"Off With Their Heads" Final E-Portfolio Requirements

Hi Tech Hamlet: To Blog . . . Or Not To Blog

FROM BLACKBOARDS TO BLACKBOARD COLLEGE BOARD NATIONAL FORUM 2013

Horizon Report 2012: Emerging Technologies & Trends

http://www.nmc.org/pdf/2012-horizon-report-K12.pdf

This report "examines emerging technologies for their potential impact on and use in teaching, learning and inquiry . . ." An international body of experts (46 professionals representing 22 companies) noted the following trends & technologies:

TRENDS -- Listed by significance, according to the advisory board

1. Education paradigms are shifting to include online learning, hybrid learning, and collaborative models.
2. The abundance of resources and relationships made easily accessible via the internet is increasingly challenging us to revisit our roles as educators.
3. As the cost of technology drops and school districts revise and open up their access policies, it is becoming increasingly common for students to bring their own mobile devices.
4. People expect to be able to work, learn and study whenever and wherever they want.
5. Technology continues to profoundly affect the way we work, collaborate, communicate and succeed.
6. There is a new emphasis in the classroom on more challenge-based, active elarning.

TECHNOLOGIES

Near-term Horizon -- Within the next 12 months

1. Mobile Devices & Apps
2. Tablet Computing

Mid-term Horizon -- Two to three years away from widespread adoption

1. Game-based learning
2. Personal Learning Environments (PLEs) -- Cloud computing, mobile devices

Far-term Horizon -- Four to five years away from widespread adoption

• Augmented Reality (AR) -- "History and science museums use augmented reality in creative ways to show visitors the science behind a phenomena as it happens, or what a building looked like centuries ago as they view it through the camera on their smartphones or tables . . ."
• Natural User Interface -- "Allow computers to respond to gestures, motions of the body, facial expressions, voice, sound and other environmental cues . . .[They] are replacing the keyboard and mouse as the standard for computer/human interaction."

Technology Survey 2013: Cincinnati Public Schools & Mason City Schools

Hamlet Meets Prime Time Video Assignment & Rubric

Hamlet Meets Prime Time: Modern Family

 

 

Hamlet Meets Prime Time: Students integrated multiple technologies to "update" Hamlet. Students considered the play's focus on the power of words, appearance vs. reality, and the dysfunctional family as they used "Modern Family" as a style model. Students first analyzed the text, then created storyboards, taking into account elements of mis en scene (camera angles, editing cuts, costumes, makeup, props), filmed, then edited using Microsoft Movie Maker, where they also considered diegetic and non-diegetic sound.



A Tech-Free Hamlet: The Counterfeit Presentment of Three Brothers

The Counterfeit Presentment of Three Brothers

 

In Hamlet we are presented with three sons who feel that they have to revenge their father’s deaths. Each son goes about this “search for justice” in a different manner, and each experiences a different result.

For this project, you are to explain AND evaluate the three revenge scenarios:  the circumstances, the motivation for revenge, the methodology, and the result.  Then, try to draw some conclusions regarding what message Shakespeare might be sending through these attempts at revenge. 

Your final product may be presented in a number of formats – from an essay (1000 words min.), to a PowerPoint, to a multi-media presentation.  I’m flexible, but your final product must demonstrate an insightful, thoughtful analysis of the complexity of this issue, you must cite heavily from the text, and you must submit a written proposal. 

This is meant as a substantial post-reading assignment. Students compare the three characters in search of revenge for their fathers' deaths, and attempt to draw some conclusions as to any possible messages Shakespeare was trying to convey.

Again, this isn't necessarily a completely "tech-free" assignment.

Tech-Free Hamlet: The "Reverse Translation."

In this assignment, a student is given the "plain English," and must write the corresponding line from the text.

The following are translations / summaries of lines stated in act 3, scene 4 of Hamlet. I’ve given you the “plain” English. You provide the Shakespearian words that say the same thing. The lines will be found in order beginning some time after line 30:

“You’re going to listen to me if you have any sense at all!” (Hamlet)

“What are you talking about? I’ve done nothing wrong!” (Queen)
“Your old husband was a great man” (Hamlet)

“Your new husband is scum”(Hamlet)

“You should be ashamed of yourself”(Hamlet)

“I see what a horrible thing I’ve done and I feel badly.” (Queen)

“Don’t forget what you promised to do.” (Ghost)
“Who the heck are you talking to?” (Queen)

“I’m going to have to pay for killing Polonius”(Hamlet)

 “Don’t sleep with the King tonight” (Hamlet)

"I'm not really crazy - I'm faking it!" (Hamlet)

Tech-Free Hamlet: Creative Project

This project isn't necessarily technology-free, but it can be, and often is.

