I worked with junior high school students on haiku poetry today.

Actually, I’ve been doing quite a bit of haiku lately, as it’s part of our poetry unit. It’s an easy form for the kids to write, though their free verse poetry is so much more compelling.

Do you have a favorite haiku? Neither do I.

Frankly, I think haiku is lost to the ear of the English speaker. Haiku is a Japanese language form, and it doesn’t translate well into English. The 5-7-5 pattern of syllables sounds different in Japanese, which uses a largely consistent consonant-vowel syllable construction.

English speakers don’t hear syllable counts; we hear stress patterns and rhyme schemes. Take the wildly popular limerick. There’s no syllable counting in limericks. A limerick has a stress pattern of 3,3,2,2,3 with a matching rhyme scheme. Two limericks could have a radically different syllable count and still sound correct.

Generally there are two unstressed syllables per stressed syllable, but even that’s flexible. In fact, we could take out all of the unstressed syllables and it would still kind of sound like a limerick:

Man From France
Did Quick Dance.
Asked Why,
Would Cry
“Ants In Pants!”

But if the stress pattern or rhyme scheme were different, we wouldn’t accept it as a good limerick. On the other hand, if a haiku were a syllable or two off in either direction, we’d agree it wasn’t a haiku, but our ear wouldn’t hear the problem.

Anyway, I’m still going to teach haiku, but that needed to be said.

Via News on the Rialto we find an article about comic book versions of Shakespeare’s plays with updated simplified language:

Shakespeare’s plays are being rewritten as comic strips for pupils who find his poetry boring, it emerged today.

Thousands of teenagers are to study cartoon versions of famous plays such as Macbeth which reduce finely-crafted passages to snappy phrases.

The publishers hope the comics – illustrated by artists who have worked on the Spiderman series – will inspire disaffected readers with a love of the Bard’s plays.

No disrespect to Spiderman, but this won’t instill anyone with a love for anything, and certainly not the Bard’s plays. Shakespeare writes using the language of poetry, which means that every word choice is significant. The interplay, music, and structure of the language is fundamental in Shakespeare’s development of plot, character, and theme. You can’t just use your Spidey sense to paraphrase this stuff and call it Shakespeare.

The Shakespeare Geek demonstrates why.

I actually like the idea of comic book versions of Shakespeare plays, as long as they use the original language. You can even abbreviate the language in comic book form. But once you take away the language, you are no longer reading Shakespeare. It’s not even dumbed-down Shakespeare. You may as well just read something else.

For example, you may wish to read these comic books that deal with delicate problems for children. It seems that even Spiderman has a secret.

That’s what you get for messing with Shakespeare.

The KnowledgeWorks Foundation has a map of future forces affecting education that attempts to lend some insight into the trends, dilemmas, and hotspots facing the educators of tomorrow.

The form of this map seems to overshadow the content, but the matrix does offer some food for thought once you delve into it.

The Center on Education Policy released a disturbing new study this week, measuring the effects of No Child Left Behind:

The report finds that approximately 62% of school districts increased the amount of time spent in elementary schools on English language arts and or math, while 44% of districts cut time on science, social studies, art and music, physical education, lunch or recess.

Now, I’m pretty much appalled by all of the cutbacks, but I’ll leave the bulk of it to ScienceTeacher.com, SocialStudiesTeacher.com, and LunchTeacher.com. I’m ShakespeareTeacher.com, so I want to talk about arts education.

(And let’s make no mistake – the extra time being spent on ELA isn’t being spent on literature. It’s being spent on test prep, and more test prep.)

Arts education is absolutely essential for students preparing for the world that we’re currently living in. With the image continuing to gain dominance over the written word, people who can demonstrate artistic ability are highly marketable in today’s economy. From graphic designers to documentary filmmakers, those who can master today’s tools of communication are able to command a wider audience and expand their range of communication. In the connected world, this is real currency.

And even if all of that weren’t true, the arts teach us how to identify problems and solve them with creativity and discipline. Those skills help us in any endeavor.

I came across a website for an artist named Jen Stark, who creates sculptures from construction paper that won’t help anyone pass a reading test any time soon. But they bring beauty into the world, which is worth at least a link from my blog. Take a look at her work, and tell me she didn’t have to develop some pretty sophisticated math skills along the way.

Or take French artist Huber Duprat, who recruited caddis fly larvae, who typically create protective shells out of silk and their surrounding materials, and placed them in an environment of gold flakes and precious gems. The result is a combination of art and science that boggles the mind. Click the picture below to see the video.

Or take a look at the Universcale by Nikon, an application of the mathematics of scale to allow human comprehension of the natural universe, and tell me your appreciation of it isn’t primarily aesthetic.

I wonder what Leonardo DaVinci would have thought about eliminating arts education to teach math. What would Shakespeare have thought about eliminating arts education to teach literacy? What would Descartes say about eliminating science to teach math? What would Hemmingway think of eliminating social studies to teach literacy?

