Moore's Essay: The most effective example

While we are in agreement about the thesis of this essay from the Care of the Soul by Thomas Moore,

"It is clear that love is never simple, that it brings with it struggles of the past and hopes for the future, and that it is loaded with material that may be remotely--if at all--connected to the person who is the apparent object of love,"

we may be in disagreement when we evaluate the most effective example that proves his point.

In the comments below, identify the most effective example in the essay and explain how it works to convince you of the author's thesis about love.

MSND: Act III Questions--everybody comments!

Please read Act III for Monday.

What is going on in Act III for your character?
Please summarize the scene.
What words did you look up?
Were there any new allusions for you?
If so, what?

By showing us these couples, their lives and loves transformed by potions and magic,
what does Shakespeare want us to learn while we are laughing?

Often, at the heart of every comedy, is some truth we recognize in ourselves.
What are you learning about young love as you look at the trials and tribulations of Demetrius, Hermia, Lysander and Helena?

What makes Titania and Bottom's situation entertaining (besides the mask Garrett will wear on Monday)?
Is Oberon getting his revenge?

Homework? Lysander's translation...

I know we went over the homework, but I forgot to collect it and no one put it in the bin.
Please,
bring your homework back in on Monday in order to get credit for it.
Thanks,
Dr.G.

MSND: Act II: Rising Action

For Tuesday, read Act II of MSND.

• Share your response to the Act
• Summarize what your character is doing.
• What does your character want?
• List any words or allusions that are confusing.
• Ask any questions about the action that is going on, as WS is not a fan of stage directions.
• Make a prediction for Act III ?

MSND: Act I: Exposition

For Monday, read Act I of MSND.

 

In this post,

• Share your response to this act;
• Summarize what is going on with your character;
• What does your character want?
• List any words/allusions that you don't understand;
• Ask any questions about the action , since Shakespeare is not big on stage directions.
• Make predictions for Act II.

MSND: Who is your character? What do you think?

So, we have read through the first few scenes of MSND, just to get an idea of what our characters are like and what the plot's about. This is what a cast would do on the first rehearsal.

Usually, the director has a concept that gives a particular perspective on the play by setting it traditionally, or in another "universe" other than the author intended it. Shakespeare's plays were often done in dress contemporary to the times.

How should we "DO" this play?

Also, each actor develops a "backstory", in great detail, so he or she knows where his or her character is coming from and what that a character wants more than anything in the world of the play. Actors keep developing this backstory in order to provide motivation for speaking, moving, and choosing as the character in the play.

Who IS your character? 
WHAT does he or she WANT?

Please answer those questions below (use internet references to help you out, including images from other versions and performances of the play).

(If you do not have a speaking role in the play, list a few interesting words, allusions, facts about Shakespeare...or send me a picture from today that I can put up on the next post!)

Beyond the Red Ink: Your response

At the conference, the title of a DVD jumped off the table at me-- "Beyond the Red Ink: Students Talk about Teacher Comments." Today, I am going to show it to you, and I would like your responses to help me decide if it is worthwhile to share with teachers, and if so, how.

First, what resonates with you?
Second, do you share the opinion of any of the students in this short documentary? Who? Why?
Third, without naming names, do teachers at Abington High School need to hear this message? Why?

Last, I am thinking of asking Ms. Sullivan to let me show it to the faculty at our next meeting.

• What should I tell her to make my argument most convincing?
• What do you think faculty would get out of the experience?
• What would be the benefit to students?

As always, thank you for your responses.