Playing with Plays- Getting Kids Hooked on Shakespeare

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One of my fondest memories of grammar school is playing Patrick Henry. Our third grade teacher came up with a brilliant plan to have us act out scenes from American history. I stood on a table and gave the famous, “Give me liberty or give me death!” speech. Today I can recite the speech on a dime, given that there is a table suitable to stand on.

Taking part in this experiment did not foster my love of history (this would not come until college) but it did help me retain my knowledge of American history that I would later use in high school. See, we were learning and having fun at the same time. This is one of the best ways to teach children; let them have fun. This is why so many kids have warm memories of early science and art classes. Paper Mache volcanoes anyone?

It’s a wonder educators do not employ this type of learning more often. While I was a teacher’s aid at Horicon Elementary school in Northern California, it was my job to introduce 7 year olds to money. The first time I handed out play money to students I stood back and watched as they started coming up with ideas on how they would spend it. It was an ah ha moment for me. I quickly came up with a plan on how to explain what money is worth. $100 for a car? Not hardly. I showed them how much a car would cost and roughly how long it would take their parents to earn enough for a car and toys. Some of the children grasped the idea that money is hard earned and does not go as far as they assumed. Playing with money was one way to help some of my students gain a better understanding of math. Numbers are abstract for young children and often don’t mean much but tactile engagement bridges the gap between what numbers stand for how we use them.

Can we use this same type of hands on learning in order to introduce young students to the classics? Can we get 6 year olds interested in Shakespeare? The answer is yes!

I’d like to turn your attention to Brendan Kelso and his talented team from Playing with Plays. This small group is awe-inspiring! The concept is deceptively easy; re-write Shakespeare for kids. Yet how many of us could actually do this and do it well? Brendan and his team have. Oh, how they’ve done it!

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Hamlet Act 1 Scene 1

(Enter GHOST wandering on stage in ghostly fashion)

GHOST: (waits a few seconds, then tries to scare the audience) BOO! (GHOST exits)

This first line of Hamlet had me hooked! I laughed out loud and easily pictured a 6 year old doing this. Hell, I could picture an adult doing this. I found myself giggling (yes giggling) through out the play.

Brendan came up with the idea of re-writing Shakespeare after his wife signed him up to teach Shakespeare to kids at a local rec center. Brendan had no idea how to do this until he came across a play titled “Hamlet in a can”. It is a 6-week course in which young students are introduced to Hamlet lite. Brendan said the kids loved it and the rec center asked if he would do another. Brendan wrote a version of A Midsummer’s Night Dream. Meanwhile other rec centers asked Brendan to teach their students. Soon Brendan had requests coming from all over. This is how the book series was born. Right now there are 11 books in the series, each containing three plays broken down by appropriate age: 6-7, 8-14 and 14-20. I’ve read three so far: Hamlet, Julius Caesar and Twelfth Night. Each play contains modern language (naturally) and lines from Shakespeare. 6 year olds quoting Shakespeare, what could be better! Each play takes less than a half hour to preform as they are written to introduce the basic plot of the play to students. As the age group progresses the plot becomes more detailed.

I cannot stress this enough; these plays are masterfully done given what Brendan has to accomplish. I had my 22 year old read Hamlet and even he laughed and said, “Okay, I admit, this would have gotten my attention”. This from the nerdy kid who said, “Meh”, when I gave him William Shakespeare’s Star Wars”.

Julius Caesar Act 4 Scene 1

Antony (addressing the audience) “Friends, Romans, countrymen, lend me your ears; I come to bury Caesar, not to praise him, but truth be told, Brutus is full of baloney, Caesar wasn’t a bad guy”.

If you are a teacher, an after school program director or a parent with a lot of time on your hands, you need to pick up these books. How inspiring is this series? If I didn’t have to work for a living, I’d be out in my community begging educators to let me have a go with their students. Brandon does not charge a lot to use his material (see his web site for details) and is consistently coming up with entertaining ideas on how to get kids hooked on Shakespeare. I have to admit it, I’ve spent a lot of time on the website and would be remiss if I did not mention the fun graphics.

Thanks to Playing with Plays, there is no excuse for not getting kids interested in the classics. Just watch Brendan as he introduces Hamet to young children. This has got to be the coolest job on the planet. Well done sir, well done!

What was he thinking?

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The fall depicted in the Sistine Chapel by Michelangelo

During my junior year of undergrad studies my counselor talked me into taking a class titled, “Good vs. Evil”. Katie said I would love it as the class combined literature and critical thinking in order to better understand that what we think of as evil is not always the case. Our professor chose to use three takes on the Faust legend as our focal point. Having never been exposed to Faust, I was thrilled at the chance to study his story in detail.

