QUESTION: HOW TO TEACH SHAKESPEARE WITH MEDIA LITERACY?

[Erik Reinert]

I'm wondering if any of you have some good ideas on how to use the critical thinking of Media Literacy when teaching Shakespeare and specifically Romeo and Juliet. I realize that this is a huge question to cover but everything that is shared here would be appreciated!

The context is that I'm having a short school placement and would want to see how I could work with integrating Media Literacy with what my tutor expects me to cover - Romeo and Juliet.

So far I've planned a lesson where I contrast "the beach scene" of the DiCaprio version with the English-Italian from the 60'. The students will be asked to look for differences when it comes to: use of music, use of gestures and speech, dialogue + language, use of special effects, plot, use of camera

 Complementary questions: Anything confusing, intruiguing?

What do you think about how the scene was filmed?

What does it do to you? (Only reading the text vs. acted out)

Of course it is very much about it is carried out and this is a sketch of what we could cover during two lessons.

GOAL: Pupils will have learned some of the basis of Media Literacy and how it can help them in their reading and understanding of texts. Pupils will have reached a certain understanding of how visuals and choices of filmmakers create content and message.

I put this lesson sketch here but of course I'd like you to share all your thoughts and ideas on Media Literacy and Shakespeare!

[Ryan Goble]

This is a really interesting question - you might also consider cross-posting (aka copy and pasting) it in the Making Shakespeare Pop group discussion forum!

[Frank W. Baker]

I am confused: do you want your students to use the lens of "media literacy" or "film literacy"?  There is a huge difference. Regardless, take a look at the media literacy critical thinking questions and look at the language of film.
For example, how might the placement and movement of the camera be indicative of what the filmmaker is trying to communicate?

[Bekah Shreve]

I have no idea if this is what you're looking for or not, but when we start R&J, we read the beginning together (through the Prince's speech), then watch the same scene in the DiCaprio movie, discussing why the director interpreted things the way he did.  I then ask them to look for repeated images.  They easily catch the "fire" motif, and are usually able to jump to how it relates to the feud and the play's themes about violence.  They usually need a little more nudging to catch the religion motif, and are surprised by just how many religious images are in the opening minutes of the film.  Usually leads to a good class discussion (is this "true" religion? what does Tybalt, in particular, really worship? etc) 

[Kelly Larson]

If you were thinking about contrasting the two films and using critical thinking skills: try contrasting specific characters in each film (for example mercutio vs mercutio). Do the students have a different/stronger reaction to each character presented. Discuss how Shakespeare did not leave directorial directions, nor stage directions, only dialogue. So, our response to characters and scenes can change depending on the directors' and actors' choices and interpretations. Furthermore, and maybe this is too advanced, but do directors and actors have agenda; do they themselves have bias toward subjects and topics and therefore their work is influenced? What other elements in media can be left open for interpretation in a similar fashion? Do we as observers/readers/audience members have a natural bias and does that bias influence our own interpretations? How can we learn to recognize this in ourselves and others, particularly within media and the messages media sends... Good luck.