1. Shakespeare Teaches Teachers
A workshop by Mike LoMonico
January 2014

2. Located on Capitol Hill in
Washington, DC.
Home to the world’s
largest and finest
collection of Shakespeare
materials and major
collections of other rare
Renaissance
books, manuscripts, and
works of art
Folger Shakespeare Library

3. 256,000 books
60,000 manuscripts
250,000 playbills
200 oil paintings

4. 50,000
drawings, watercolor
s, prints, and
photographs; and a
wealth of other
materials, including
musical
instruments, costum
es, and films.

5. Folger Shakespeare Theater

7. The Great Hall

8. First Folio

9. First Folio 1623
 Contains 36 plays
 Published 7 years after Shakespeare died
 Half of the plays had not previously been
published, including Macbeth, Twelfth
Night and The Taming of the Shrew
 Only 232 copies of the book, which sold for
20 shillings (about $200 in 1623) are thought
to exist.
 Folger Shakespeare Library has 82 copies
 Kodama Library at Meisei University in
Tokyo has 12

14. Folger Shakespeare Library

15. Folger Making Shakespeare Editions Text Available Free
for Non-Commercial Use
"The most widely used electronic version of the plays—the Globe
Edition (1864)—is over a century old, and I believe the Folger
Editions will take its place as the electronic edition of record for
Shakespeare's plays.“
— Michael Witmore
Director, Folger Shakespeare Library

20. Folger Education

21. Folger Shakespeare Library

23. Folger Shakespeare Library

29. Some Random Thoughts about Teaching Shakespeare

30. It is more important to get
kids to like Shakespeare
than it is to get them to
understand every word.

31. The best way to get kids to
like Shakespeare is by
getting them to perform
Shakespeare.

32. Performing Shakespeare does not
mean having students sit at their
desks reading out loud, or having
students stand in front of the room
reading out loud, or the teacher
acting out scenes for the class.

33. Acting out a scene is a
form of close reading on
your feet.

34. Sometimes it is better to
do just part of a play
rather than the whole
play.

35. There are wonderful plays to
teach other than the Big 4

36. The best way to use video
may not always be
showing the DVD from
the beginning to the end.

37. A few tricks and gimmicks
are not enough to make a
Shakespeare learning
experience significant.

38. If you’re using a “modern” version of a Shakespeare
play, you’re not teaching Shakespeare.

39. When students use Web 2.0
technology to learn
Shakespeare, they are usually
using performance and doing a
close reading of the text.

40. Studying Shakespeare’s
life doesn’t really help
students understand the
plays.

41. Designing Globe Theaters out of sugar
cubes and Popsicle sticks, making
Elizabethan newspapers, designing
costumes, doing a scavenger hunt on the
Internet, or doing a report on Elizabethan
sanitary conditions has nothing to do with
a student’s appreciation of Shakespeare’s
language.

45. O
int. Expressing (according to intonation)
surprise, frustration, discomfort, longing, disappoin
tment, sorrow, relief, hesitation, etc.
Used mainly in imperative, optative, or exclamatory
sentences or phrases, as in O take me back
again!, O for another glimpse of it!, O the pity of
it!, O dear!; often also emphatically in O yes, O
no, O indeed, etc
The Oxford English Dictionary

46. Subtext
sub⋅text /ˈ
–noun
the underlying or implicit
meaning, as of a literary work.

47. Tone
A particular
quality, pitch, modulation, or inflexion
of the voice expressing or indicating
affirmation, interrogation, hesitation,
decision, or some feeling or emotion;
vocal expression.
--The Oxford English Dictionary

49. surprised

50. Angry

51. afraid

52. exhausted

53. sad

54. suspicious

55. excited

56. awe

57. lusty

58. contempt

60. Stress
Relative loudness or force of vocal utterance; a
greater degree of vocal force characterizing one
syllable as compared with other syllables of the
word, or one part of a syllable as compared with
the rest; stress-accent. Also, superior loudness of
voice as a means of emphasizing one or more of
the words of a sentence more than the rest.
Oxford English Dictionary

61. I didn’t say he killed our King

62. I didn’t say he killed our King

63. I didn’t say he killed our King

64. I didn’t say he killed our King

65. I didn’t say he killed our King

66. I didn’t say he killed our King

67. I didn’t say he killed our King

68. I shall, in all my best, obey you, Madam.
Hamlet 1.2

69. Some lines from Shakespeare

70. O, how I love thee! how I dote on thee!
(lusty)

71. O, for a stone-bow, to hit him in the eye!
(angry)

72. O, I am out of breath in this fond chase!
(exhausted)

73. O, I am fortune’s fool!
(regret)

74. O, speak again, bright angel!
(lusty)

75. O lamentable day!
(misery)

76. O, she doth teach the torches to burn
bright!
(excited)

77. O me, O me! My child, my only life.
(distraught)

78. O, wilt thou leave me so unsatisfied?
(disappointed)

79. O God! did Romeo's hand shed Tybalt's blood?
(fear)

80. O God! did Romeo's hand shed Tybalt's blood?
(horror)

81. O God! did Romeo's hand shed Tybalt's blood?
(sorrow)

82. O God! did Romeo's hand shed Tybalt's blood?
(anger)

83. O God! did Romeo's hand shed Tybalt's blood?

84. O God! did Romeo's hand shed Tybalt's blood?

85. O God! did Romeo's hand shed Tybalt's blood?

86. O God! did Romeo's hand shed Tybalt's blood?

87. O God! did Romeo's hand shed Tybalt's blood?

88. O God! did Romeo's hand shed Tybalt's blood?

89. Our play is done!
(relief)

90. Folger Shakespeare Library

91. This presentation is available at
www.slideshare.net (search: mikelomo)
Contact me at mike@lomonico.com