Viewing entries from category: Titus Andronicus
This teaching guide for higher ability students is designed as a self-contained unit which can be used to produce the AQA A GCSE Shakespeare coursework.
- The unit uses one of the lesser-known and less critically-acclaimed Shakespeare plays in order to encourage a high-quality and truly original response.
- The AQA A Shakespeare coursework is what is termed as a ‘cross-over’ piece; therefore, if you are using it for assessment for both English and English Literature GCSEs (the most common approach), you need to be able to...
Question to be answered in your presentation:
Explore how and why the character of Titus changes between Act 1 scene 1 and Act 5 scene 3 of Titus Andronicus. Consider:
- The language Shakespeare gives to certain characters in these scenes, the techniques he uses and the effects they have on the audience
- The structure of these scenes
- How Shakespeare’s writing may have been influenced by his social, cultural and historical context
How to prepare your paired presentation
1. Re-read your two sets of typed notes on Titus’s character in Act 1...[ read full article ] »
- One theory is that Titus’s character changes from Act 1 scene 1 as Titus’s power may have gone to his head – he has an aggressive entry as opposed to the previous scene. Compare the way Titus uses questions and violent language – why is this?
- Repetition of imperative (order) ‘Witness’ – he describes the physical scars then progresses to emotional. Why is this?
- On page 2 of 7, he asks constant questions (what does this suggest?) and uses the simile ‘black as jet’ (why? What’s the effect?)
- He calls himself...
Categories: Drama, Titus Andronicus, Media & Non-Fiction, Media & Non-Fiction Activities, Shakespeare, Shakespeare's Plays, Speaking & Listening, Individual, Group, Writing, Drama Analysis, Media Analysis, AQA GCSE, AQA GCSE English A
Read the following extract from the review of the film ‘Titus’ from the Independent newspaper (http://www.independent.co.uk/arts-entertainment/films/features/dont-put-your-slaughter-on-the-stage-697339.html).
Consider the views expressed here and makes notes on the critical opinions explored, in preparation for a class discussion on whether the aspects mentioned make Titus Andronicus worthy of academic study. In addition, having read this review, try to develop your own viewpoint on the play and be prepared to defend it.
In 1995, Antony...[ read full article ] »
- This is sometimes seen as a revenge tragedy – why do you think this would be important, given what was going on in society at the time? Why might Elizabethans want to see violence at the theatre?
- Research the myth of Procne and Philomela on which parts of this play are based
- ‘Hail’ – think of the formality and power this implies (general)
- Focuses on deaths of sons – self-centred at times, personally affected by war
- Talks about himself in 3rd person – ‘Titus’, ‘Andronicus’, ‘defender’ – as if to...
In your group of 4 or 5, you will be performing and improvised scene based on Titus Andronicus. Imagine you are a modern version of one of the characters from the play. Choose from the following two groups:
1. Titus Andronicus
Lavinia (before she has her tongue cut out!)
Marcus Andronicus (Titus’s brother)
Lucius (Titus’s son)
Young Lucius (Lucius’s son)
If you choose Group 1, improvise a scene lasting 3-4 minutes where you discuss the problems caused by the election of the new emperor and...[ read full article ] »
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