What should be on my MU Commons blog site?

Your goal for the blog by 9am on 4/9 should be to have the following required components on your blog site:
Discussion Facilitation
3 travel blogs (minimum)
5 reading/class reflection blogs (minimum)
Classroom sounds link (add your Rome recording as well before next week)
Project proposal draft with 3 sources

Things still to add in the next 3 weeks: Rome recording, final research essay; revisions to proposal and annotated bibliography; final reflection on learning process.
Optional, but recommended: revisions to any of the above, post on Much Ado About Nothing, reflection on Dr. Newstok’s presentation.

Sample Annotated Source for Proposal

Before class on Tuesday, 4/9, post a minimum of 2 annotated source entries to your MU Commons site with a reflection on your overall research approach based on your Bevington reading and an initial assessment of how you think you want to present your findings (narrated slideshow, live presentation, or podcast). Remember, we’ll meet in the Barry Gallery for a Guest Lecture on 4/9 during class.

A sample annotated source entry will look like this:

Barrios, Olga. “From Seeking One’s Voice to Uttering the Scream: The Pioneering Journey of African American Women Playwrights through the 1960s and 1970s.” African American Review 37.4 (2003): 611-28. ProQuest. Web. 29 Mar. 2016.

Barrios discusses the evolution of playwrights Adrienne Kennedy and Ntozake Shange as pioneers in the Black Women’s Movement. Barrios gives some important background to the movement, and then discusses the contributions of each playwright. In the case of Adrienne Kennedy, she traces the use storytelling as an act of resistance—similar to the way that the Black Arts Movement had done, but focusing on the issue of gender as well as race (614). Barrios writes that “subjectivity and identity formation [for these playwrights] are closely connected to the concepts of place and displacement” (613). This suggests again the idea of displacement and therefore discomfort in Brecht’s Epic Theater. This article allows me to connect the discomfort in Kennedy’s work with her identity as a black playwright.

Final Project Ideas Blog Post for Tuesday 4/2 Before Class

To prepare for the library research session next Friday, post 2 possible final topic ideas along with a quick description of questions this project might answer for you, resources you’d be interested in discovering, and specific scenes of a play or plays you’d like to examine. You might start by identifying the one critical “reading” from class that you’ll build of off (Bevington, Lopez, any of the podcast or linked articles from the course schedule). Or you might start by identifying a key scene, character, theme, or quotation from one of the plays that interests you. Finally, describe at this point how you think you’d like to present your final research findings: oral presentation, narrated slideshow, or podcast.

Having trouble getting started? You might start by drafting a response to some of these questions:
What skills might you build on or develop in your chosen mode of presentation?
What are your overall goals for this project?
What moment of a play most interested you, and why?
What critical reading, podcast, or online article interested you most and why?
What’s a moment of a play you didn’t understand, but feel like you could understand better through research?
What site that you saw in Rome most connected to your readings in class? Was there a moment before or after your trip that you saw a character, scene, or line of the play differently based on your physical experience with Rome, the Globe, or seeing the play Romeo e Giulietta?

Another way to think about the final research is combining something you read from a critic/podcast with something you read/experienced in the plays or Rome. So you might combine elements of the following categories into a project:
Category 1: Social, Cultural and Historical Areas
Marriage rituals and practices in Renaissance England or in the time period and culture represented in the play itself
Rules governing female speech and behavior either Shakespeare’s culture or the play’s
The Globe theater in London (then, now, or in Rome!)
Shakespeare as playwright and his use of language, values, or religtion
Audiences, acting, and theater practice in Shakespeare’s time
Italian villas, leadership, and community
Italian Renaissance art and its traditions and values
Sense of honor or duty and gender/class in London (or Rome)
Military life in Shakespeare’s London (or Caesar/Coriolanus/Antony’s Rome)
Play structure: Lopez and the function of the acts, language, or opening/closing scenes
Combine a category above with a character or play, and get a result like any of the following ideas:
Marriage ritual and Hero/Juliet as young girls
Female speech and Beatrice and/or Cleopatra
The Globe Theater in Rome: marketing Shakespeare to Italy in the 2016-18 season
Shakespeare’s bird imagery in text and performance (looking at Romeo e Giulietta and bird metaphors in the plays we’ve read)
Christian or pagan imagery in one of the plays, or in different scenes in 2 plays
Classical mythology and imagery/values in one of the plays
What makes people laugh? Renaissance humor and a contemporary adaptation of Much Ado (or Antony and Cleo, or the nurse in Romeo…etc.)
Capulet vs. Montagu and the family economy of the Italian hill town
Villas and art: images of family, art, and leisure in the plays
Honor and Coriolanus; Duty and Antony (as framed in the context of Roman history)
Caesar as a soldier: values of the military in the English Renaissance vs. Ancient Rome
Third acts in Romeo and Juliet and Much Ado: plays that could have been

 

New Extra Credit opportunities

I added options for Extra Credit that are tied to the Branagh version of Much Ado About Nothing and the upcoming Folger Shakespeare Theater productions of Love’s Labor’s Lost and their presentation on Mediterranean food and music  of the 16th Century. You could just move into the Folger for the months of March and April if you’re missing Mediterranean culture, Shakespeare, or good food! In addition, MU Film Fest will feature an Italian “spaghetti” Western by director Sergio Leone on Friday, 3/22. Watch the film and respond for extra credit as wll.

