September 3, 2001

THAT'S MOOR LIKE IT!:
An Experience in Modernizing Shakespeare's "Othello"

Grades:  6-8,9-12

Subjects:  Fine Arts, Language Arts, Media Studies

Related  New York Times Article
"Movie Review | 'O': The Moor Shoots Hoops", By ELVIS MITCHELL, August 31, 2001

Overview of Lesson Plan: In this lesson, students focus on the play "Othello" and its current screen adaptation "O" to explore how modern adaptations of Shakespeare have the potential to both enhance the original text and detract from its meaning. By creating their own modern adaptation of "Othello," students will experience the effects of this transformation first-hand.

Suggested Time Allowance: 60 minutes

Objectives: Students will:

  1. Meet the characters in "Othello" and speculate, based on their descriptions, possible conflicts and themes of the play; compare these characters and situations to modern-day characters and situations in television, movies and their lives; understand the plot of "Othello" by reading and discussing a synopsis of the play.
  2. Brainstorm possible settings and situations for a modernized version of "Othello"; rewrite the play's acts, in groups, in a modern context.
  3. Perform skits for the class.
  4. Explore how effectively the movie "O" modernizes "Othello" and its themes by reading the New York Times review "The Moor Shoots Hoops"; defend or challenge modern adaptations of Shakespeare in an essay.
RESOURCES / MATERIALS:
ACTIVITIES / PROCEDURES:
  1. WARM-UP/DO NOW: Prior to class, place one copy of the character list for "Othello" on each student's desk (http://www.classicnote.com/ClassicNotes/Titles/othello/charlist.html), and arrange desks into five groups. Students respond to the following with their group members (written on the board): "On your desk is a character list from William Shakespeare's play 'Othello.' As a group, read the character descriptions out loud. Then, based on what you can assess from these descriptions, brainstorm a list on a piece of paper of the possible conflicts that you see among these characters, as well as any overarching themes that you can detect. (Note that Othello is referred to as a Moor. A Moor was a Muslim of mixed Arab and Berber descent.)" After about ten minutes, have students share their answers, and jot them down on the board. Then, explain that the play "Othello" was written in 1604. Why do students think its characters and themes still resonate today? What examples from television and movies can students offer that reflect similar characters, conflicts and themes? Then, distribute a brief synopsis of the play (http://www.bard.org/SectionEducate/synopsisothello.html), and read it aloud as a class. Add conflicts and themes to the board. (If students do not include race as a theme, be sure to bring this central issue into the discussion.)
  2. Explain to students that they will be working to develop a modernized version of "Othello." Brainstorm on the board some possible modern adaptations of the plot of "Othello." As a class, vote on which adaptation to use in creating the play. Then, assign each group an act from the play, giving each student a synopsis of all five acts (found online at http://www.classicnote.com/ClassicNotes/Titles/othello/shortsumm.html). Encourage students to read the act or acts that come before theirs in order to clarify any plot questions that they may have. Groups then rewrite their acts in play format, adapting them to the modern setting chosen by the class. The modernized acts should address the same basic plot points and have the same characters as the original acts but should have different dialogue and action that reflect the modern setting in which they take place. The acts, when acted out, should each take no longer than five minutes.
  3. After about 20 to 30 minutes (or in the next class period, if necessary), students perform their acts in chronological order. After the acts are performed, discuss the following: In what ways was the original plot recognizable in this version? How did the themes listed on the board come out in this adaptation? How did the modernization of the play add to your understanding? How did it detract from the meaning of the play? Why do you think that Shakespearean plays are so often modernized in this way? (Alternately, students can videotape their acts at home, using props, setting and costume, and present their videos in a future class, followed by the discussion questions suggested above.)
  4. WRAP-UP/HOMEWORK: Prior to students leaving class, distribute "The Moor Shoots Hoops" to each student, and have students copy the homework from the board: "Read this New York Times review of the movie 'O,' a modern adaptation of 'Othello.' Given your understanding of the play's plot, characters, conflicts and central themes, respond to the article in an essay defending or challenging modern adaptations of Shakespeare. Consider the following questions before writing your response: What is the basic premise of this movie? How do the main characters retain some of the characteristics of the characters in the play? How are the central themes and conflicts represented? How did the reviewer feel about this adaptation, and why? Who seems to be the audience of this movie? Why was this movie created, in your opinion? Is this adaptation as effective as the original play in exploring the central themes? Why or why not?"
DISCUSSION QUESTIONS:
EVALUATION / ASSESSMENT:

Students will be evaluated based on participation in class discussions, participation in group rewrites and performances of acts from "Othello," and thoughtful completion of an essay defending or challenging modern adaptations of Shakespeare.

VOCABULARY:

tyrant, dissipate, stratagem, incite, artless, ingenious, guileless, excruciated, taut, affronted, roused, superfluous, eliding, conflagration

EXTENSION ACTIVITIES:
  1. Watch "O" or another modernized version of a Shakespearean play and its "non-modernized" counterpart. Then, write a movie review of it, using Elvis Mitchell's review as a model as you analyze the film's positive and negative attributes. Some issues to address include retention of the original meaning of the play, appropriateness of the setting and characterizations, depth of meaning, and acting styles. (Some options include "A Thousand Acres" - "King Lear," "Ten Things I Hate About You" - "The Taming of the Shrew," and "Romeo and Juliet" (1996) - "West Side Story" - a play version of the original.)
  2. Create a dictionary of Shakespearean slang and its modern day equivalent. For each entry, cite a play in which this word or phrase can be found, define it, provide the modern equivalent, and provide a sentence using both the Shakespearean and modern word or phrase.
  3. Read "Othello" in its entirety.
  4. Write your own play based on an issue or theme that is important in your life or community. Perform the play for your class or your entire school, and follow it with a round-table discussion about the issue addressed in the play.
  5. In a recent issue of "Time Magazine," tennis player Martina Hingus comments about the preferential treatment given to the Williams sisters based solely on their race. In the article it is noted that, to date, few black actors have actually portrayed "Othello" on screen. Explore the role that race plays in the sports and entertainment worlds. Create charts displaying some of your findings on factors such as average salary, media sponsorship, roles played, awards won, etc. Analyze any patterns you see and determine if and how race is a factor in these areas.
  6. Read a few of Shakespeare's sonnets. Using them as a model, write your own sonnet series about something that is important to you.
INTERDISCIPLINARY CONNECTIONS:

American History- How has race played a role in the policies of the United States government? Create a timeline of United States policies toward Native Americans, African Americans (both as slaves and as equal citizens), Chinese Americans and immigrants. Add your own commentaries on what these policies reflect about the time in which they were instituted.

Geography- Shakespeare is one of the most well-known writers in the English language. Learn about some of the most well-known writers from around the world and create a poster with pictures of them and some quotes from their most famous works.

Global History- Learn more about the historical context in which "Othello" is set. Write an essay describing the political, social, and economic climate of Europe at this time, and explaining how the plot of "Othello" reflects this climate.

Social Studies- How are the perceptions of race in "Othello" the same as or different from those of today? Create a quote book addressing how public figures in various areas, such as sports, entertainment and politics, have brought the issue of race into the public eye. Divide your book into sections based on the different areas of public life represented, and provide the name of the person who said the quotation as well as the date and, if possible, context in which they said it.

Copyright 2001
The New York Times Company

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