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...

A balanced argument?

Please watch the video below.

Two students in South Yorkshire watched a television programme about their local area that starred the chef Jamie Oliver. The topic was healthy eating.

The TV programme made such an impact on the two boys that they felt obliged to film their own video response to Jamie Oliver. They claim they wanted to make a “balanced argument.”

Please watch the film and discuss it with your classmates.

• Why do you think Michael (wearing glasses) and Pat made the film?
• What message(s) were they...

Howard Webb popped into school to give us his thoughts on the World Cup in South Africa.

Please watch the film.

This is a speaking and listening assignment, or rather a listening and speaking assignment.

You might want to watch the film again!

Task

Answer the following questions orally:

• What did Howard think of the World Cup?
• How many yellow cards did he give out?
• Which country objected the most to his decisions? Why did Howard think they were annoyed with him?
• What exactly IS a pundit? What is their job? Which pundits do you know? What...

Professional musician Lewis Nitikman dropped by to lend Pat a hand.

Pat wants to become a musician himself when he leaves school so after a chat, the two of them popped into our studio at school to compose this number:

They hope you like it.

Now Lewis has left Pat some homework. He wants Pat to come up with some lyrics to turn their tune into a song.

Task

Listen to their music again and with a classmate, bounce some ideas around.

• What subject matter springs to mind?
• What music does it remind you of?
• What topics do you like talking...

Our school is just down the road from where the rock band Pulp used to rehearse so we zoomed down to interview their drummer Nick Banks.

Nick has taken over the family business where the band played.

Watch the film.

• What did Jarvis Cocker say the group “made rattle” in their time?
• What did Nick’s parents think of Nick being in a band in the early days and how did their opinions change over time? Why do you think they changed their minds about their son and his choice of career?
• What according to Nick is the weirdest place he ever...

This is an interactive assignment on Shakespeare and you have been asked by a production company to help them complete a short film on the famous playwright.

Watch the video.

Discuss it with your classmates.

• What messages are coming across in this short film?
• What does the title suggest “The Bard and The Barred”? Who is The Bard and who might be The Barred?
• What do you think about the comments of the girls?
• How do you respond to the man’s comment at the end?
• The film was shot in two locations. Where are they? Why are they important...

The life of rock star Jim Glennie.

Lots of students quite like the idea of being a rock star…the fame, the fortune the glitz.

Students from school in South Yorkshire interviewed rock star Jim Glennie from the band “James”.

If at first you do not recognise the name of Jim or his band, check out the video and we are sure you might know their material.

• What instrument does Jim play?
• How does he cope with fame?
• What role did Jim’s school play in helping him become a rock star?
• How would Jim like to teach music in school if he was a...

Please watch the film below.

The above film was shot in a special school. The students have used glove puppets to talk about life and its ups and downs. The film won a prestigious competition.

Watch the video and discuss it with your classmates.

• Why do you think the judges of the film competition liked this film?
• What does it have to say about disabled youngsters?
• Did any of the comments surprise or upset you? Make you laugh? Disturb you? Inform you?

Task

The producer of this video has been approached by a local university. The...

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 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...

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)

2. Tamora
Chiron
Demetrius
Aaron
Saturninus

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...