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.

On the Side

So, in addition to reading Love's Labour's Lost, I'm also assigned a play to read individually, separate from the rest of the class. I've been chosen to read Julius Caesar.

Julius Caesar is one of the few Shakespeare plays I've already read; I read it my sophomore year in high school. But, of course, reading it again will bring new meaning and new understanding, because I'm nine years wiser. Not just wiser in a sense of understanding Shakespeare, but also in experience. Just like the scriptures have new meaning every time we read them, not because the scriptures change but because we change, even if it's not the first time reading Julius Caesar, I'm sure I will still benefit from it. When I first read it, I barely had my driver's license and had never had a girlfriend. Now, I'm married with a daughter and preparing for law school. So, you could say I've changed a lot.

Anyway, to preview Julius Caesar: it's one of Shakespeare's more famous tragedies. From what I remember, it's more about Brutus and Mark Antony than actually about Caesar. It's the source of the famous phrases "the ides of March," "Et tu, Brute?" and "Friends, Romans, countrymen, lend me your ears."

And, to get a little deeper, there is a lot of political thrill and drama, something that I love in a book, movie, TV show, etc. The political drama in Caesar's time or in Shakespeare's time can easily be adapted to the modern world, and often is made manifest in reality. Politics and history today still displays betrayal, paranoia, and emotion over reason.

I originally thought this blog would combine politics and Shakespeare, hence the blog's name. I haven't done much of that, it seems like I mostly relate Shakespeare with pop culture. But maybe Julius Caesar will lend itself to more political discussion.

So, here's my learning plan for reading Julius Caesar:

1) I will post on the blog after reading each act, like I do with our other assigned plays. This will be in addition to my regular assigned blog posts.

2) On the blog, I will try to connect Julius Caesar to more political themes and concepts, with examples from history or the news instead of examples from "Family Matters" or Abbott and Costello.

3) It looks like there is one other person in my class who was assigned Julius Caesar, Averill Corkin. So I'll be sure to read her blog, make comments and discuss the play with her on our two blogs. From her first blog post about Julius Caesar, it looks like she'll be reading with a focus on the history - whether it's historically accurate, what role the portrayal of history played in Shakespeare's society, etc. So it will be interesting to look at the play that way, and see if that overlaps with my political perspective.

4) Also, I'll be watching film versions of Julius Caesar. From what I can tell, there are three Hollywood movies based on the play: a 1950 version with Charlton Heston as Mark Antony, a 1953 version with Marlon Brando as Mark Antony and a 1970 version with Charlton Heston once again as Mark Antony. Without even seeing the films, I have a few questions: why was there a remake of Julius Caesar only three years after the first one? Is it like what happened with The Incredible Hulk? And what are the differences between Charlton Heston's performance in 1950 and in 1970? Do any of these movies make references to political goings-on at the time the movie came out? And, does Marlon Brando make Mark Antony sound like an old gangster or a dockworker?

Here's one of my favorite Charlton Heston moments (skip to the :58 mark):

Welcome to Refudiatin'

So, I have a total of four blogs to my name: first, Adventures in Animation, a short-lived blog for sharing my sketches and drawings while I tried to get into the BYU animation program (to no avail); second, J Squared, a personal blog that has evolved into a source for all my newspaper articles and cartoons as well as some political commentary; third, J.J., Erin and Allisyn, the blog that tracks all of my adventures with my wife and one-year-old daughter (mostly run by my better half); and fourth, Man Stuff, a collaboration with guys from the Ward Formerly Known as the BYU 5th Ward who wanted to offer a counterpart to their wives' mommy blogs (my contributions are usually related to BYU sports).

Now, if I were to tell you that I was starting a new blog, your first reaction would probably be, "What? This guy blabs on and on and on as it is. He's on Twitter, Facebook, Google Plus, Blogger, in the newspaper all the time ... isn't that enough already?" And after you come to terms with me blowing yet more hot air online or in print, you would probably guess the subject would be either trying to get into law school or our two months living in New York. But, nope, you'd be wrong.

Even if you had 100 guesses, you probably wouldn't think it would be Shakespeare.

But, yes, this semester I'm taking a Shakespeare class at BYU, one I've always wanted to find room for but couldn't until now. And one of the main class projects is a network of Shakespeare blogs manned by my professor, Dr. Gideon Burton.

I've always been interested in Shakespeare, I think because I've always been interested in a little bit of everything. Knowing stuff is just one of my favorite things to do. I like knowing current events, world capitals, old movies ("Oh, so that's why Citizen Kane is such a big deal") and classic rock ("Oh, so that's why The Beatles are such a big deal). It just helps me feel smart. And at the very least, knowing all this trivia helps me to be awesome at armchair "Jeopardy!" or it helps me understand all the pop culture references on "Gilmore Girls" or "Psych."

For some reason, I've always wanted to know more about Shakespeare. Shakespeare is probably the second most pervasive writing in the world, just behind the Bible. I would bet most people were introduced to lines like "Romeo, Romeo, wherefore art thou Romeo?" and "To be, or not to be? That is the question" before they even entered kindergarten.

And around that age, when I knew all the U.S. presidents from Washington to Clinton and knew all 50 states in the United States, I actually looked forward to the day when I would read Shakespeare plays in school, instead of watching every token "Romeo and Juliet" episode from every family sitcom.

(Skip to the 3:50 or the 14:13 mark on the timeline)

In high school I read "Julius Caesar" and "Macbeth," and here at BYU I read "The Winter's Tale" and "King Lear." And now that I'm taking a class with Shakespeare as its focus, I'm excited to become even more of a Shakespeare scholar.

Two other bits of my personal history with Shakespeare: I've had two cartoons in The Daily Universe that were references to Shakespeare.

This was my response to the ridiculous hullabaloo over President Boyd K. Packer's talk last October.

And this was making fun of Sarah Palin for comparing herself to Shakespeare last summer (which also brought about the name of this blog).

And now, I'll close with this, since for the class I'm currently reading "Hamlet" (this is "The Simpsons," so there is some mild, not-BYU-appropriate swearing):