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Twelfth Night: Women’s Day

Student Outcome Statement: Arts Response - Level 4 – Responds to and reflects on features and conventions in the development and presentation of arts works and activities, makes relationships within arts works and recognises that there is a range of other points of view.

Teaching/Learning Purposes/Objectives: To enable the student to:

Major Purpose: Use a Shakespearean text to represent and comment on popular culture

Key Question: What are the similarities between Shakespeare and current society

Inspiration: Egyptian News, Steedman, S. (1997) The Egyptian News: 3000bc – 1100bc, Walker Books: London.

The Hook: Imagine you’re the editor of Women’s Day

- What’s happening? A news story has broken about a character from Twelfth Night

- Who’s it happening to? Your choice of character(s)

- Where is it happening? On the coast of Illyria

- When is it happening? One day before print

- What’s at stake? Your must demonstrate qualities of a Women’s Day magazine; yet report on the characters within the text. You must sustain your reader’s attention or sales will fall and you will be unemployed.

- Identify Twelfth Night themes – Identify key elements of the text and illustrate a linkage with current social issues

- Act out current interpretations of a chosen issue. Ask students to perform an improvised scene that looks at one of the play’s issues in a contemporary setting.

- Introduce ‘the Hook’ – In a whole group activity, introduce further examples by performing a brainstorm session with one character. Illustrate the important aspects that need to be in the article such as a by-line, quotes, and photos…

- Begin Project – In small groups, probably pairs, allow students to develop and starting creating their assignment. Identify importance of current relevance.

- Conclusion – This project would be part of more than one lesson; therefore additional class time, theory and instructions will be appropriate. As this objective specifically deals with Arts Response, a coinciding journal should be adopted. This will allow students to justify their choices, assume its relevance and demonstrate their personal, and group, progress.

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.