After finding your copy of Shakespeare’s play, Macbeth, put it in a safe, memorable place, so that you bring it to Monday’s class.
Don’t let the cover of this book scare you too much.
Oedipus Poetry Competition
meet in room 410 first; we will process to the amphitheater together
Order of poem performances:
F (9:05) Kendall/David; Jackson/Reese; Brie/Emily/Kerlin; Evan/Kai; Caroline B/Camiren; Emma/Josie/Caroline F; Max/Martin; CJ/Will
E (11:05) Saaleha/Nicole/Ileana; John/Jack; Sydney/Alexandria/Haven; Jay/Emma/Sim; Brendan/Trevor/Sam; Elizabeth/Kendall/Hailey
A (1:30) Greyson/Chelsea/Aaliyah; Kat/Nicole/Anna; Talia/Bella/Samantha; Hoyt/Jack
view more Oedipus Rex film (25′)
time to revise and rehearse poems for Friday’s competition
***By end of this class, hand to the judge a new printed copy of each poem from your team.***
As you prepare for Friday’s performance, keep in mind the original instructions and this reminder of the judges’ criteria:
performance: audible (volume), intelligible (synchronization), interpretation (meaning)
In other words, from the back row of the amphitheater, can the judges physically hear your words, can they distinguish one word form another enough to make sense of the poem’s lines and has the group given meaning to the lines through intonation, emphasis and pacing?
poem: balance, unity (central metaphor), movement (rhythm)
In other words, is the poem strong and clear throughout, does it read as one unified piece of art rather than as three separate poems, and does the whole poem develop an identifiable rhythm?
photo credit: http://www.webexhibits.org/poetry/imagesFolder/greek_chorus.jpg
update on grading discussion (cf. link to pre-existing discussion);
information about other dashboard numbers–e.g., new words seen;
everyone takes practice quiz–if needed change target date to May 9.
introduction to Oedipus film: watch symbolic value of costumes, movement, speech–with individual characters, and with chorus start Oedipus film
nothing. no thing. nada.
Good poetry practice today; you can count on thirty more minutes of class-time practice before Friday’s competition.
Poetry Competition Practice Session
at start of class, we move to the baseball bleachers, site of Monday’s performances
in your assigned choral groups, practice each poem according to the following criteria:
audible (volume), intelligible (synchronization), interpretation (meaning)
balance, unity (central metaphor), movement (rhythm)
I hope that by now you have developed, or are developing, a strategy for reminding yourself about the minimum weekly learning goal of thirty minutes.
Also, for your information, early evidence suggests everyone can begin taking periodic quizzes, once a class is ready for me to hit the “distribute quiz” button on my teacher’s dashboard.
Keep up the good work.
three groups’ working answers (for study of Oedipus Rex)
see through others’ eyes; knowledge from own experience; self-aware, while being aware of others, judgment about right and wrong
problem-solving, seeing, understanding/empathy, knowing, experience-learning
learn from experience, courage/confidence, knowledge/skills, aware of surroundings, good judgment
patterns I see in students’ working answers (for my own learning)
see, aware, understand–self and others
knowledge from experience, learn from experience, know-how (skills)
other: problem-solving, courage/confidence
my synthesis of students’ working answers
Across three sections, students in my sophomore classes share basic ideas about what wisdom looks like. Largely for my own learning and reflection, I have grouped these common ideas, while leaving room at the end for outliers. Keep in mind that these ideas come from a relatively brief brainstorming session.
First, the students think wise people have a distinct awareness–of themselves and of others. Wise people take notice of their surroundings, human and otherwise. This category hinges on the verb “see” because to be aware is to see, while understanding other human beings means seeing them. If I truly see someone, I acknowledge his or her existence, as I do my own. This acknowledgment, this awareness is a necessary first step to understanding someone else. A wise person, the students seem to suggest, is one who takes both the first and second steps.
Next, all of the sophomores believe that wise people learn from their experience; some groups specified painful experiences. Regardless of the particular nature of the experience, however, all agreed that wisdom gains knowledge from that occasion. Groups varied in their description of knowledge, mostly in terms of what is known. For example, some identified knowledge of how to do something, as in a skill. Others described knowledge of world issues, which reminds me of the earlier concept of awareness. I would call these two types of knowledge know-how and know-who.
The last common feature of a wise person is judgment. All groups either suggested or stated that wise people make good judgments about right and wrong. For me, this feature covers areas like justice and responsibility. Students’ idea of judgment probably includes the making of wise decisions, and I imagine the wisdom of those decisions depends on the first two common qualities, namely awareness and learning.
Although not mentioned by all groups, two other answers emerged: courage or confidence and problem-solving. This first answer may link to learning through experience. If you have learned something by experience–for example, what it feels like to lose someone close to you–you likely have confidence about that knowledge. Confidence breeds certain kinds of courage. Problem-solving seems like a skill to me; in this sense, it is something a wise person knows. Wisdom looks like a problem-solver because wise people manage situations that confound someone else. Instead of standing still in confusion, wise people see a way through the problem; they know how to move forward by untying the knot.
As I consider this collection of traits described by the sophomores, it looks like a wise set of answers to a challenging question.