This introductory section of the course is meant to give you a first impression of how the course works, who the people are and which tools we are planning to use. Moreover you will find a short introduction into the ideas of sustainable foreign language teaching and learning and into our thoughts about the topic Media usage and media literacy.
I was wondering if you could tell us more about the tasks you give to the students while watching Shakespeare in Love. How to you formulate your questions about architecture, fashion, behaviour and the like? Do the students write free reports of what they witnessed or is the scope of the questions more narrow?
I have tried out different tasks, some more content / plot orientated, some about the historical / political / social background, some about the production of the film – depending on what I wanted to talk about at that time. Some examples are:
1. Imagine you have found a time machine: trying it out, you ended up in the times of Shakespeare and had to spend a whole day there before you could return home. Afterwards you tell your friends / write into your diary what you experienced.
(You could leave it open or you might want to give different pupils different topics to focus on in their observations / reports: dresses, architecture, public life, behaviour of people, etc.)
2. Write a dialogue between you and one of the characters in the film.
3. Characterize Shakespeare – as he is presented in the film. Which means of characterization are used?
4. Compare the picture of London as it is presented in the film “Shakespeare in Love” with pictures of London today. Point out similarities and differences.
5. What does the film reveal about social and political structures at the time?
6. Explains which stylistic devices are used in order to create a certain atmosphere or mood.
7. Imagine you have got the chance to talk to members of the film crew – actors as well as camera people, director, producer, author etc. – which questions would you like to ask them?
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3 Comments
Dear Ms Sievers,
I was wondering if you could tell us more about the tasks you give to the students while watching Shakespeare in Love. How to you formulate your questions about architecture, fashion, behaviour and the like? Do the students write free reports of what they witnessed or is the scope of the questions more narrow?
Your sincerely,
Benjamin Block
I have tried out different tasks, some more content / plot orientated, some about the historical / political / social background, some about the production of the film – depending on what I wanted to talk about at that time. Some examples are:
1. Imagine you have found a time machine: trying it out, you ended up in the times of Shakespeare and had to spend a whole day there before you could return home. Afterwards you tell your friends / write into your diary what you experienced.
(You could leave it open or you might want to give different pupils different topics to focus on in their observations / reports: dresses, architecture, public life, behaviour of people, etc.)
2. Write a dialogue between you and one of the characters in the film.
3. Characterize Shakespeare – as he is presented in the film. Which means of characterization are used?
4. Compare the picture of London as it is presented in the film “Shakespeare in Love” with pictures of London today. Point out similarities and differences.
5. What does the film reveal about social and political structures at the time?
6. Explains which stylistic devices are used in order to create a certain atmosphere or mood.
7. Imagine you have got the chance to talk to members of the film crew – actors as well as camera people, director, producer, author etc. – which questions would you like to ask them?
I am just wondering from which class on, films can be a useful amendment of the language lessons?