Reading and math are important skills. But even if an educational system were somehow able to acheive 100 percent literacy and numeracy, and nothing else, it would still be a failure.

I haven’t had much time for the blog this week, since I’ve been working at the Teaching Shakespeare Institute, a week-long intensive study course for teachers of Shakespeare. Shakespeare teachers, if you will.

I’m really exhausted, so I’ll just say for now that my fellow instructors are all extremely talented and professional, and the teachers taking the course are passionate and dedicated. It’s been such an incredible pleasure to work with them all this week.

And I see that Shakespeare Teacher Special Feature II has been almost entirely completed in my absence. Most excellent. The STSF was supposed to replace the weekly features, but now that it’s solved, I may decide to post a new riddle tomorrow morning anyway.

But for now, I’m going to bed.

Well, I’m off to the Shakespeare Teacher institute. I’m very excited about being a part of this, but it means that I may have to step away from the blog for a few days. I’ll post when I can, but I’ll probably be more interested in blogging about the institute than in keeping up with my regular features.

But what if I could once again leave behind just one post that combines my most popular regular features for the week? Why, we’d just have to call that Shakespeare Teacher Special Feature II: The Magic Word! Here’s how it breaks down:

• I. Thursday Morning Riddle: Please find below four brand-new riddles. Each riddle is numbered. Once you’ve solved the riddles, replace each number in the Venn Diagram below with the answer to the riddle that has that number.
• II. Shakespeare Anagram: Once the numbers have been replaced by the riddle answers, the letters in each circle of the Venn Diagram can be anagrammed into the title of a Shakespeare play. However, this can only be done after the question mark in the center section is replaced by a magic word. What is the magic word? And what are the three play titles?

(Actually, the letters that form the magic word can form several words, but only one of the combinations will make sense to fill in the blank below.)

• III. Conundrum: Last week’s challenge was to come up with 26 words, plurals commonly used in English, each of which had a different final letter. This week’s challenge is to come up with 26 words, any words commonly used in English, each of which has a different ______ letter. (Fill in the blank with the magic word from the center section of the Venn Diagram.)

Use the comments section below to register any and all answers, discussion, and comments. I won’t be around much the next couple of days to moderate this, so please work together. If someone posts an answer you think is right, go ahead and say so and offer some words of encouragement. Also, feel free to pass this along to anyone you think may be interested. Here is the direct link.

The Riddles:

1. I’m a town or a bar where they might serve a sling;
The condition of clothing you might need to wring;
I’m a nurse that gives milk to another’s offspring;
And I’m slippery roads as Bon Jovi might sing.

Who am I? (3 letters)

2. Elementary I, eighty-eight on the table;
In the dorm or the lab, I’m a student who’s able;
I’m the god of the sun in Egyptians’ old fable;
And you say me three times when you hope your team’s stable.

Who am I? (2 letters)

3. I am found in Gerardo’s distinct greatest hit;
In a fifty-first state we may someday admit;
I am laws for when businessmen aren’t legit;
And a player in Just Cause who’s violent a bit.

Who am I? (4 letters)

4. I’m a poet Romantic and Mary’s fond spouse;
I am Ratcliffe’s own dog in a film by the Mouse;
I’m where Arafat’s death watch caused many to grouse;
And I’m surname to Hotspur – Northumberland’s house.

Who am I? (5 letters)

So the solutions to this feature are four riddle answers, one magic word, three play titles, and up to 26 Conundrum words.

Good luck!

UPDATE: Riddles 1-4, Circles A, B, C, and the magic word all solved by Annalisa. Conundrum answers provided by Annalisa (15) and me (5). See comments for answers. 6 letters still open.

Via News on the Rialto:

The results are in for the 2007 National Shakespeare Competition for high-school students:

16,000 students and 2,000 teachers from across the United States participated in a curriculum-based program designed to help high school students develop their communications skills and appreciation of language and literature, through the study, interpretation and performance of Shakespeare’s monologues and sonnets.

The winner was Adam Brown (17) from the Youth Performing Arts School in Kentucky. He performed Sonnet 130, a Shylock speech from The Merchant of Venice, and a cold reading of a Berowne speech from Love’s Labour’s Lost. And thanks to the magic of the Internet, we can watch his winning performance.

You can see videos and read interviews for all of the finalists at the New Globe website. Man, sometimes I love the Internet.

I gave a workshop today on incorporating Web 2.0 technologies into literacy instruction to improve student writing in the one-to-one classroom. A one-to-one classroom is one in which every student has a laptop with Internet access. That means that each learner has the ability to interact personally with a dynamic network of learners, both within the classroom and in the larger community.

This workshop was done in the shadow of a short-sighted article in the New York Times that dealt only with the problems of the one-to-one classroom, and none of the potential.

What these educators seem to be missing is that this is the world our students are living in right now. Case in point: FanFiction.net. This is a website where people can go and post original fan fiction. Thousands of our students are there right now, posting original stories, getting feedback from peers, and revising their work to make it more effective. Nobody’s asking them to do this; but there they are, using 21rst century tools to hone their writing skills. And if these are the skills we want students to learn in school, how can we not take advantage of every opportunity to bring the same tools into the classroom?