Blogging in Rome: Some ideas

I’ll keep adding ideas to this post as we see different things. These are just ideas for entries, so don’t be afraid to follow another path that interests you. Don’t forget to make time for your Roman recording as well!

-Looking back on your pre-travel blog, what sites have most helped you accomplish your goals, or added insights to the course? What sites have made the largest impression on your and why?

-Thinking of Renaissance art, where do you see shared struggles among artists ranging Raphael, to Michelangelo, to Shakespeare in terms of salary, creative freedom, and audience? (Extra credit: write your own angry artist’s sonnet about being overworked, based on Michelangelo’s complaint sonnet in Dr. Kreibel’s handout from the Vatican Museums.)

Roman themes: How does seeing places like the Roman Forum where Antony delivered his speech, Pompeii’s Temple where Julius Caesar was killed, the Tiber where Caesar may have nearly drowned, and the layers of history in the Roman market and walls of Rome from Coriolanus through to Octavius Caesar and beyond change or shape your understanding of specific scenes from the plays themselves?

-How does seeing a replica of The Globe change or influence your ideas about a specific scene from one of the plays we have read, and how it may have been staged for an audience? or what it might have been like to be a member of that audience?

-Having seen a commedia dell’arte adaptation Romeo e Giulietta, what scenes most stand out for you from the performance? How did seeing this scene performed shape your understanding of the scene from Shakespeare’s play itself? Here’s a link to a local company, Faction of Fools, who often performs Shakespeare in the tradition of commedia.

-Revisit either the Folger podcast you first listened to on Shakespeare’s France and Italy, or re-read the article on Shakespeare as Italian and reflect on how your trip changed your understanding of these materials. Having actually visited Roman/Italian culture, what now makes more sense to you, or has a greater impact?

Travel posts: March 8-22nd

Your trip to Rome requires a minimum of 3 travel posts, each a minimum of 250 words:

1. Before you go or the first day on the plane, set up the goals/objectives for yourself on the trip, connecting your travel to the course. What do you want to learn more about? What insights are you hoping to get, and by visiting which locations in particular? This post could focus on the speech from Shakespeare you have to record while in Rome, but it could also focus on your “Rome for a Day” selection. What did you learn about your location and what do you hope to see or hear about while there? Due March 8th

2. A reflection during the travel experience itself. What site makes you form a new connection to Shakespeare, or to the exploration of Roman culture in his plays? What themes from actually visiting Rome resonate with your readings in the course? What experiences challenge ideas we’ve discussed in the course? (Should be written during travel; posted by March 22nd)

3. A return reflection on the experience. Consider any or all of the following questions. What moment during your international travel and experiential learning resonates with you most? What moment most challenged (or reinforced) your ideas based on your class experience pre-travel? What scene from the plays we’ve read thus far would you most like to stage in Rome? Where would you stage it and how (time of day, casting, stage setup)? (Posted by March 22nd)

Posting for week of 2/25

Reflect on the passage you’re working with to record in Rome. What day might be the best day and location to record it?
In addition, scout your assigned “Rome for Day” sites, and feel free to talk about what interests you about this day in particular. Cite any source you use to scout a location (guidebooks, websites), as well as the play itself.

Homework for 2/26

For Tuesday 2/26:

Watch either Franco Zefferelli’s ( famous Italian director) Romeo & Juliet (available on YouTube, Amazon, GooglePlay, iTunes, and on disc at Reinsch library).  OR

Baz Luhrmann’s Shakespeare’s R & J available to stream on Amazon prime, YouTube, Vudu.

Have text in front of you as you watch. Choose a favorite scene, locate it in the text, and be ready to discuss in class on 2/26 and 3/1.

MU Commons Blog post: Reflect on the passage you’re working with to record in Rome. What day might be the best day and location to record it? In addition, scout your assigned “Rome for Day” sites, and feel free to talk about what interests you about this day in particular. Cite any source you use to scout a location (guidebooks, websites), as well as the play itself.

(Handouts on source checking from class today are also posted on Canvas site). Don’t forget to visit a bookstore, pick out a guidebook and/or map, and bring it on Tuesday!

Thinking about Sounds: Homework for 2/19 (no blog post this week)

Listen to this “Radio Field Trip” from New Hampshire Public Radio. (4 mins 12 s)
Where is host Rick Ganley? How can you tell? How does sound identify location?

And this one, from Radio Rookies, a series from WNYC. (8 mins)
Apart from sounds of Edward’s narration — what sounds did you hear? How do these sounds help tell Edward’s story?

Review the guidelines for your MU Commons Blog on Assignments. Revise, catch up, or add material as needed for Tuesday. Write down any questions you have about the blogs to work 1-1 on Tuesday.

Bring your computer and/or cell phone to class on Tuesday and be ready to work on your MU Commons blog and to record Shakespeare speeches using your phone.

In class on Tuesday we will…
Troubleshoot on MU Blogs: Come with questions you have!  We will have 1-1 tech support here.

Record dialog between two characters

  • Come to class with an idea for a scene to record. While two people read dialog, a third group member should record them. Then listen back. Take turns so that each person has a chance to record using the phone or recording device.

Record sounds from around the classroom

  • Each group member should record TWO ambient sounds that last approximately 10 seconds from around the classroom, the hallway, or the area outside that capture a sense of “setting.” What does the daily world on campus sound like? As a group, return to class and listen back to the recordings on the phone or recording device.