"To be or not to be"

I am teaching Hamlet next semester, and I am a little nervous. I want to use film as the primary source, since the play was written as that, a play. Shakespeare was not mean to be read, but performed. I do not know if I will be able to engage my students enough to perform the entire play (I think a select number of scenes would be great), so for the rest, I plan on using movie clips in addition to audio files. The two film versions I want to use are the Kenneth Branagh (1996) version as well as Laurence Olivier’s version. These are the two staple versions, but I think they are the best versions for this particular activity.

Objectives:

1)      Students will understand the use of filming techniques and how they can affect the viewer’s interpretation of scenes.

2)      Students will identify certain literary techniques in modern versions of Hamlet.  

3)      Students will be able to create their own “modern story” of Hamlet

4)      Students will be able to apply filming techniques analyzed during class to their own production of a scene.

Precursor activity: Students will have already completed a unit on filming techniques.  This unit will have covered vocabulary, camera, lighting and sound techniques and how these concepts help shape the viewer’s interpretation of a film.

Activity 1: Viewing Soliloquy

The main activity I want my students to perform when watching the film versions, is to see Hamlet’s demeanor change between the two soliloquies.  To do this I will have them watch the first version, write their reactions and then watch the second. I will have the student’s journal specifically about the tone of the film. What music, lighting and camera angles were used and how did they affect the mood and tone of the soliloquy?  From this activity, I want students to understand the power a director has in changing the feel of dialogue. I also want them to understand the changes in lighting, sound and camera angles as Hamlet changes moods and thoughts.

Activity 2: Modern Perspective

My second activity I would use film for would be to look at a modern perspective of the play. So many times we tell students that this relates to their own lives, especially with Hamlet, but students are rarely given the chance to explore the notion. There is a film adaptation of Hamlet, that in my opinion isn’t a masterpiece, but does help to show the story in a modern context. The synopsis reads as follows:   

Ethan Hawke stars in this modern update of Shakespeare's classic play. He portrays a young filmmaker in New York City who struggles to gain power of his deceased father's company, even as the new boss (Kyle MacLachlan) manages to take total control of the proceedings. Michael Almereyda's (NADJA) film is another stylized adaptation of the Bard's words, featuring standout performances by the entire cast. Rotten Tomatoes).

This version takes the text and places it into a completely real, viable context for high school students. When showing this film, I only show clips that relate to the text. For instance, there is a place when Ethan Hawke has a soliloquy moment that is much like Hamlet’s “to be or not to be” speech.  Showing that these reflective, introspective moments happen to everyone at some point or another, the same way it happened to Hamlet, allows the text to be more accessible to students. Also, many students engage in texts that look resemble their lives.   A Shakespearean play may not resemble their lives, but a modern version about a death of a father and a new authority figure may.

Final Project:  Understanding filming techniques and modern contexts

For the final activity, I will have students create their own modern versions of a scene. They will story board it, write the script and act it out with attention to camera angles, lightening, and sound. Along with this performance assessment, students will be required to turn in a brief description of how using their film in a classroom will help facilitate the understanding of the scene they are presenting.

Evaluation: Students will be given two grades for this assignment.  The first will be a group grade based on the performance piece, which includes the storyboard, written script and filming with attention to technique. The other grade will be individual and based on the paper.

Performance Evaluation: possible 20 points

Storyboard 0-5 points

Storyboard is complete with attention to staging, setting and dialogue (2 pts.)

Storyboard includes camera angles, lighting and any sound affects necessary to complete the scene (2 pts.)

Storyboard is in chronological order with timing listed (1 pt.)

Written Script 10 points

Written script develops a clear purpose in relation to the story plot (2 pts.)

Written script demonstrates a solid understanding of the chosen scene from Hamlet (4 pts. )

Written script represents a clear understanding of the relation of the play to modern society (4 pts).

Filming techniques 5 points

Film demonstrates appropriate understanding of filming techniques (1 pts.)

Film uses filming techniques to provide interpretation of the scene (2 pts).

Filming techniques enhanced the reading of the script (2 pt.)

Final Paper: Possible 15 points

Paper evaluates the use of film in a classroom setting: citing the advantages (3 pts.)

Paper specifically addresses 3 filming techniques that help the viewer understand the interpretation of the text (5 pts).

Paper demonstrates a complete understanding of the text (5 pts.).

Paper is free of grammatical and mechanical errors (2 pts.).