This mainly means through regular online writing
• Connecting. Share one’s learning and creative work with others both in and outside of class. Shakespeare goes to Psych class
5. Gain Digital Literacy
   Students use their study of Shakespeare as a way of understanding and developing fluency in 21st century learning skills and computer-mediated modes of communication. Those skills are grouped under the following categories.
1. Consume - Effective and independent selecting, searching, researching, woa
2. Create - Producing content that demonstrates learning and which can be shared for others to profit from. Chosen quote from M.o.Venice
3. Connect - Engage with other learners within and outside of the class to develop thinking and share more formal work The Tempest

That's about it, Thanks Sarah!

.....Almost there

I made a video for Shakespeare class!!!!!!!!!!!!!!!!!!!   aaaaannnnnnnndddddddd now I can't figure out how to upload it. Great.......... :(

:) Awesome

Shakespeare. Hip hop. TED talks. 3 of my most favoritest things in one place. :) You wouldn't believe the things you can find on the internet.

http://www.nosweatshakespeare.com/blog/hip-hop-shakespeare/

READ DESCRIPTION BEFORE YOU WATCH THE VIDEO

Ok. So I may or may not have been a dancer in high school.

I may or may not have kept away from dancing since then.

This may or may not be a terrible representation of what I'm going for here......but.......

Here's what I think. I think Sarah had a BEAUTIFUL idea. I think everyone has their own story to tell. I think everyone has their own interpretation of Shakespeare. And I think we should play off that idea. This is Shakespeare to me:

In our lost play, William the Conqueror pretends like he's a super nice guy, but his heart is evil. He goes into battle with arrogance...then loses. So he's humbled. And then he sets off for the next battle. There's this scene. Where he is totally and completely confused. Contradicted. Humbled. Saddened. 

this. is. my. interpretation.

Well THAT wasn't so bad.

I've been dreading taking a stab at iambic pentameter since Professor Burton announced it in class. It's taken me 6 days, and finally here I am, writing. And you know what I discovered? I'm actually enjoying this! I know, right? Madness.

I began to think, "Well, this isn't so hard. If I had all the time in the world, I could write whole plays in this dang rhythm too." So my random thought of the day is: maybe Shakespeare was a wonder to the world not because he could write, but because somehow, someway, he made us remember him. Maybe there have been forty-thousand other people since his time that could write as well as he could, but for some reason we acknowledge him. :) Hope that one made you think. :)

So here is my attempt at Shakespeare-style-writing.Shakespeare might be laughing at me right now. *Disclaimer: I don't presume to elevate my work to Shakespeare's level. I'm not saying I'm good at this. I'm just saying it was easier than I thought. :) Just to clarify.*

So I decided to pick a scene from the end of Act 3. I imagined a scene much like Henry V on the eve of battle. Kind of a self-defining, cause-promoting speech. :) Happy blogging.

This night, a lightened deep, a forest sweep

Here to my eyes comes swiftly through my glass.

Where once a fogged and blinded mind did seek,

Tremendous fires have now refinéd me.

For those in flames and those with sword did strike

A new man did they mold and form of me.

Now darkness of thus forest seems to know

The trouble of heart burdens that do rest

On simple matter nigh, yet every piece.

And seems to make a mock of me tonight

As I hence leave behind dark glory days,

To be the man I once was held to know.

Themes for our Lost Play

So this post is going off my previous post: just applying to our play now.

Level 1
History. Done.

Level 2
I think our authorial intent should be focused around human nature. If we have a very serious connotation in the storyline it self, as with Henry V, we can use the events to shape our within-play themes. I think the focus should be on the actions of William, aka the Battle of Hastings. His character and the "life morals" will come through easiest that way.

Level 3
Theme within should defiantly be about good vs. evil. Mostly off Katie's question about William being the villain or the "good guy." I think the play would be SUPER interesting if we make him a bad guy. We can talk about human nature and want for power/influence. We could then use Nickson's idea about "the grateful hyena." In class we talked about the climbing action of the plot being a lost battle...and perhaps he learns something and then goes for Hastings....but that would make him a good guy.....hhhmmmm. Anyway, we could do a lot with good vs. evil.

Level 4
Thematic analysis for this play would most definitely be manifest through the events on William's "timeline." What about divine right? Appearing good (perhaps to his subjects/army), but "evil" at heart? Cruelty to subjects? Even just the theme of war? That might be really cool...

We will DEFINITELY need to touch on the subject of tragic flaw. Power would be a sweet one just because of his reputation...but...we'll see.