Shakespeare and Kabuki Theater ELA 3 Day Lesson + Project + Extended Lessons

[Midori Sanchez]

Shakespeare’s Globe Theatre and Kabuki Theater: A Focus on the Theater, Makeup and Costumes, and Actors

Rationale:

After taking the seminar on East Asian Studies Film and Media, I decided to focus on integrating Kabuki Theater from Japan into my Spring semester unit on Romeo and Juliet.  

The theater was vital to showcasing the talents of Shakespeare and the actors and stage crew of, in particular, the Globe Theater.  However, students and even we as educators can forget to remind students that although the focus may be on one country or on one writer, simultaneously there are other worlds that also that are enriching the world.  Additionally, as an English teacher it is important to make connections o other classrooms. For AP teachers especially, there can be limited time to be able to explore the world. Because of this, I believe that this is a great opportunity to share what I learned in the seminar with my students to enhance what I am already teaching to strengthen my unit.

Lesson Plan Timing:

Because Millikan High School is on a block schedule, I have 90 minute periods of class time.  This can be broken up for me with writing and grammar with an assigned text and independent reading/literature circles.  For this reason, each of my three lessons will take place every day with the students and for 60 of the 90 minutes of each of those three days. I will also include a project to be introduced on the day of my third lesson, as well as an extension project.
 

Day 1:  The Theater

1. Within My Perspectives (LBUSD textbook), I will first have students focus on the historical background on page 366 before Romeo and Juliet.  The textbook provides information on what was going on politically in England and who Shakespeare was.  Additionally, there is a page that discusses the importance and function of the Globe Theatre on page 368-369.

   1. I will have students popcorn read the introduction.

   2. We will study the visual provided of the Globe Theatre.

2. Because important aspects of the theater are labelled in the textbook’s visual the provided, this can serve as a discussion about social classes.  I can pose this question on my PowerPoint presentation:
   Today, where are the most expensive seats located?  
   Answer: During Shakespeare’s time, the exclusive seats here were high above although groundless would be below closest to the stage.  
   -We will talk about other cultures and countries use of hierarchy to draw on student’s prior knowledge of the systems that were in place.

3. I will introduce my tree map to the class where students will be tracking the stage, makeup, costumes, and actors in both England and Japan’s theater.
   -I will then direct students to a discussion of the function of the parts of the stage, such as the the stage, the pit, and the galleries. I will project another picture of the theatre that has more detailed parts labelled so they can see the complexity in staging a live performance during that time.
   -I will also provide a handout that has this picture for them to reference later.

4. I will project a picture in my slideshow of the plans of the stage for a Kabuki Theater and ask students to share their previous knowledge of Japan.  
   - On the same paper as the last step, I will also provide a handout that has this picture for them to reference later.

-I will provide background information of the time period it took place in the 1600s in Japan and the purpose of theater: to entertain. I will use this Khan Academy article as homework the night before (with notes to turn in) to ensure that they have some previous knowledge before coming to class: https://www.khanacademy.org/humanities/art-asia/art-japan/edo-period/a/an-introduction-to-kabuki-theater
-They will take notes based on my directed instruction and my slideshow building off of the Khan Academy article. Then, I will pose the following question and analogies:  
After focusing on the Globe Theater, what connections can you make to the Kabuki Theater?  

1. Tiring Rooms are for ___________.

2. Trap Door is for __________.

-I will have students think, pair and share their thoughts as a class.

5. At the close of our Intro to Kabuki Theater, I will have students create their two tree maps on two separate pieces of computer paper with four branches: theater stage, makeup, costume, and actors. One paper will be based on what was learned about Japan, and the other will be based on England.

6. For an exit ticket, students will write two to three facts learned about the stage for both England and Japan. They will turn this in to me on their way out of class.  -Students will keep the tree maps for the three days of lessons and to complete a group project creating a double bubble map comparison and contrast between both culture’s theater.

Day 2:  Make-up and Costumes

1. Students will take out their My Perspectives textbooks and their two tree maps and complete an entrance ticket.

   1. What is the name of the area where “groundlings” would watch the stage?

   2. What is one fact that you learned about Japanese Theater?

-We will review the entrance tickets and put our tree maps to the side.

