Marlowe was never going to fit in. In some ways I wish he hadn’t tried so hard – he would have lasted longer.
‘We don’t like mavericks here …’
– is what I was told some years back at my first school. My first school, just to be clear …
It’s not a default position, I promise you – I honestly don’t aspire to be a maverick. It’s simply about my always bearing in mind the attributed words of Einstein: the definition of insanity is doing the same thing again and again and expecting different results. So if it demonstrably doesn’t work or doesn’t make sense, you need to find someone else, if you want blind obedience. How do we improve, otherwise? Plus, my teaching mentor gave me advice I’ve never forgotten, and which has served me well (and my students, if results are anything to judge by*). We might paraphrase it as: ‘As long as you know where should be taking the students, don’t stress about abandoning the lesson plan and getting there via another route.‘
So, admittedly, I can be a:
1. an unorthodox or independent-minded person.
But, surely, no SURELY, this what we aim to foster in our children (what actually we reward in the subject: critical, evaluative thinking and independence of ideas – those terms are on the markschemes, at the top end) … right? Or does education exist to train people into unthinking passivity?
Putting Shakespeare in students’ mouths is often as much fun as feeding a baby – the faces they pull!
A Midsummer Night’s Dream: Act I
Shakespeare’s language lives in the mouth, not the ears or eyes. It needs to be tasted, and one of the advantages of living alone is that I can pace up and down my flat’s lengthy corridor reading tricky lines out loud, or just playing with the inflections of favourites:
I wasted time and now doth time waste me.
I WASTED time and NOW doth time waste me.
I wasted TIME and now doth TIME waste ME.
And so on, like the celebrity skit in the BBC’s Shakespeare400 celebration. You get the picture.
If it needs to be tasted, it also needs, I suppose, to be CHEWED. That’s what we often do in the classroom …
Lesson 1: Books, no matter how interesting, are not a girlfriend substitute …
PTS read through: Love’s Labour’s Lost, Act I
It feels appropriate to arrive at this play in the month when it seems you’re not a functioning member of society if you don’t add some kind of punishing denial to the post-Christmas blues: Dry January, the unappetising-sounding Veganuary, or in my case, the Walk 1,000 Miles in 2018 challenge (already behind schedule). Personally, I think we’ve enough to cope with, waiting for things to warm up and the nights to become appreciably longer.
Nevertheless, this is how the play opens – with a preposterous resolution by the foolish King of Navarre and three of his intimates to ‘abjure the rough magic’ of the fair sex. Unlike Rocky’s trainer Mickey, they’re worried about the intellectual rather than physical effects that women may have on them
I give them a maximum of ten minutes, stage time …
And, regardless of my – or your – political beliefs, for the love of God, please VOTE tomorrow, if you’re entitled to. Never mind the hackneyed cliché: ‘people died so you could‘ argument – you have absolutely no right to complain about what happens over the next 5 years if you didn’t even make the smallest effort to effect a change …
Anyway, I visited isidewith, and tried to answer the questions as someone who died 401 years ago … here’s a selection of the conundrums I was faced with, plus the (firmly tongue-in-cheek) result …
Part III begins, as Part II ended, with Warwick, perhaps reinforcing his role as ‘kingmaker’, and with the suspicion – to be dealt with later, maybe – that Henry is a ‘Jonah’ on the battlefield.Whoever’s side he appears on (note I don’t say ‘fights’ on) he seems to suck the fighting spirit out of the army like a Dementor whose puppy has just been killed in a hit-and-run accident …