The Basics : Multiple Means Of Representation

The second lesson introduces visualizing as making a movie in students’ brains. “Honey, I Love” by Eloise Greenfield gives students

When Romeo and Juliet comes up in school curriculum any observer can see students eagerly signing up for roles, puzzling over Juliet’s eagerness to marry a stranger, or rehearsing their own unique interpretation of the play. In these moments students are released from the usual monotonous class period and allowed to enjoy a timeless piece of literature. While some may claim that Shakespeare is outdated or difficult to read, the positivities of including it in ninth grade curriculum far outweigh any struggles of comprehension.

“For all but a few...reading Shakespeare is a form of torture” (Robshaw 402) and “few people realize how much englished has changed in the last generation” (Robshaw 401). Shakespeare was taught so long ago that the generation we’re in now is much different, so the students now days don't really want to learn it because it's so old. Our English teachers should teach more things that are of our generation than teach us about 400 years ago.

The authors do not describe how they would teach to students or what activities/assignments they would include in their lesson. Furthermore, they do not reference any outside resources that they would use to teach this lesson. Frank Hodgins is an English professor at a university, so he should be a reliable source. However, the contents of this article do not address teaching of Richard III, so his reliability can be questioned because he does not provide a guide as the title suggests that he will. Audrey Hodgins is probably less reliable because she is an American Studies student and may not know much about teaching or Shakespeare. The “Questions for Discussion” section is the only part of the article that could be directly used for instruction in the classroom to help students critically think about the

Ryan, W. (2012). Visual literacy: Learning to see. San Diego, CA: Bridgepoint Education, Inc. [Electronic version]. Retrieved from https://content.ashford.edu/

Literature is considered one of the greatest art forms in the world. It teaches us lessons about life, each other, and ourselves. One of the most famous playwrights to ever exist is William Shakespeare, who is most known for works such as Romeo and Juliet and Hamlet. There is much controversy on whether or not Shakespeare’s works should still be taught in schools, since he died so long ago, and many people no longer consider him relevant. While Shakespeare has been deemed outdated and unfit for our modern world, we read his works because they can be applied to the lives of everyone, young or old, today.

Pieces made by Shakespeare should continue to be taught in schools. Brittany Coons includes, "Many topics covered in Shakespeare’s plays, such as violence, race, sex, tragedy, and loss are what students are facing in their everyday lives, or watch in their favorite movies or TV shows. This relativity can spark interest and help students better remember what they are studying". Events that are portrayed in Shakespeare are mostly events that still happen today, which makes his works easy to relate to. She also reports that some of the teachers' "reasoning behind leaving Shakespeare off of their syllabi being 'its too hard'" (Coons). Teachers express that it is extraordinarily difficult to read Shakespeare's works because of the language, but

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling

We no longer utilise the English that Shakespeare uses in his plays therefore it is not relevant to learn something that will not be used. In many cases students will get confused by the words being used and therefore

Students will be able to synthesize a variety of formats and media to develop an understanding of a topic.

“As a teaching aid, Shakespeare’s innovative use of vocabulary helps show children how to use the language they are born with better than a bland textbook, even when used without this aim in mind.” William Shakespeare is an English poet, playwright, and is often referred to as a national poet. He is considered to be one of the greatest writer and dramatist in the English language/ world-wide. Shakespeare’s innovative writing is what makes up his plays and poems such as Hamlet, Othello, Richard III, etc. Shakespeare should continue to be taught in the ninth grade curriculum because his work goes on a deep understanding with people’s lives today, his work has influenced individuals, movie industries, countries, etc., and his work is focused mainly on teenagers’ lives.

The four broad principles of learning, that it occurs in context, is active, is social and is reflective, offer a framework for how technology can support instruction (Driscoll, 2002). Therefore, interactive multimedia has clear possibilities for producing rich learning environments which the student can explore at will (Marra and Jonassen, 1993). Technology can facilitate learning by providing real world contexts that engage learners in solving complex problems. For example, SimCity teaches learners how to build and manage aspects of a city, and with the Voyage of Mimi, students can explore sea life and solve problems while learning about whales (Driscoll, 2002). The use of multimedia is quite beneficial to getting learners mentally involved in learning activities, generating connections between what they already know and what they are being asked to learn, and constructing meaning from their experiences.

Shakespeare to this day is still a worldwide phenomenon and is being taught all around the United States or in fact all around the world. My earliest encounter with Shakespeare can come to when I was a Freshman in high school with “Romeo and Juliet.” After reading Shakespeare in high school I knew I wanted to take a class relating to the subject in college and I’m glad I was lucky enough to take ENGL 1634: Introduction to Shakespeare with Professor Joann Harvill during my Sophomore year. I have learned so many interesting and captivating things in this class. For example, famous movies such as “10 Things I Hate About You” and “Forbidden Planet” are based on Shakespeare’s plays, Taming of the Shrew” and “Tempest.” To add on to that, I also really enjoyed the plays, characters, beliefs, and William Shakespeare himself.

These classes taught me theatrical language which I did not know of. Blocking, change in voice and character, and most important expression were just a few things that I learned from watching other people act or play characters in Shakespeare’s

The simplest example of this point, which is critical for an understanding of how languages function as representational systems, is the famous traffic lights example.