As if the video in Saturday’s post wasn’t endearing enough, here’s Norah Jones performing a modified version of “Don’t Know Why” on Sesame Street while sitting next to Elmo.

It’s kind of like Ernest & Bertram, but different.

I just gave an assignment that might be of interest to readers of this blog. It’s for a graduate course in English Education, so the students are all either currently English teachers or are studying to be. This is an extra-credit assignment for students who need to make up for missing class, but other years I have assigned it to everyone.

1. Translate a scene from Shakespeare (minimum 36 lines) from Shakespeare’s Early Modern English to our American English of the 21rst century. This should be a line-by-line translation.

2. Take a text that was written in the last ten years (most likely a song) and annotate it for an audience reading it 400 years from now who might not understand our idiomatic language or our cultural references. Please choose a text that is conducive to this activity. Minimum 14 footnotes.

3. Write an original piece in iambic pentameter. It can be anything you want, as long as it’s one cohesive piece that is at least 14 lines of iambic pentameter.

4. Discuss your experience completing these three activities and your assessment of their value as assignments in the English classroom.

Does anyone have anything to add to the list? I’m not looking for more work to give my grad students; I’m just starting a brainstorm of writing assignments that would give high school students a broader view of Shakespeare.

Here’s a good example of a high school English teacher using a blog to post and collect student assignments. This is one sample assignment for students in the middle of reading A Midsummer Night’s Dream:

Your assignment now is to take this mixed-up love mess and bring it to a conclusion with a happy ending. As it stands right now, everything is messed up and needs resolution. Assume the role of a narrator and finish the story. This is your chance to predict how this all turns out in the real play.

The students can now write a response to this and read what others have written as well. It seems like a lot of this is going on at home, but as more and more schools adopt one-to-one computing environments (something I’ve personally been very active in for the past year and a half), the more this sort of thing will become commonplace classroom practice.

This presentation from Karl Fisch has been making the rounds.

Students entering kindergarten this September will graduate from high school in 2020. How will the world be run then? How old will you be in that year? It’s not really that far off, is it?

Discuss.

One question that kept coming up in the Shakespeare in American Education conference was “Why Shakespeare?”. Why does this one author out of all of the other authors deserve such a place in the canon? Why spend valuable instruction time in school working on Shakespeare? Is Shakespeare useful in teaching other subjects, or is Shakespeare a topic worth studying in its own right?

Can the answer be agreed upon in the same way as “Why arithmetic?” or “Why writing?” pretty much can be? Or is the answer to “Why Shakespeare?” too ineffable to be codified in that way. Can there ever really be an answer? And if there can’t, how can we justify teaching it?

Of course, all of this begs the question, and you may choose instead to answer in the negative. Is Shakespeare’s popularity a result of a social and political construction, and not based on the merit of the work? Is there some grain of truth to the high school student’s suspicion that it’s all just a scam? Is there a more deserving candidate, or is the elevation of a single individual counter-productive to the idea of a canon?

Nevertheless, I ask you…

Why Shakespeare?

Well, the conference is over and it was fantastic. We focused mostly on pedagogy today, so I felt a lot more in my element. We also talked about the changing nature of the canon. Yesterday we did a lot of 19th century historical analysis of Shakespeare instruction, which was fascinating, but made me feel like I had a lot of catching up to do. (And when I do that catching up, I now know to start here.)

Anyway, I’m still processing it all. I’ll probably blog more on the conference when I return to NYC, but until I get back, please enjoy this video. In line with the theme of the Shakespeare classroom, here are a very young Stephen Fry and Hugh Laurie showing us how it’s done:

Enjoy the rest of your weekend!

I’m still in DC, having a great time at the conference.  It’s reminding me of something I like to tell my graduate students about education:  We come to school looking for answers, but what we really learn is how to ask good questions.

I came to this conference looking forward to learning a lot, and I have been.  But I find myself left with more new questions than answers to old ones.  And what I’m really coming away with is a bunch of threads that I now have to follow up on.

Wow, that’s so much better.

There’s a popular movement in education today that stresses “authentic” experiences as being the most valuable. I adhere to this philosophy myself. There are some experiences that are difficult to have in the classroom. I studied Shakespeare in the classroom, but learned what I really needed to know on the stage. I studied education in the classroom, but learned what I really needed to know in – well, okay, the classroom, but not as a student.

Some subjects we learn in school have always been practical classes – opportunities for authentic practice of the subject being learned. Music, art, and gym come to mind. Most drama classes have a practical component. But did you take a driver’s education class in high school? Did it prepare you for the road? When was the last time you reviewed your notes from that sex education class you took in junior high?

There is a limit to what can be learned in the classroom. But we still have classrooms, and I haven’t heard any arguments for eliminating them. So there must be something going on there that we find valuable.

What’s the most important thing you learned in the classroom? Was it how to read? Long division? How to be a good citizen? How the inside of a frog is configured?

I think the most important thing I learned as a student in a classroom was how to trust my own instincts. I know this sounds like something best learned in practice, but for me, it happened over the course of a number of practical classes under the guidance of experienced and compassionate teachers.

How about you?

What’s the most important thing you learned as a student in a classroom?

Be sure to check out the Tracked in America website, posted by the ACLU, tracing how surveillance techniques have been used to monitor citizens and residents of the United States since World War I. 

It’s a good resource for educators and students, or anyone interested in American history, regardless of where you stand on the privacy issue.

At work, we’re preparing to roll out our new unit on Civil Rights, and I’ve been catching up on all of those things I should have learned in school but, for whatever reason, didn’t. Today, I learned something new about Emmett Till.

What I knew was that Emmett Till was a fourteen-year-old African American child who was brutally murdered for the crime of whistling at a white woman in Mississippi in 1955. The two killers were acquitted by an all-white jury who either thought the killing was justified, or just couldn’t be bothered to care that it wasn’t.

What I learned today was that the two killers later gave a full confession to Look magazine, which published their account of the killing. The article is being used as a part of our Civil Rights unit, and is available on the PBS website.

I’m not going to quote from it; you really have to read the whole thing. Then, you have to click on the link at the top that says “Letters to the Editor” and read those, because they are even more chilling than the article, in terms of understanding what the times were like.

The cumulative effect of studying myriad injustices across several different civil rights movements in such a short period of time has been sobering. But the most staggering element of all of it is just how recently most of this happened. When you look at all of the injustices in the world today, it’s easy to forget how much progress we’ve actually made. So, it’s been both depressing and inspiring at the same time. I’m curious to see how the kids will take to it all.

By the way, the PBS website is the best website on the entire Internet. Just thought you’d like to know. For more on this story, you can visit their Emmett Till page. If you’re an educator, you’ll want to set aside a weekend to explore their Teacher Source. They also have a page for kids. And there’s much, much more worth checking out, whatever your particular interests may be.

I gave a full-day workshop today on the value of blogging in the literacy classroom for school-based literacy coaches and technology coaches from across the city, and I never once mentioned that I had my own blog. I don’t want to be annoying “Hey, you gotta read my blog” guy.

But if I never tell anyone about the blog, then who will come and watch my postings of grainy Animaniacs cartoons from the mid-’90’s?