SHAKESPEARE Lives! Workshop
2002 The Globe
6/21/2002

Guiding Question: How can we learn physically?
The objective is to have students react physically with the text and to use the physical body to learn and to show that understanding.

Move to immediate activity; Students should become involved with the Animal Game as a means of using silent communication. This activity is designed to provide immediate movement and to begin physical engagement form the onset.

How do we become aware of our physicality?
Walk the space. Students from Whispers are ordinarily reticent to become actively involved. This simple activity will build trust and engage students in a physical activity to become partners in learning. Consider: Crawl-cross pattern reflex as a means of development
Gallop/ jump/ Text line "My mistress with a monster is in love."

How does shape create meaning?

Have students create a Globe. Students walk together sensing partner, hopefully in a circle.
Refer to the Globe as a natural space, nothing is manufactured. It is all natural products of earth water, fire, air

Elements positioning as a means of expressing the elements shared and modeled. We, just as the Globe are products that feel

How is status expressed?
Students are shown the archetypes as a part of our split personalities that we exhibit to others. As a means of accessing body and character, students walk in the space to exhibit the personalities and to understand the stance taken by actors as they approach a character.

Games: Chair Game: Students are seated in chairs scattered about the room with one vacant THRONE for the King/Queen

The object is to have student attempt to keep the King form getting his throne. Shifting places and attempting to assist each other in preventing the king from success helps students to physical placement and coordination. Status is observed as students may walk and run, shift places, and move about. The King is not allowed to run.

Hand Game: Students choose a King and one student holds his nose to the hand of the king, about 8 inches away. Other students tr4ail after the first student who has closest status to the king by placing noses in the lower back of the person higher in status than they. EX. Duncan, Malcolm, Donaldbain, Macbeth, Banquo...

Benevolence is shown by going slow and straight and lack of kindness is excessive movement and uncaring of the lower people.

Text:

Access Text by having students begin with a short expressive word exchange. Do t in a partnership. GO to a line activity to insure confidence.

Hand out lines to allow students to begin imagining line work. Encourage active understanding of elements and of Archetypes.

Present short synopsis of play in static dynamic movements . . . silent movie

Closure: Students are called on to find words that encompass their concept of Shakespeare and the Globe. Each is repeated in different order to create a poetic effect.