Dwight H. Inge
This curriculum unit on the study of William Shakespeare’ s play “As You Like It” involves a demonstration on how to relate the work to the lives of inner-city youth, although the unit will not be limited to this use exclusively. With proper consideration of grade level and the various ability levels within each, the unit can be used in Tenth, Eleventh, and Twelfth grades. Minor alterations and adjustments can be made effectively.
If “As You Like It” is to be considered a “romantic” comedy, then the term “romantic” must be identified. “Romance” is one of those words with which, over the centuries, the level of immediate association has become so significant that the word cannot be accurately decoded by a modern, twentieth-century youth, unless an adequate sociological heritage and historical development is presented to him first. That is to say, the distinction between “courtly” love and “romantic” love, which modern scholars so carefully observe in late 16th century Elizabethan drama, does not, for all practical purposes, exist for the modern adolescent. Rather, he finds before him a complex integration of both, or, of all aspects of sexual attraction. Romantic and/or courtly love (i.e., marriage and/or seduction) can and do exist both in the wealthy class and in the poor class.
This unit will concentrate on the acquisition of analytical skills through literature, composition, and language study. Students will be encouraged to think about what they have read, to be aware of the implications of what is being studied and to relate a wide range of feelings and ideas concerning the human condition; of their own environment. Using this method will increase comprehension skills and will give students a sense of background relative to this literature. Through this method, the students should gain a permanent knowledge of the play, or, the play might become a lasting, useful reference in the minds of the students.
Students will be able to:
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1. develop the ability to interpret literature and complex ideas
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2. develop vocabulary of literary terms
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3. recognize, discuss, and write about universal themes in literature
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4. compare and contrast characters and plays
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5. develop a knowledge of how conflicts can be destructive
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6. relate their own background and experience to literature
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7. become familiar with Elizabethan English
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8. demonstrate comprehension by paraphrasing or summarizing scenes and/or acts
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5. develop positive attitudes toward literature that has stood the test of time.
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10. make use of the imagination
Students will concentrate on the texts, and their own ideas. I choose to eliminate most of the secondary literature and study helps, which tend to obfuscate the students’ interest.
A study will be presented to show the difference between a theatrical production of the play and the reading of them. Students will discuss the effects of the following, on a live performance:
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1. Language
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6. makeup
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11. sound effects
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2. tone
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7. hair
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12. music
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3. mime
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8. costume
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13. accessories, etc.
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4. gesture
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9. decor
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5. movement
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10. Lighting
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Students will discuss the importance of personality in the actor, and how, as readers, we must add personality to the parts assigned in class. This is accomplished by coaching students on voice, tone, volume, emphasis, gesture, movement, etc.
Vocabulary study will occur when unfamiliar words appear in the text. Students should be encouraged to look at the textual notes and to use context clues to deduce some meanings. Students will include those words of importance in their personal notes for future reference.
