Instructor tips

1. Overall tips
   1. This is Shakespeare! Students are often intimidated by Shakespeare, so you need to introduce these sonnets carefully.
   2. Introduce the pieces in class. Give students time to look at them in class and ask questions.
   3. Let students pick a sonnet. They are all the same length and approximately the same level of difficulty,
   4. Tell students that the embedded recordings are examples. They do not have to copy them, Encourage them to be creative.
   5. Students will probably need to record the piece a few times. The first recording tends to be rough. Tell them this.
   6. HOWEVER, students need to be consistent in their interpretation
   7. If possible, give time in class to do this. It cuts down on possible technological glitches.
   8. You can’t expect perfection. You’re giving students a limited amount of time to do the assignment, and most students probably haven’t done much interpretive performance.
   9. Listen to the recordings two or three times maximum.
2. Grading criteria
   1. Pronunciation
      1. it can be easy to be too nitpicky about pronunciation of individual words, which can be unfair to ESL speakers.
      2. Further, this is Shakespeare. The vocabulary and syntax can be difficult for students. Students are frequently intimidated by Shakespeare, so you need to take this into account.
      3. Remark on systemic issues that interfere with comprehension. For instance, many people tend to drop the final /t/ or /d/ sound from words. There are times when this doesn’t really matter, but sometimes, like when someone wants to say “closed”, but it ends up sounding like “close”, it does. Another example would be words that have more than one acceptable pronunciation, like “record”. Here, the pronunciation has to match the context.
   2. Rhythm
      1. In poetry, this can be rather obvious, though you should make clear that students should be able to interpret the poem how they want, so long as what they do is consistent.
      2. Sometimes, students will stumble over a word or phrase. They may hesitate, or cough, or suddenly pronounce a word really slowly or quickly. Deduct points for this. Students have sample recordings and annotated texts. Further, they can just re-record the piece.
      3. Verbal fillers are the last part of rhythm. If a student says “um” or “like” only once or twice, let it go. Everyone uses verbal fillers, so expecting students not to is unreasonable. However, if it’s systemic, like every line of a poem or after every few phrases in a speech, deduct points and comment on it. Many times, people are unaware that they use verbal fillers so much. Also, they can just re-record.
   3. Vocal Variety
      1. Tone of voice – this shows emotion, and the tone of voice needs to match the emotional tone of the poem.
      2. Volume – This can also show emotion. Loudness can equal anger or other strong emotions, while whispers can indicate fear. However, this can go too far. Students might want to whisper, but it still needs to be loud enough to be heard.
      3. Rate of speed – Students can get nervous, which can make them talk faster, which makes the piece more difficult to understand. I tell students that no one wins an award for the fastest recitation and that they should aim for conversational speed. They could speed up a little if they’re trying to convey a sense of fear or emergency, but do this in moderation.
3. Types of assignments
   1. Standard recitation
      1. Recording
         1. This is the better option
         2. Students can do practice takes
         3. Less pressure than live performance
         4. Focuses on students’ voices
         5. Can give class time for recording to make sure
      2. Live performance
         1. Not recommended
         2. Shakespeare is intimidating to students
         3. Non verbal communication interferes
   2. Digital poem
      1. Students find photos that match the themes of the poems, record their voices, and then create a short movie with video editing software.
      2. Click here for detailed directions.
      3. If you choose this option, show the movies in class.