2. I will then introduce the topic of makeup and costumes.  I will have students think about their prior experience:
   What makeup and costumes have you seen?  From what country? Describe them.
   -I will have students share out their responses and then redirect to costumes and makeup in England during Shakespeare’s time.

3. I will show students a PowerPoint presentation with pictures of costumes and make-up used at the Globe Theater during Shakespeare’s time.  Before transitioning to costumes, I will have students look at the picture of Queen Elizabeth I and the details of her oil painting (focus on the collar, wig, powdered face, sleeves, color of her dress) with their tables. I will project the following question to drive their discussions:
   Although she has the title of “Queen Elizabeth I” what social class does this woman belong to based on her wardrobe and makeup? What evidence can you provide?

4. Students will be dismissed to get Chromebooks.  They will be given the task to complete a WebQuest for the Huffington Post article on Kabuki make-up using questions I provide them on a google doc on google classroom and have them answer questions 1-6 directly on the doc:

1.What are the plays in Kabuki theatre based on?

2. Who portrayed characters in kabuki theatre? Men? Women? Both?

3. What is kesho?

4.What designer, who is still famous today, had an exhibit appreciating the costumes worn in kabuki theatre?

5.How does the article describe the wardrobe of kabuki?

6.What is the impact of displaying the kabuki costumes in an exhibit, according to the article? (Provide at least one reason.)

7. What observations can you make about the kabuki costumes? What seems familiar based on what you may already know about Japanese culture? What surprised you?
-I will have students work as a table to check their answers for their WebQuest.  They can do an image search to find pictures of actors in Kabuki make-up.
-Then, I will cold call students to answer the questions as a class and to verify that the answers found were correct.  
-I will ensure students submit their answers via google classroom before putting their Chromebooks away.  

6)   Next, I will have students turn their attention to my powerpoint where they will be able to see a collection of photos specifically from the Yves Saint Laurent exhibit as also seen at this source: http://trouvaillesdujour.blogspot.com/2012/04/art-of-kabuki-japanese-theatre-costumes.html
-I will keep the slide up with the photos while students work on their tree maps for Japan and England and focus on the section on make-up and costumes as an exit ticket.  They will use information based on our discussion, webquest, and the visuals provided. I will call on students to share, and they will hang on to their tree map to be used for next class.

Day 3: Fame and Glory for Actors  
I will focus on only actors on this day and not on independent reading. I will also ensure that students will be finished with both of their tree maps before the end of class to ensure that we can work on our project the following class.

1)     I will start class with a warm-up.  I will project questions for students to answer to prepare before watching a video on a famous Kabuki Theater actor through the website Khan Academy at this address: https://www.khanacademy.org/humanities/art-asia/art-japan/edo-period/v/ichikawa-danzo-iv.
-These questions will be copied down by students and I will read them out loud and explain what I am looking for such as names, dates, and specific facts:

1. What period was Kabuki popular? Give the name and dates of the period.

2. What is the name of the actor that was focused on in the video?

3. What would an actor wear for their role? Note any props, colors and symbols on the outfit in the image shown. Think about last class’ discussion on wardrobe and makeup.

4.In addition to telling a story, what was the agenda of kabuki theater? (Whose message was being given through these stories?)

5.Think about the “author’s purpose” of a performance. What could the length of a sword communicate to the audience about a particular group of people such as samurai? How could it affect the audience?

2)  The Khan Academy video on Ichikawa Danzo will be played with closed captions twice.  The first time, I will have students focus on answering the questions assigned. The second time I will have students focus on the graphic display of the actor, concerning wardrobe and make-up.  
-We will talk to a partner and share our findings, and then share as a class.  Students will fill in any answers they did not find independently.

3)  I will then have students check out Chromebooks to complete a webquest on the BBC article on an actor revered in England during Shakespeare’s time.
http://www.bbc.co.uk/programmes/articles/279h5SKvBrM9whwDpJWNbjn/the-actors-are-well-rewarded-in-cambridge

4)  I will upload a google doc with the following questions.

1.What was the name of the actor that was the focus of the BBC article that you read, and what role was he best known for?

2.Who was responsible for organizing court functions?

3.During what period of time did Chamberlain’s Men perform, and what plays did they perform?

4.Is the guildhall in which the Chamberlain’s Men performed still around today?

