Many students initially object to Shakespeare because it sounds funny. But funny in a bad way. Like, “hmmm, this milk smells funny.” This activity spins funny in a good way. Like, “that scene from Comedy of Errors sure was funny!” By using a non-traditional and non-serious approach to the text we can demystify Shakespeare, improve students’ diction, and increase their familiarity with the language.
A Brief Stint into Pedagogical Theory
Before we delve into the activity, we should discuss some pedagogical theory. ( Don’t worry, this won’t be as long and boring as a faculty meeting.) Learning needs to happen through repetition. However, when repetition gets boring our brains check out so although we think we’re getting repetitions we’re really just wondering what we’ll do when Game of Thrones ends. Thus, most efficient learning comes when we can engage in experiences similar enough to facilitate learning BUT varied enough to keep in fresh. (Unlike the funny smelling milk.) That’s one of the reasons I love this activity.
Speak the Speech
All that you need for this activity is some text, a sense of adventure and trusting nature. Essentially, students will read a text in a variety of ways. I usually place them in pairs and have them switch of reading when they come to a “major punctuation mark” like the end of a sentence, a colon or semi-colon. That way they can get a bit of a break and, also, listen to someone else reading.
For all of these directions, I usually explain them briefly, then immediately say “Off you go,” then start modeling the directions myself.
First, I tell them to read while waving their hands in “dramatic flourishes.” This does nothing to improve their reading but it increases the energy. I also have an unscientifically proven theory that this makes them feel more like real Shakespearean actors.
Next, I tell them to pronounce ONLY the consonant sounds. After I remind them what a consonant is, I model a line. For example, the line “This thing of darkness I acknowledge mine” would sound like “Thsthngfdrknsscknldgmn.” It’s like Pig Latin but more chaotic.
Then, you guessed it…vowels. This gets even sillier. “I have of late but wherefore I know not” sounds like,” I-a-o-a-u-e-o-io-o.”
After vowels I usually have students vacillate through their vocal range. The begin a line talking really low like Darth Vader and gradually, over the course of the line talk in a high voice like Michael Jackson, then back down again.
Then I get really crazy. Sometimes I have them sing…opera, rap, country twang. Then in an “outrageous accent. Really OUTRAGEOUS.” Some students become a bit hesitant here, but others leap right into it. There’s usually quite a bit of giggling going on at this point. From the students, too. If so, I know the activity has been a success.
I always end with a whisper. But I tell them “not to lose a single sound.” This variation fosters precision in their articulation. It also helps to restore a bit of order and focus. Chaos can be great but needs to be reigned in before we can shift our focus to scene work.
At the beginning of a Shakespeare unit, I do this activity as a warm up about twice a week. I see a dramatic improvement in the fluidity of their reading and the clarity of their diction. Give it a try and be sure to send me a recording of the outrageous accents!
Teaching Shakespeare through Performance 