|
Shakespeare's Globe was the most popular English theater of its time,
frequented by people from all walks of Elizabethan life. From 1599 until
1640, everyone from lords and ladies to apprentices and paupers filled
the galleries and yard to experience the Bard's tragedies, comedies,
and histories. Today we understand The Globe's significance as a physical
center for literature, history, and social interaction.
Through the activities presented in this lesson, students will become
familiar with the history and design of The Globe Theater, understand
Shakespearean drama as a form of popular entertainment, and appreciate
the grand vision and scope behind the new Globe Theater. They will gain
an understanding of the impact live Shakespearean productions had on
cultural literacy and the development of the English language.
Students will be able to:
- Understand a form of entertainment popular four hundred years ago
via their own prior knowledge and experiences
- Identify the structural features of the Globe Theater
- Describe the experience of audience members based on their location
in the theater
- Describe the experience of actors performing in the Globe Theater
- Account for the negative reaction the local government and religious
community held toward theaters in general
- Understand Shakespeare's contribution toward the English language
- Appreciate the work and dedication of Sam Wanamaker and others who
built the New Globe Theater
New
York State Learning Standards for the English Language Arts
http://www.nysatl.nysed.gov/standards.html
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding.
As listeners and readers, students will collect data, facts, and ideas;
discover relationships, concepts, and generalizations; and use knowledge
generated from electronically produced texts.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced
texts and performances from American and world literature; relate texts
and performances to their own lives; and develop an understanding of the
diverse social, historical, and cultural dimensions the texts and performances
represent.
New York State Learning Standards for Social Studies
http://www.nysatl.nysed.gov/standards.html
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning
points in world history and examine the broad sweep of history from a
variety of perspectives.
New York State Learning Standards for the Arts
http://www.nysatl.nysed.gov/standards.html
Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces
that shape artistic communication and how the arts in turn shape the diverse
cultures of past and present society.
National
Council of Teachers of English: The List of Standards for the English
Language Arts
http://www.ncte.org/standards/standards/
3. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience, their
interactions with other readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies, and their understanding
of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety
of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
8. Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language
use, patterns, and dialects across cultures, ethnic groups, geographic
regions, and social roles.
Video:
Shakespeare's Globe
Web Sites:
Shakespeare's
Globe Research Database
http://www.rdg.ac.uk/globe/home.htm
This site is a database containing an interactive timeline with links
to graphics and explanatory notes.
The
New Globe
http://www.rdg.ac.uk/globe/newglobe/Pictures/MarkedPlan.gif
This link of the above site displays a plan of the new Globe, showing
stage, tiring house, galleries and stair turrets.
Shakespeare
Globe USA
http://www.shakespeares-globe.org
This comprehensive Web site contains a virtual tour of the Globe Theater.
Proper
Elizabethan Accents
http://www.renfaire.com/Language/index.html
This site focuses on Elizabethan language use, including pronunciation,
vocabulary, grammar, and insults.
A
Shakespearean Glossary
http://eserver.org/langs/shakespeare-glossary.txt
This site provides an alphabetical listing of commonly used words in
Shakespearean drama.
Randy's
Shakespearean Insult Server
http://www.randyworld.com/shakespeare/
This good-humored site provides students with Shakespearean "one-liners"
and more extensive quotations that contain insults in Elizabethan English.
|