Anyway, I usually enjoy these workshops, but I was sick all day, so I was eager to come home, take some cold medicine, and go to sleep.

In my sleep, I had a dream that I was in France, around the turn of the nineteenth century. It was just after the Revolution, but before Napoleon was installed as Emperor. My guide was showing me around, and – in typical dream-like anachronistic fashion – he wanted me to see his radio. There was an earpiece and a microphone, both in the style of the period (if you can imagine what that would look like).

I put on the earpiece and heard a radio host talking about John Locke. I repeated the last line of what he said to indicate to my guide that I could hear what was being played, and suddenly the voice said “Is someone there?” I froze for a moment, unsure if he was talking to me, and the voice said “I think someone’s there. What’s your name?” “My name is Bill,” I said, into what I now realized was a microphone. The voice responded, “Welcome, Bill.”

My guide said that there were similar radios in homes all over the country and anyone could participate. I was impressed, but a little nervous about being put on the spot. “This is my first time doing this,” I stammered, and the voice said “Well, I’m glad you’re here. We no longer depend on the government and its puppets to provide our radio content. This is the radio of the people, and we can say anything we want.”

And that’s when I realized that this guy wasn’t the host of the radio show. He was another guy like me with a microphone. And if more people joined up, we could have an extended conversation, and that would be the show. This would truly be a new paradigm.

I woke up, still woozy from the cold medication, but I rushed to the computer to record my dream. My subconscious mind had conflated the changes in Europe during the Enlightenment with the current evolution of Internet technologies. During the Enlightenment, people started to perceive government less as an absolutist top-down sovereign who rules by divine right, and more as a function of citizens who can actually take part in shaping their own polity. Right now, a similar transformation is taking place in the way we think about the Internet – less as a one-way, top-down source of information, and more as an interactive community of which we all can be a part. Nice analysis, subconscious mind!

As we think about these new technologies, and how they might reshape education, if not society as a whole, we should remember that they are more than just fun new toys. They are a revolution.

I’ve been getting a pretty good response to some Shakespeare writing assignments I posted last week. Those of you looking for more assignments may enjoy the following.

About five years ago, I taught a graduate course on teaching Shakespeare. As part of their course requirements, students had to choose three out of nine assignments to complete during the semester. If more than one assignment involved choosing one of the plays were were studying, they had to choose a different play for each assignment.

Please choose three of the following assignments:

1) Choose a dramatic scene written in the twentieth century. It could be from a play, movie, television show, cartoon, etc. Rewrite the scene as though it were written by Shakespeare. Try to stay as faithful to the original as possible while remaining consistent with Shakespeare’s poetic style and period.

2) Identify ten references to Shakespeare in contemporary American non-theatrical popular culture. Each reference can be a play title, quote, or character, but not simply a word coined by Shakespeare. The references must be made during this semester (periodicals published, movies in the theatre, first-run television shows, political speeches, etc.) Describe the original context of each reference and evaluate its appropriateness.

3) Imagine that you are a screenwriter, and have been asked to write a modern-day movie based on a Shakespeare play. Choose one of the plays we’re studying this semester and select a modern-day setting and characters for the play. Describe the updated story scene-by-scene. What modifications are necessary? What essential elements remain?

4) Imagine instead that the movie studio has chosen to do a Shakespeare play in the original, but with big-name celebrity actors. Choose your ideal cast and edit three key scenes for production. Explain the rationale for your choices.

5) Choose one of the plays we’re studying this semester. Approach the play as a dramaturg and compile a comprehensive research file that might assist a production company in performance.

6) Choose one of the plays we’re studying this semester. Approach the scene as an education specialist and develop a resource guide for teachers who want to teach the play.

7) Choose one of the plays we’re studying this semester. Compare and contrast two published versions of the play (e.g. the Folger and the Arden). Be sure to discuss their treatment of the primary source materials (such as Quartos and Folios). Choose two versions with differences sufficient to make the assignment meaningful.

8) See a live production of one of the one of the plays we’re studying this semester. Write a 3-5 page essay describing the choices made by the production in interpreting the text.

9) With at least one other person, prepare and present a scene from one of the plays we’re reading this semester. (minimum 15 lines each). Memorization is required. In a one-page essay, describe your reasoning for choosing this scene and the approach you intend to take in interpreting it.

Nobody chose Assignment 2 because they thought it would be too difficult, but as the semester wore on, they were kicking themselves because they started to realize how ubiquitous Shakespeare references are. And the course was at NYU, so Assignment 8 was not a problem logistically.

Needless to say, I got some really great stuff back. Giving creative assignments like these makes learning more fun for both the student and the teacher. Plus, it helps discourage plagiarism.

Which assignments would you have chosen? What assignments could I have added to the list of choices? How could these assignments be adapted to make them more appropriate for high school students?