5.What were Shakespeare’s roles in the Chamberlain’s Men?

6.What was the name of the troupe renamed to?

7.What is a sharer? What was a pro and con to being a sharer in a troupe?

8.What are the names of two other actors other than the main actor mentioned in the introduction?

9.About how much was it to see a play during Shakespeare’s time?

10.What was the name of another popular acting troupe, and who was their star actor?

11.When you are done reading, look at the pictures that the article provided. What do you notice about the actors’ portrayal? Pay attention to what they are wearing, their posture, as well as the setting in which they were portrayed.

-Students will read the one-pager from BBC and answer the questions with their table mates.  I will pace the room to check progress. Next, we will discuss as a class our findings. I will call on each table group to answer one of the ten questions and have the last two answered by a volunteer.  When they are finished they will submit via google classroom.

1)     As an exit ticket and to review the information learned on both actors from England and Japan, I will have students fill in the final drop down of their tree map for both countries for the “actors” category.  I will emphasize the importance of having the tree map done and to have it prepared to support our groups for our final project to be worked on next class.
*I will let students know that it is not finished in class, it is homework to ensure its completion.

Project:

1)     Students will choose a group of four to work with.

2)    Each group will create a double bubble map on a piece of butcher paper.

a) They will create the double bubble map to make comparisons between Japan and England’s Theater.  As a reference, students will use their two tree maps to make comparisons based on class discussions, my slideshow, Khan Academy, and the online articles.

b)    Students will incorporate pictures to enhance these comparisons. They can print and draw pictures that are representative of each of the four categories.

c) We will set up a presentation schedule so 1-2 groups may present at the beginning of class and also read Romeo and Juliet for the second half of class the following periods as required.

Goal:  

My desire is for students to be able to understand a trend of value of the arts tracing back to the identity and to understand that although geographically distant, there are clear parallels to portrayal of the hierarchy/social classes within each respective society dating back hundreds of years.

 

Extra-Curricular Extension:

For students that want to explore further or if there is more time available I would introduce excerpts from The Tale of Genji.

The Tale of Genji is a famous Japanese novel that has elements that are timeless such as the theme of forbidden love.  There has been a push to include literature written by African American and Latino writers. I would like to also have representation of an author that’s not only Asian, but a woman.

 

1.     Option 1:  Analysis and Gallery Walk Using Excerpts from The Tale of Genji

I will place 6-8 different excerpts (depending on the number of students in the class) on each table.  Each table will be responsible for a retelling of their part of The Tale of Genji.  They will also be responsible for a visual component representing a key scene with caption.  Finally, they will build a connection to Romeo and Juliet. For example, the theme of “forbidden love”  We will have students present their excerpt to the class in the form of a gallery wall. Students will take notes on the different stations and provide constructive feedback to each group.

2.     Option 2:  Jigsaw activity with The Tale of Genji.

a) I will number off students 1-4 and then have students sit with their groups after I designate the stations for each number.  Each station will have a different excerpt for students to become experts on. In order to know their piece well, I will use my PowerPoint to project questions that will identify the following:

1. Characters

2. Plot diagram

3. Paragraph that is a summary of the excerpt

4. Connection to Romeo and Juliet.
-Theme, similarities between characters and/or events

b)   I will give students time to meet which includes reading, discussion and planning.  I will check in with each group to ask questions to move discussion and keep track of progress.

c) After I have assessed each group and determined a time to have students break into groups, I will announce predetermined groups to work together.  They will move quickly and quietly to their new groups.

d)   Once students are in their groups, I will announce the plan to move forward via a PowerPoint slide:

Objective for Group Project:
Although everyone is reading from the same piece of text, your goal is to be the expert on your particular excerpt from The Tale of Genji. Your focus is on your retelling of the story and its characters, plot, and the parallel to Romeo and Juliet.
For your presentation please keep the following in mind:

1. Greet your members in your new group.  You will be presenting in numerical order (starting with one and finish with four).

2. While the students with the same number present, the other group members will take notes on the summary and connection to Romeo and Juliet.  The presenters will present their information one at a time and answer questions of other group members after presenting.  Remember, each member must speak at least once.

3. You will turn in your presentation notes for your expert excerpt and your notes when all members have presented from each respective group.

 

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