The good professor started us off using few short stories, only one of which I can remember. To be honest, as much as I thoroughly enjoyed studying the works of Marlow, Goethe and Mann, the promise of a better understanding of what we think of evil fell short of my expectations; we really never did get into the subject, but we really got into Faust’s head!

The class has stuck with me, not because of what we learned, but because of what it could have been. Our professor started us out with a biblical tale and asked us if Satan was really acting evil. What struck me odd about this story (we will get to it in a moment) was the fact that Satan wasn’t even involved (even though some churches insist he was). As I read the story, a different question came to my mind, one that was better suited to the class premise: (see down below) As I sat and stared at the story another question came to mind, again one that was better suited to the premise: What the heck was God thinking? Why did he do what he did?

I posed this question today on Twitter. I did not expect much of a response. It was one of those brain droppings we all have from time to time. But not surprisingly, a core group of my Twitter friends, ones who are always ready to discuss big topics, came thru and attempted to answer the question. These guys are some of the smartest people I have had the pleasure of coming across. Not satisfied to just answer my question, each wanted to talk about the symbolism and history of the story. As much as I love them for it, I really just wanted to discuss the literal question. I just wanted a few people to sit back and wonder, “Yeah, why did he do that?” but I had such a good time reading the responses and letting the question take my friends in a whole different direction, I thought I would pose it here.

With that in mind, here is the story. The questions will be posted below.

Now the serpent was more crafty than any of the wild animals the Lord God had made. He said to the woman, “Did God really say, ‘You must not eat from any tree in the garden’?”

The woman said to the serpent, “We may eat fruit from the trees in the garden, but God did say, ‘You must not eat fruit from the tree that is in the middle of the garden, and you must not touch it, or you will die.’”

“You will not certainly die,” the serpent said to the woman. “For God knows that when you eat from it your eyes will be opened, and you will be like God, knowing good and evil.”

When the woman saw that the fruit of the tree was good for food and pleasing to the eye, and also desirable for gaining wisdom, she took some and ate it. She also gave some to her husband, who was with her, and he ate it. Then the eyes of both of them were opened, and they realized they were naked; so they sewed fig leaves together and made coverings for themselves.

Then the man and his wife heard the sound of the Lord God as he was walking in the garden in the cool of the day, and they hid from the Lord God among the trees of the garden. But the Lord God called to the man, “Where are you?”

10 He answered, “I heard you in the garden, and I was afraid because I was naked; so I hid.”

11 And he said, “Who told you that you were naked? Have you eaten from the tree that I commanded you not to eat from?”

12 The man said, “The woman you put here with me—she gave me some fruit from the tree, and I ate it.”

13 Then the Lord God said to the woman, “What is this you have done?”

The woman said, “The serpent deceived me, and I ate.”

14 So the Lord God said to the serpent, “Because you have done this,

“Cursed are you above all livestock and all wild animals! You will crawl on your belly and you will eat dust all the days of your life. And I will put enmity between you and the woman, and between your offspring and hers; he will crush your head, and you will strike his heel.”

16 To the woman he said, “I will make your pains in childbearing very severe; with painful labor you will give birth to children. Your desire will be for your husband, and he will rule over you.”

17 To Adam he said, “Because you listened to your wife and ate fruit from the tree about which I commanded you, ‘You must not eat from it,’ “Cursed is the ground because of you; through painful toil you will eat food from it all the days of your life.1It will produce thorns and thistles for you, and you will eat the plants of the field. By the sweat of your brow you will eat your food until you return to the ground,
since from it you were taken; for dust you are and to dust you will return.”

21 The Lord God made garments of skin for Adam and his wife and clothed them. 22 And the Lord God said, “The man has now become like one of us, knowing good and evil. He must not be allowed to reach out his hand and take also from the tree of life and eat, and live forever.” 23 So the Lord God banished him from the Garden of Eden to work the ground from which he had been taken. 24 After he drove the man out, he placed on the east side[e] of the Garden of Eden cherubim and a flaming sword flashing back and forth to guard the way to the tree of life.

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Who is the real asshole in this story?

Why did God create and place a tree in the garden if he did not want Adam to take from it? What purpose did it serve? If you ask me, he set Adam up to fall, but why?

When people ask me what I want to teach, my first answer is always “Shakespeare as literature” but I also want to teach a class on good vs. evil. To quote the rock group Alice in Chains, “What you think you may know, what you think you’ve learned”. This will be the first story we talk about.

 

 

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