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Titus Andronicus: See the Emotion!
Student Outcome Statement: Arts Ideas - Level 3 – Explores and uses ideas, experiences and observations to make arts works within the structure of given tasks, a limited range of choices and a clear sense of purpose.
Teaching/Learning Purposes/Objectives: To enable the student to:
 | Explore the presentation of a Shakespearean production |
| Discover and use terminology present in the medium to describe their work |
| Interpret these concepts in their own representation of the text |
Background planning and requirements
Major Purpose: To illustrate emotion without the verbal text
Key Question: How do you communicate without words?
The Hook: Imagine the volume on your television doesn’t work
- What’s happening? You’re trying to watch your favourite show
- Who’s it happening to? Yourself
- Where is it happening? In your home
- When is it happening? Last Night
- What’s at stake? It’s your favourite show, so you watch it anyway, how? Can you understand the emotions of the characters without understanding what they say?
Resources:
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| Video production of Titus |
|
| List of Charade characters and titles |
Lesson(s) description
- Charades – Begin the class by having the students act in Charades. Try and get the students to act out specific Shakespearean characters or play titles.
- Introduce ‘the Hook’ – Discuss in the whole group the aggressive and confronting nature of Titus Andronicus.
- Whole Class Activity – View a scene from Titus with the volume down. Brainstorm the possible characters’ emotional feelings, what are they saying here? Then view the same scene with the volume turned up as a means to understand the language in its’ context.
- Small Group Activity – Act out a different scene in groups, highlighting the focus on emotion and communication. Ask students to explore the different ways of presenting the emotion within the scene, how many different ways can you find?
- Conclusion – This activity would be conducted over a small number of classes. My guess is this would allow an introduction for the students to the play, and also develop a better understanding of the plays themes and emotional depth. A coinciding reflective journal could allow student’s to justify their choices in their performances.
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