Good morrow

noble lords and ladies

Hello, I’m Sofia. I have two KLA’s: English and History.

I hope you enjoy this presentation on my artefact, which is a good example of student-centered

technology in English.

Ay sir, and the context?

This artefact comes from a year nine unit of work on appropriation of texts which I taught on prac at Leumeah High School

Tell me more…. Leumeah High school is in the heart of South Western Sydney and is a coed school that with a student population of about 750. Students vary a great deal in socio-economic status as well as cultural background.

They were a VERY mixed bag.

The students……well, let’s just say they were

reluctant. This sounds better than saying they just didn’t want to be there.

And it probably didn’t help that they thought English was gay.

Oh dear…The students eloquently described Shakespeare and Shakespeare-related pursuits as gay.

My English-teacher enthusiasm was described as “epically gay”.

I can fix this!No , I couldn’t.

I did not succeed in un-gay-ing Shakespeare. In the minds of my year nine, he will always be gay.

However…

A glimmer of hope…was this wonderful unit of work

and the artefact I used to teach the PROLOGUE from the Baz Luhrmann version. Now, for your viewing pleasure, my artefact.

Back up plan

Awesome!Now that I had interest, it was time to do some teaching!

Romeo and Juliet Symbols!

Themes!

Two households

…

Visual language!

Both alike in dignity…

In fair Verona, where we lay our scene…

Change of setting!

From ancient grudge break to new mutiny…

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes,

Colours, costume, setting, music!

A pair of star-cross’d lovers take their life.

AnalysisSo why did I choose this artefact?

Because it gave me a place to start with the students. The prologue is easy to understand while presenting all the elements present in the story without appearing daunting.

And the academics

agree!On the subject of Baz Luhrmann, research can prove that the Luhrmann version makes it accessible and presents it in a way that appeals to students interest too!

“Students within the confines of the English classroom, with a mediating point of access through which they can negotiate, renegotiate, and perhaps even appropriate some of the cultural power associated with Shakespeare” (Keam, 2008)

Elementary my dear Watson!Element 2.1.4

Demonstrate knowledge and understanding of student’s skills, interests and prior achievements and their impact on learning

Practical Application?

While I did not succeed in making Shakespeare un-gay, my class did better than their teacher expected in the assessment task. I attribute this to the high level of engagement and discussion that the film generated.

The Fifth Element!

Not quite. But this level of discussion was very much like:Element 4.1.3

Listen to students and engage them in classroom discussion

Element 5.1.2Establish supportive learning environments where students feel safe to risk full participation

Parting is such sweet sorrow

ReferencesAllen, R, and P Guest. "Baz, the Bard and borrowing: Romeo and Juliet on film." English in Australia 125 (1999): 92-97. Informit. Web. 1 Nov. 2010.

Keam, A. "Claire Danes's star-body, teen female views and the pluralisation of authorship in Baz Luhmann's 'William Shakespeare's Romeo + Juliet'." English in Australia 43.2 (2008): 39-46. Informit. Web. 1 Nov. 2010.

TheEnd

Unless you have questions?