So are YOU a descendant of Macbeth?!

Apart from the sense that Macbeth may generically represent the battle of every man against his baser nature, I was thrilled to find out that my family has an even more personal and IRL connection with Shakespeare's play Macbeth!

My extremely cool Uncle Steve is into genealogical research and he's done a TON of it. As it just so happens, he even reads my blog sometimes! Aw. Isn't that nice? He wrote saying he had seen my last post on Macbeth, and is SO super nice (have I said that already?) that he sent me some stuff he'd found related to what we were studying! Yep. Cool. Anyway, somewhere in his research he had run across the fact that my dad's side of the family is actually descendant from the in real life King Duncan I and his son Malcolm III, the historical figures on whom Shakespeare based his work.

Of course, I simply had to share. It may be my only claim to fame! ;)

King Duncan I

King Malcolm III

Can you see the family resemblance?

:)

Shakespeare: Macbeth

Macbeth & Banquo with the 3 Weird Sisters (Image Source)
Macbeth is the scheduled Shakespeare play this term at AmblesideOnline.org, and as usual, we'll be following the rotation. We will be adding some new things this time around though, and I'm writing those down here, for posterity's sake. Because I may need to be reminded some years down the road, as I am in this for the long-haul. I have a mere 18 years to go... at least if we're done making babies who turn into future students. ;) Speaking of babies, I have lately discovered that I hold a very divergent view to that of Lady Macbeth in regard to suckling babes...

Ahem.

So, Macbeth...

What we usually do: 
Listen to an (abridged) version: Bruce Coville's rendition in audiobook format is what we used this time around.
Do a sketch, or more correctly termed, a schematic sketch of all the characters (everybody usually wants to do their own version):
Read the play aloud as a group, dividing into character parts.
I've decided on a couple monologues from Macbeth that we'll read aloud weekly during the term. The olders will use these for recitation. The littles just benefit from exposure. :)
See links below for sites I used to find the monologues...


What's new:
This year, my eldest AOy4 student is participating in the readings. Traditionally, before each scene, we divide up the speaking characters and then read the lines aloud together. Now, we have another reader! Because of the nature of this play and because of the fact we'll be using a study guide (see next point), I've dismissed my younger AOy4 student from the readings. He can listen/read if he wants to, but otherwise he's free to do something else.

With my AOy9 students, I'm experimenting with using Brightest Heaven of Invention to guide our study. So far, we've covered the Intro and the first two lessons. It's been a little choppy navigating how to divide the readings and commentary and questions and all over 12 weeks as BHI divides the play into four lessons. I haven't figured out a completely streamlined way yet, but I'll be posting my speculative plan (see end of post, if that's of interest to you). Then hopefully, I'll re-evaluate at the end of term what I think could have been done better. You know, for posterity's sake.


Helpful Links:
The University at Adelaide offers the best free kindle versions of Shakespeare that I can find online, with great formatting and linked table of contents! Check out their version of Macbeth here. I also like and have used MIT's version which I push-to-kindle.
Youtube version of the Orson Welles 1948 movie of Macbeth - The author of BHI, recommends this one as the best of the four versions he previewed. We may watch it... I'd really rather see a live performance though...

My friend Nancy just taught through Macbeth with her co-op students, how handy of timing is that? Here is her post: Recommended resources for Macbeth. Matter of fact, upon her recommendation, I purchased the kindle version of Leland Ryken's study guide for Macbeth. While he and the author of BHI have made distinct observations on the play, I definitely think one or the other is sufficient. BHI features six plays (Henry V, Julius Caesar, Hamlet, Macbeth, Taming of the Shrew and Much Ado About Nothing). There are Ryken study guides for Hamlet (coming soon) and Macbeth.

