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The Tempest: Adaptation
Student Outcome Statement: Arts Skills and Processes - Level 5 – Combines appropriate arts skills, techniques, processes, conventions and technologies to plan, shape and present arts works for a variety of audiences or purposes.
Teaching/Learning Purposes/Objectives: To enable the student to:
 | Respond and comment on issues within the play |
| Create and apply symbolic conventions to aid their adaptation and support its audiences’ relevance |
| Critically reflect on and justify their choices and the work of others |
Background planning and requirements
Major Purpose: Adapt and compare an established Shakespearean character
Key Question: Which celebrity does this character remind you of?
Inspiration: Robinson, R. (1989) Unlocking Shakespeare’s Language: Help for the Teacher and Student, National Council of Teachers of English: Illinois, p. 6.
The Hook: Imagine you’re auditioning for the cast of The Tempest
- What’s happening? There are auditions to be held for all characters
- Who’s it happening to? Yourself as the casting agent
- Where is it happening? In the studios of Hollywood
- When is it happening? All afternoon
- What’s at stake? Your must choose the actors that best demonstrate and define the qualities and strength for each role in The Tempest. Good casting will ensure a believable, and hopefully profitable, production
Resources:
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| Magazines for celebrity ‘hunting’ |
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| Cardboard for posters |
Lesson(s) description
- Production Viewing – View a production of The Tempest. Ask students to take notes on the different types of characters, and their roles.
- Class Discussion - Identify the characters presented. Using an example, brainstorm their characteristics with the class. Continue to explore the character by comparing them with a celebrity of modern society.
- Introduce ‘the Hook’ – With the whole class, discuss the ‘Hook’ in relation to…
|
… using a celebrity to compare a Shakespearean character and… |
|
…using a Shakespearean character to connote a modern day celebrity. |
- Project– In pairs, ask the students to develop a poster that compares both the character and the celebrity. In a group presentation, student will then be asked to present their finding to the class.
- Conclusion – This activity should be carried out over many lessons. The aim is for the students to develop an awareness of their chosen fictional character and compare that to someone who actually exists. A reflective journal will be essential for justifying choices and highlighting the individual student’s input.
Lesson Evaluation:
Some parts modelled upon ‘The Giant who threw Tantrums’ in John O’Toole and Julie Dunn (2002) Pretending to Learn: Helping Children learn through Drama, Longman French’s Forrest.
View other lessons plans... MacBeth: Graphic Novel Twelfth Night: Theatre Promotions
Twelfth Night: Women's Day Henry the Fifth: Swearing Shakespeare The Globe Theatre
Antony and Cleopatra: Construct a Character Character Debate Titus Andronicus: See the Emotion
The Tempest: Adaptation Shakespeare TV
...or view other 'Performing Shakespeare in the Classroom' journal entries...
Week One - Week Four Study Break One - Week Eight
Week Nine - Week Twelve Week Thirteen - Week Fourteen
...or view other journals...
Semiotics and Performance: The role of the Actor (2005) Performing Shakespeare in the Classroom (2005)
Drama and The Curriculum (Summer, 2005) Children's Theatre (2004) Acting (2004)
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Contact Andrew @ thechaseison@optusnet.com.au
This page last updated: 17th February 2006