… nor custom stale his infinite variety. (Enobarbus: ANTHONY AND CLEOPATRA: II.ii.245-246) [bastardised by me, obviously]
Our timetables for next year were finalised last Friday, and this is what mine looks like – at least in terms of Shakespeare / EMP material. It’s more of the same, basically – although I finally lost The Tempest – which Top Set Y11 had voted to study back in the day when I had complete freedom about what to teach. I think it could be the last year I teach this combination – I want to make at least one change …
So, as we enter the final stretch, you’d think that we teachers would be winding down, right? Imitating Will Kemp in his warm up for his ‘Nine Days’ Wonder‘, by cavorting up and down the corridors of the English block in carefree abandon, greeting fellow English teachers with a hearty ‘hey, nonny nonny!‘ as we pass their empty classrooms?
Not a bit of it, sadly. Whilst our exam classes have donned their gladrags and tottered off into the distance on their improbable high heels (and that’s just the boys, obviously), we’re left with end-of-year assessments for everyone else, which naturally have to be turned around pretty damn quickly.
(subtitled: it’s not life and death, it’s just Wimbledon, sigh. Now can I have my radio back, please?)
It’s not that long ago that I effectively promised that the blog’s ventures into the real world would remain topical rather than political – that when major sporting events were on I would give them as much treatment as the current political situation.
I despise Wimbledon. With a passion you could only vaguely grope at, like a sixteen-year-old boy trying to cop his first feel in the back row of the cinema. Assuming that sort of thing even happens nowadays – they seem to be too busy on social media, throwing popcorn, or trying to record the film on their smartphones.
A running theme in the play is how Caesar’s assassination is going to be remembered and reenacted for centuries to come, so I drew the swimmers in modern clothes.
I had a ‘tense’ conversation with a Y10 lad today. He has about a week to work on a 5-minute or so presentation. The subject is entirely open to him, but it ought to be something he has sufficient interest in that he can produce a structured, coherent talk, with the ability to think on his feet and answer potentially tricky questions on it afterwards (if he wants to get a decent mark). It contributes towards his GCSE qualification under the new specification, and he could be asked to reprise the performance at our school’s ‘Work-Ready Day‘ in two weeks’ time: an important shop window for pupils to get noticed by major local employers, where talent HAS been ‘spotted’ in the past. And ‘scouted’. Despite the fact that the students would rather eat their own tongues than do the presentation once, let alone twice …
… as The Bossmight remark. A guy who, perhaps appositely in the light of this post, I admire for his authenticity as much as his music.
The Taming of the Shrew: Act III
By now, I wonder if anyone is who they say they are in this play. Poor old Christopher Sly‘s been conned into thinking he’s a Lord with a young, beautiful wife, remember: and that was BEFOREthe play properly started … When I see the Stage Direction:
“Enter LUCENTIO [as Cambio], HORTENSIO [as Licio] and BIANCA”
(who I suspect is not as pure, dutiful, or even as nice as she seems), my heart sinks a little.