Monologues for recitation and memorization: here and here.
Arkangel audio version of Macbeth (unabridged) from LearnOutLoud.com

Brightest Heaven of Invention: A Christian Guide To Six Shakespeare Plays by Peter Leithart, find it on amazon.com here:


Miss Charlotte's commentary and application from Macbeth: 

"Every child, every man, who comes to a sudden halt watching the action of his own reason, is another Columbus, the discoverer of a new world. Commonly we let reason do its work without attention on our part, but there come moments when we stand in startled admiration and watch the unfolding before us point by point of a score of arguments in favour of this carpet as against that, this route in preference to the other, our chosen chum as against Bob Brown; because every pro suggested by our reason is opposed to some con in the background. How else should it happen that there is no single point upon which two persons may reason,––food, dress, games, education, politics, religion,––but the two may take opposite sides, and each will bring forward infallible proofs which must convince the other were it not that he too is already convinced by stronger proofs to
strengthen his own argument. Every character in history or fiction supports this thesis; and probably we cannot give a better training in right reasoning than by letting children work out the arguments in favour of this or that conclusion.

Thus, Macbeth, a great general, returns after a brilliant victory, head and heart are inflated, what can he not achieve? Could he not govern a country as well as rule an army? Reason unfolds the steps by which he might do great things; great things, ay, but are they lawful, these possible exploits? And then in the nick of time he comes across the 'weird Sisters,' as we are all apt to take refuge in fatalism when conscience no longer supports us. He shall be Thane of Cawdor, and, behold, confirmation arrives on the spot. He shall also be king. Well, if this is decreed, what can he do? He is no longer a free agent. And a score of valid arguments unfold themselves showing how Scotland, the world, his wife, himself, would be enhanced, would flourish and be blessed if he had the opportunity to do what was in him. Opportunity? The thing was decreed! It rested with him to find the means, the tools. He was not without imagination, had a poetic mind and shrank before the horrors he vaguely foresaw. But reason came to his aid and step by step the whole bloody tragedy was wrought out before his prescient mind. When we first meet with Macbeth he is rich in honours, troops of friends, the generous confidence of his king. The change is sudden and complete, and, we may believe, reason justified him at every point. But reason did not begin it. The will played upon by ambition had already admitted the notion of towering greatness or ever the 'weird Sisters' gave shape to his desire. Had it not been for this countenance afforded by the will, the forecasts of fate would have influenced his conduct no more then they did that of Banquo." vol 6 pg 140

Divide Macbeth (using BHI as study guide) over a 12 week term:

For now, we're going with the Option 2. (see below)

#1 - Either split the readings in half: read half of the reading selection each week (designated in BHI 'lessons'), read only half of the commentary and deal with half of the review & thought questions (pick several from those that apply to that week's reading).

OR

#2 - Read the whole selection from the play one week, narrate and pick several of the review questions. The next week, read the commentary and choose several thought questions for discussion and/or for essay format of written narration.

Possible 12 week term schedules using BHI:
Option 1	Option 2
wk1 intro (Colville audiobook or Lamb's) and schematic sketch of characters, read BHI intro wk2-3 Act 1.1 - 1.4 + commentary, review and thought Qs (half/week) wk4-5 read Acts 1.5-2.4 + commentary, review and thought Qs (half/week) wk6-7 read Acts 3-4 + commentary, review and thought Qs (half/week) wk8-9 read Act 5 + commentary, review and thought Qs (half/week) wk10 video, choose from essay questions, start paper (outline + first draft), write play wk11 edit paper + second draft, practice play wk12 hand in paper & perform drama	wk1 intro (Colville audiobook or Lamb's) and schematic sketch of characters. y9 - read BHI intro wk2 Act 1.1 - 1.4 + review Qs wk 3 BHI lesson 1 &thought Qs wk4 Acts 1.5-2.4 + review Qs wk5 BHI lesson 2 &thought Qs wk6 read Acts 3-4 + review Qs wk7 BHHI lesson 3 + thought Qs wk8 Act 5 + review Qs wk9 BHI lesson4 + thought Qs wk10 watch video, choose from essay questions, start paper (outline + first draft), write play wk11 edit paper + second draft, practice play wk12 hand in paper & perform drama

::

Maybe some of this will prove handy for somebody. Most likely, that somebody will be me come 'bout 15 years from now... Oh my, I can hardly imagine that far out.

