Midstream

Here we are, halfway done with the semester, which means it's time to look back on a half-semester with Shakespeare.

A. Learning Outcomes

1. How have I gained Shakespeare literacy?

Each scene I read of Shakespeare is a little easier to understand. More and more I can just read the original text, and for the times that I am lost I have found that Shmoop's summaries work well as a modern translation. And often if I read how Shmoop says it and then read how Shakespeare said it, everything clicks and becomes clear to me.

2. How have I analyzed Shakespeare critically?

I think most of my analysis has come from either class discussion or the live performances. I don't know if most of what I do on this blog counts as analysis. I talk about themes and morals that Shakespeare presents, but I probably don't really analyze his writing. But I do participate in class, and I come up with lots of ideas for analyzing the live plays and their connections to the text.

After The Winter's Tale
After The Tempest

3. How have I engaged Shakespeare creatively?

I think through this blog I have found ways to to connect Shakespeare with more commonplace yet still meaningful ideas. (I think this has helped a little with the Shakespeare literacy as well.) I find ways to have fun with Shakespeare rather than just read or watch it. I have an objective in mind, and it helps me have some fun with the play and also pay more attention to what I'm reading.

Here are some examples:

Live blogging Julius Caesar
Looking for word play in Love's Labour's Lost

4. How have I shared Shakespeare meaningfully?

I think this blog has been my main vehicle for sharing my learning process. I don't just blog for blogging's sake, but I imagine an actual audience I'm communicating with whenever I am writing. For the most part, it seems that audience has only been Professor Burton and my classmates. But my wife reads it, or at least claims to (Hi, Babe! :) ) And occasionally when I am either especially proud of a blog post or I think my friends outside of ENGL 232 would be interested, I share a link on Facebook or Twitter.

Here are some that I've tweeted or posted on Facebook:

El Guillermo Shakespeare
'They seemed unto him but a few days'
George Washington the Zombie Killer

B. Self-directed learning

1. What have I done that demonstrates I have taken charge of my own learning about Shakespeare?

Everything about this blog is me taking charge of Shakespeare. This blog is very much a stream-of-consciousness outlet, where I get to write about what Shakespeare makes me think of and what interests me. I think browsing this blog might be a way to show how my brain works, or at least how my brain handles literature.

A few such personalized posts:

I'm All Ears
Clownin' Around

2. How am I doing at planning my learning, documenting my learning, scheduling and carrying out learning activities, and measuring my learning?

The blogging schedule has really helped me. Although I've been late a couple of times, knowing that I need to have a new blog post every Monday and Wednesday has helped me maintain my semester with Shakespeare. It also helps me to document the whole learning process, instead of just blogging after I finish a play.

I admit that for a lot of my blogging for Julius Caesar, my individual play, I did things last minute. I know I would have gotten more out of it, especially the global sharing assignment, if I had started earlier.

C. Collaborative and Social Learning

1. Which students have aided me the most in my own learning (through help inside or outside of class, through their comments on my blog, or through their blogging, etc.)?

My blogging group has been great. Kelsie, Christa, Lauren, Matt and Anthony have all added so much to my knowledge and appreciation for Shakespeare. We've all gotten the hang of this blogging thing and I think all of us have come up with some awesome stuff. Kelsie provides more of the deep insights, Christa more of the entertaining yet meaningful rants, Lauren the fun, "whaddaya know" posts, Anthony with a sincere desire to understand this area that he admits he is unfamiliar with and Matt has been really good at learning from and responding to all of us. We're a great team. We should be made into a sitcom.

I also enjoyed reading Julius Caesar with Averill. She and I had very different approaches to reading the play, but we were interested enough in each other's interpretations to have some good back-and-forth between our blogs, and in real life too. It was fun having her in the carpool on our way to see The Tempest on Saturday.

Speaking of which, my other carpoolmates for both field trips have been great for bouncing around ideas and thinking of any and every observation we made of the plays. Averill, Chris and Meg contributed especially to the car ride discussion.

2. How is working within the assigned learning groups working? How could this be improved?

I think it works really well, especially compared to the usual working with groups in a classroom. I think in most of my BYU experience, students like to do things on their own and despise group projects. Maybe because we all at least care enough about Shakespeare to take a class, or because literature is just fun and easy to talk about, or because of the added blogging element - I don't know, but for some reason we actually look forward to talking to each other in class.

The one thing that would add more to the discussion would be to have some sort of documentation. We have some really great discussions, but it seems like it all vanishes when class is over, unless one of us happens to remember it for a blog post. I don't think I would want to appoint a secretary to take minutes, but maybe there would be some way to preserve our great ideas.

3. How am I involving others (outside of my group or even our class) in my learning? Or, how am I applying my learning about Shakespeare in social settings beyond class?