Hamlet: the Creative Project!

Here’s a chance to flex your creative muscles and show your intimate and insightful knowledge of this most grand of plays.

The assignment is broad and straightforward:  use a talent or interest to creatively demonstrate your knowledge of the play.  You need to propose the project, and I need to approve it in advance, but I’m pretty flexible on what I accept, given the parameters of the expectations.

You may work alone, or with others. However, you must be able to clearly justify the significance of each member of your group. This has caused some groups difficulty in the past, as the whole group loses points if one person is clearly riding the coattails of the rest.

Speaking of points:

Proposal:  – Due  (in writing) 10 points

Final project  - Due Creativity / Effort:  30 points

Demonstration of Hamlet knowledge: 30 points

Written description of project and members’ roles:  20 points

Previous Projects have included:

Video re-creations of key scenes, modernizations / adaptations on film (i.e. “Hamlet at Walnut,” “Hillbilly Hamlet,”) re-creations as another film / book / TV show (i.e. Hamlet as “Revenge” or “Harry Potter Hamlet”), scenes re-written in slang / modern American English, Hamlet on Facebook, memorized soliloquies, Scenes acted out in class, puppet shows, Ophelia’s poetry, interpretive dance, original music / lyrics, paintings, elaborate drawings, mosaics, Hamlet Rap, Jerry Springer Hamlet, etc., etc., etc…….. The point is to show a sophisticated understanding of the play while being creative…and for goodness’ sake, have some fun with this!

Tech-Free Hamlet: Danish Scene Starters

In this pre-reading activity, students work in small groups to create scenes based on situations that are loosely based on conflicts in the play. Through this, Students begin to internalize the complexity of characters, conflicts, and character motivation. It also helps to universalize the themes.

Danish Scene Starters:                                                                                             

• The scene is a wedding reception. This is the second marriage of the new bride. The bride’s son, a young man, does not approve of this marriage. How might conflict arise at the reception?
 
• A young man or woman is mourning the loss of his or her father who died suddenly and unexpectedly.  The son or daughter has friends trying to cheer him up. How might this cause conflict?
 
• A young man or woman is investigating the mysterious death of his or her father. All official reports on the death ruled it an accident, but the child and his or her friends suspect foul play. What do they discover?  What do they do about it?

A Tech-Free Hamlet Unit: Tossing Lines

This game addresses the difficulty of Shakespeare's language, especially in regard to student fear of it. In this game, we abuse the Bard a bit, but through our mockery, we start to learn.... This is best done before the students start to read the play.

Tossing Lines
(A game where we use and abuse the Bard)

 

Objective:  To “de-mystify” Shakespeare’s language. Students are so timid with Shakespeare’s words, that they forget it’s only English. As a result, reading the words aloud becomes stifled and flat, and understanding suffers. In this activity, mistreating Shakespeare’s words is encouraged!

 

How to Play:  

• Students are divided into two groups: the “loudmouths” and the “thinkers.” The loudmouths are told that they will not need to think. The thinkers do not have to be loud. The loudmouths form an inner circle, with the thinkers on the outside.
• The loudmouths are each given one line from the play. These lines should have nothing in common, and can be taken at random from the text. The loudmouths are to each read their line in a plain, boring manner. Then, on the second time around, they are to read the same line in an outrageous, funny, obnoxious manner. The possibilities are endless.
• Then, while the loudmouths are quiet for a bit, each student in the thinker group will get a sheet with all of the lines on it, in no particular order. They are to attempt to “translate” the lines into plain English, without any assistance of glossary or context in the play.
• Then, the game begins. Using something soft, like a Nerf ball or bean bag (I use a stuffed Shakespeare doll), a loudmouth will deliver his/her line in an outrageous fashion, and then toss the ball to one of the thinkers. The thinker must then translate the line just said. The teacher can correct if necessary. Then the thinker will toss the ball to a new loudmouth, who will read his/her line, and then toss to a new thinker. This process repeats until the lines have all been said.