Shakespeare: King Lear

This play is one of the few of Shakespeare´s that can be pinpointed exactly as to when it was written. Isn't it cool to know that this play was performed for King James and his Court in the Christmas holidays of 1606?! And here we are nearing the same time of year ourselves! Interestingly, written into the play, there is a probable reference made by Gloucester to several eclipses that took place in 1605! A story familiar to many of the time, it is taken from a well known fable that was commonly inserted into an undocumented period of English history (which we read about last year in Birth of Britain), is actually referred to in Spenser´s Fairie Queen (which we are reading this year!! ...connections galore!), and had already been made into a play prior to Shakespeare´s version.

Despite the fact that the commentary I read said this play is a particularly difficult one, I still think this is going to be one of my favorite plays so far. It may even come to be a close rival to Cymbeline. The consequences of unchecked pride and unbridled anger are brought to our attention by means of a captivating story. I can´t wait to get further!

I´ve worked out three options for scheduling the play over a 12-week term. See/print the alternate schedules here. We'll read the play in 9wks. We'll include an intro, informal play & movie, if I can find a good version. Here's the schedule we'll follow:

Week 1: Intro: (read Lamb's? draw character map)
Week 2: Act 1, Scene 1
Week 3: Act 1, Scene 2 - 4
Week 4: Act 1, Scene 5 – Act 2, Scene 2
Week 5: Act 2, Scene 3 – 4
Week 6: Act 3, Scene 1 – 6
Week 7: Act 3, Scene 7 – Act 4, Scene 3
Week 8: Act 4, Scene 4 – 6
Week 9: Act 4, Scene 7 – Act 5, Scene 2
Week 10: Act 5, Scene 3
Week 11: Informal play
Week 12: Perform recitations chosen from selected excerpts OR watch movie of play (if applicable).



helpful links:
King Lear on Librivox.org
King Lear on youtube.com (1971 version) - Parents should preview, I have not.
AO Shakespeare Rotation
Site that highlights monologues from Shakespeare's plays - men's parts, women's parts - (thanks, Nancy!)
Shakespeare: Cymbeline
Shakespeare: for all ages
What's so great about Shakespeare?
Who's Afraid of the Big Bad Bard? (...seeing local performances adds immensely to the Shakespearean experience)

Shakespeare: for all ages

It was in the early days*, even before we started schooling, that I first knitted my brows* over the idea of introducing Shakespeare to my own flesh and blood*. What a strange thought for me, considering I am not conscious of having read significant Shakespeare during my own education, let alone my early education. It was still all Greek to me*! Yet, as luck would have it,* AmblesideOnline has Shakespeare on the schedules starting with year one. But the truth be out*, I've been on again, off again with my reading of the Bard with my littlest listeners. In my mind, doubts lingered, Can one start too early? Can there be too much of a good thing*? Recently, I decided is high time* to get out of this Shakespearean pickle I'm in* and figure out just what I think about it.



One of our very favorite things to do when we start a new Shakespeare play,  is to do a character sketch...  which has been SO, super helpful!
It is a foregone conclusion*, that my ideas are much better developed now than before. For one, by Jove!* I've discovered that a Shakespeare play, as diluted by Lamb or Nesbit, isn't much different from a fairy tale, the value of which I am quite convinced of. The themes in Shakespeare are more real life too, which helps them deal with stony-hearted villains* within a safe context, and that's good. Also, as the kids are familiar with the storyline, they'll be excited at how much they'll be able to understand when they revisit the play later on. That's good too.

Seemingly without rhyme or reason*, however, I have this recurring feeling that I'm doing my kids a great injustice; big spoilers and all, giving away all the story lines WAY ahead of time. All my newly found reason and resolve begin to vanish into thin air*, until I revisit a quote like these:

"Little by little the people of Shakespeare, filling a larger world than she could know, became as real to her as her friends. That was the great gift he brought her."

~Shakespeare and the Heart of a Child, Gertrude Slaughter

"In [Form 2B] they read their own geography, history, poetry, but perhaps Shakespeare's Twelfth Night... should be read to them and narrated by them until they are well in their tenth year. Their power to understand, visualise, and 'tell' a play of Shakespeare from nine years old and onwards is very surprising. They put in nothing which is not there, but they miss nothing and display a passage or a scene in a sort of curious relief.