This is one area that I am definitely subpar in. Other than the occasional Facebook post or conversation with my wife about my day at school, I haven't shared my Shakespeare experience very much outside of class. And I fulfilled the global sharing requirement, but without spending much time on it and without doing anything special, really. I still haven't seen much response from those efforts, but those efforts weren't very impressive to begin with.

D. Looking Ahead

1. State what your plans are for meeting learning outcomes or personal learning plans that are incomplete. This can include discussion of the final project.

For the future, I want to do better to start assignments earlier so that I can spend more time with them, instead of waiting until just before the deadline and then checking it off my list. Other than that, this class is going well and I am getting more out of it than probably any other class I've ever had.

As for the final project, back when I imagined each of us doing a project according to our personal interests, I was thinking of something that would combine Shakespeare with politics (hence the name of this blog). I thought of looking for instances in which U.S. presidents have quoted Shakespeare in a political speech, or thinking of politicians who would make up cast for some Shakespeare play ...

... Like this infographic from Newsweek that pitted Star Wars/the Bush administration against Star Trek/the Obama administration.

But now that the final projects seem to be more collective, I'm not so sure. All the ideas brought up in class sounded good to me. It would be fun to join Averill's project, and it would also be fun to do more stuff online. I'm pretty much open to anything.

Bring me that horizon

So for now I'm moving on to the next assignment in my Shakespeare class: The Tempest.

I don't know anything about The Tempest, other than I remember seeing the "Wishbone" episode way back when. ("Wishbone." Man, what a great show that was.)

Here's something cool that I found in the first scene:

"Boatswain: Do you not hear him? You mar our labour; keep your

cabins: you do assist the storm.

Gonzalo: Nay, good, be patient.

Boatswain: When the sea is."

I like the boatswain talking about the sea as if it's a real person, as if the sea could be patient or could use some assistance in its storm. It seems like that's how a real sailor would talk, especially one in Shakespeare's day who was probably more superstitious and more likely to believe in Poseidon, Neptune, etc.

And I also thought it was interesting that, even though everyone on the ship thinks they're going to die, the royalty still apparently thinks there's time for complaining to the sailors. I think it's a sign of the "divaness" of the upper class, that in the middle of a deadly storm they feel so inclined to clash with the "blue collar crowd." Seems to me like "straightening deck chairs on the Titanic."

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Now, on to Act I Scene II: What do all these people have in common?

Luke Skywalker

Harry Potter

Mia Thermopolis from The Princess Diaries

Woody from Toy Story 2

Perdita from The Winter's Tale

Miranda from The Tempest

That's right - they all had secret identities and destinies that are revealed to them in a major plot point of their stories.

Why do you think that element is used so often? Is it because we all have that wish? To someday miraculously find out we are something more than we thought? That we "smack of something greater than ourselves"?

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When Prospero said that Caliban was "A freckled whelp hag-born—not honour'd with a human shape," I thought, "Well, then what does he look like?" Click here for the ideas some people have come up with.

A lot of them remind me of Gollum, which makes sense, because Caliban does seem like quite the contemptible little creature.

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The Tempest will be our next field trip, this time to Salt Lake City. I wonder how they're going to show the storm in the first scene...I'm guessing it will probably be like this:

Thar She Blows
The Truman Show — MOVIECLIPS.com

...just kidding.

The Intergalactic Edition

1) As Mark Antony goes over his war plans with Octavius and Lepidus, he finds a chance to talk about Lepidus behind his back:

"Octavius: You may do your will;

But he's a tried and valiant soldier.

Mark Antony: So is my horse, Octavius..."

He sees Lepidus as just the sidekick or henchman, a beast of burden who can do their bidding. He's like The Clown in The Winters Tale. Check out this post to read more about the henchman/sidekick/doofus character.

2) Even though it comes out that Brutus is just in a bad mood because Portia has committed suicide back in Rome, I think he was right to chastise Cassius for supporting bribery. I agree that, if the message they want Romans to understand is that they were acting out of honor when they killed Caesar, then they have to show honor in every aspect. By allowing bribes, Cassius compromises that honor and undermines their mission. He's just another corrupt assassin if he exhibits any major moral failings.

I think nowadays, what might seem like "undermining a mission" is just portrayed as irony. Like Newt Gingrich calling for Bill Clinton's impeachment back in the '90s, when he himself was having an extramarital affair and ended up divorcing his wife and marrying his mistress. Was Gingrich really one to talk? Just like is Cassius really one to talk about honor and preserving Rome's dignity?

3) So Mark Antony is threatening to kill senators now? Is that really a good idea? Is it because all the senators are on Cassius' and Brutus' side? Or maybe he just thinks they're on Cassius' and Brutus' side?

Either way, it seems like Mark Antony is going on a superfluous rampage. I think he is a little power hungry.

Do any of you think of the battle in the Galactic Senate? Or is that just me?

4) Interesting that the ghost of Caesar introduces himself as "Brutus' evil spirit." So is it really Caesar coming back with a message for Brutus? Or is it just a vision and representation of Brutus' dark side?