Approaches to Teaching Shakespeare

CONTENTS OF CURRICULUM UNIT 08.01.04

  1. Unit Guide
  1. Introduction
  2. Objectives
  3. The Unit
  4. Strategies
  5. Classroom Activities
  6. Notes
  7. Resources – Reading lists for teachers and students
  8. Appendix 1 – Student Handout
  9. Appendix 2 - Rubric: Shakespeare's Characters: A Visual Analysis
  10. Appendix 3 – Student Handout: Characterization
  11. Appendix 4 – Student Handout
  12. Appendix 5 - Essay Rubric 1
  13. Appendix 6

Shakespeare's Characters: A Visual Analysis

Jennifer Dienna Sandoval

Published September 2008

Tools for this Unit:

Appendix 3 – Student Handout: Characterization

What is Character?

Consider your favorite characters from Macbeth, Othello, and The Taming of the Shrew.

Write down a few reasons why you chose these characters.

How did Shakespeare develop these characters?

Characterization Defined

Characterization is the method used by a writer to develop a character.

The term characterization refers to the various means by which an author describes and develops the characters in a literary work.

Two types of characters

Round –a round character is one who usually changes or develops.

Flat – a flat character is a stock character; a stereotype like the hero or villain.

Note Details

Characterization is about a selection of details. Note the character traits.

Circumstances don't make the character.

How a character is revealed:

Showing a character's appearance

Displaying the character's actions

Revealing the character's thoughts

Letting the character speak

Getting the reactions of others

PLATA – a useful acronym

P – Perspectives (internal and external)

L – Language used by the character

A – Actions of the character

T – Thoughts of the character

A – Appearance (physical and environmental)

Verisimilitude

Truth

What a writer strives to do – how does the writer create a realistic character?

What should you write about?

Who is the central character, or who are the central characters?

What means has the author used to demonstrate their qualities?

To what extent are the characters defined by contrast with minor characters?

Do we understand the characters as types or as individuals? By their actions? Their speech? Their thoughts? (It may be useful for you to identify a single instance of action, speech or thought and ask in what ways it represents the character to whom it is attributed.)

Which of the characters are active and which are passive within the pattern of the play?

Does the play show growth or change of character? How much of the play's meaning depends on such growth or change?

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