1. -Zoë Lynskey & Kristi Le Cren

2.  Archetypal stories  Enduring themes  His contributions to our language  Development of theatre

3.  What is the issue with teaching and learning Shakespeare in today’s classroom?  What do the students think about Shakespeare?  If given the choice how would students teach Shakespeare?  Would we teach Shakespeare?

4.  ‘The language is hard to understand so I get bored and switch off’  ‘You should teach it at the beginning of the year because it is the hardest’  ‘What is the point?’  ‘I enjoy Shakespeare but it takes forever because people in the class don’t get it.’  ‘It needs to be more relevant to the theme we are studying this year, it feels like it has just been tacked on.’  ‘We have not done any Shakespeare’  ‘I wish we did more activities than just have to read all the time.’  ‘The stories are really cool when you can actually understand them.’  ‘I think the teacher only teaches it because she likes it.’

5.  Shakespeare optional  Language barrier  One-size-fits-all

6.  ‘Learn more about the language from year 9 maybe build up a vocabulary or even practise writing using the language’  ‘Link it to heaps of other texts especially modern ones, it would help me remember and be more interesting.’  ‘Look at little bits of the play first and build up to a full play, makes it less intimidating.’  ‘Maybe using different examples of the play.’  ‘Have different activities for different people.’

7.  Technology  Language- Build Up Year 9  Context or history?  Relevance to modern day  Connections to other mediums  Actively participating (not just reading)  Diversifying Shakespeare for mixed ability

8.  Brings Shakespeare into 21 st century using a medium students can relate to

9.  Saxo Grammaticus’ Gesta Danorum  Oriental versions: Persian, Arabian and Byzantian  English romances

10.  Having students compare Shakespeare to a modern text which is not an actual adaption  Brave New World and The Tempest

11.  Rosencrantz & Guildenstern Are Dead  Rockabye Hamlet  Hamlet (the Opera)  Hamletmachine  Let the Devil Wear Black  The Lion King

12.  Condenses and modernizes the five acts  Uses contemporary urban slang  Written by a New York City public school teacher

13.  Written in rhyming couplets  Low literacy  Written by a Canadian school teacher and illustrated by her class

16. ZOË Yes:  Important part of our language  There is a lot you can do with his stories  I am a huge fan! KRISTI Yes:  Important stage in development of the theatre  Adaptable  Timeless

17.  Have students understand Shakespearean language  Have Shakespearean English spoken confidently in the classroom  Shakespearean English brought back into mainstream usage  Shakespearean English accepted as New Zealand’s third official language of the New Zealand Curriculum

18. Prithee hear this. My advocation is that thou brave lads and fair maidens dost make thy mark. On these barks thou thoughts to character that our glorious tongue be spoken forevermore.

19.  Internet Shakespeare Editions http://internetshakespeare.uvic.ca/  Dictionary http://www.william-shakespeare.info/william- shakespeare-dictionary.htm

20.  www.lapis.plus.com/shakespeare/overview.h tm  http://technology.edublogs.org/files/2007/02/ bowman-and-pieters-shakespeare-our- contemporary.pdf  http://seas3.elte.hu/angolpark/Texts/VinceMa te/VinceTeachingShakespeare.pdf  www.stuff.co.nz/national/719335  www.teach-shakespeare.com/  www.nosweatshakespear.com