Charlotte Mason, v6p182

Source: writersrelief.tumblr.com via amy in peru on Pinterest

or then, there's these:

"...a child has entered into Shakespeare's Temple of the human spirit and come forth charged with a knowledge far beyond his present or his future experience. It cannot all happen on a summer day. Step by step, slowly and serenely, under a clear sky, the child approaches by pleasant ways to an understanding of life... and a sane and healthy joy of life is entrenched in the child's mind against the blows of fortune by the beauty of the medium through which the world has been revealed."

~Shakespeare and the Heart of a Child, Gertrude Slaughter

"The transition to Form IIA is marked by more individual reading as well as by a few additional books. The children read their 'Shakespeare play' in character. "

Charlotte Mason, v6p182

And then of course there are blog posts like this one, that really help me get a grip on things. So, if the truth be known*, I'm feeling pretty good lately about reading Shakespeare with my kids of all ages.

"In Forms III and IV... They have of course a great flair for Shakespeare, whether King Lear, Twelfth Night, Henry V, or some other play..."

Charlotte Mason, v6p184

Like this idea? See my recent Cymbeline post here for more... :)


Helpful Links: 

• Shakespeare: Cymbeline (includes ideas for using Shakespeare with all ages).
• AO Shakespeare Rotation 
• Article, Shakespeare for Christians? 
• Interesting dialogue going on at the AO forum: Shakespeare for Olders: How to study the Real Thing Shakespeare Questions: Years 1-3 

Helpful Books:
**See amazon links below (yep, you can click there to support our homeschool habit!) 

For youngsters:
Shakespeare, Bard of Avon
Shakespeare coloring book (paper dolls)Tales from Shakespeare  (download in various formats) or get the audio @ Librivox.org

For elders:
Brightest Heaven of Invention


Well, that, my friends, is the long and short of it*. *Of course, every time you see an asterix above, you are seeing one of many of our common figures of speech that were invented by Shakespeare. For goodness' sake*, who knew?! See more here and here.

Shakespeare: Cymbeline

"The story of Cymbeline is elaborate, complicated, and farfetched even for an Elizabethan play; and it includes nearly every ingredient known to melodrama. The central theme concerns a young and innocent girl, married for true love, who is harassed by a wicked step-mother, ill-treated by her father, pursued by a hated and boorish brute, falsely accused of unchastity, forced to flee in disguise as a boy, befriended by savage mountaineers (who are natural gentlemen and turn out to be her long-lost brothers), and finally triumphantly restored to her repentant husband. In addition, we are given such stock items as a faithful servant, a good doctor, a penitent villain, heroic Britons, chivalric Romans, battle scenes, a prison scene, ghosts, music, abundant moralizing, drugs which produce the appearance of death, a severed head, and even the convenient birthmark - a "sanguine star" - by which the lost heir is at last recognized and restored."

G.B. Harrison, The Complete Works of Shakespeare

The play in 12 weeks:

Week one:
Read Cymbeline from Tales from Shakespeare
Draw Character list

Week two:
Read Act I, Scenes 1-2

Week three:
Read Act I, Scenes 3-5 - Act II, Scene 1 (edit, omit parts or skip scenes 4 & 6)

Week four:
Read Act II, Scenes 2-4 (edit, omit Iachimo's speech or skip scene 2; edit or omit scene 4)

Week five:
Read Act II, Scenes 5 - Act III, Scene 3

Week six:
Read Act III, Scenes 4-5

Week seven:
Read Act III, Scene 6 - Act IV, Scene 1

Week eight:
Read Act IV, Scene 2

Week nine:
Read Act IV, Scenes 3 - Act V, Scene 3

Week ten:
Read Act V, Scene 4

Week eleven:
Read Act V, Scene 5

Week twelve:
Arrange an informal play


Helpful Notes:

• Reading first from the Tales from Shakespeare version, is completely optional; but very helpful. Based on this pre-reading, a sketch of characters can easily be drawn up. If this step is skipped, the initial sketch could be started, then revisited and elaborated as the play develops and new characters are introduced. Having established a familiarity with the storyline allows for better understanding, as well as adds to the facility of editing or skipping scenes, when appropriate, as may be necessary when reading from the original. 
• Pre-read. Edit, omit and skip scenes in accordance with students maturity level.
• Print copies for each student (or a kindle copy), a minimum of six per classroom (there aren't usually more characters than that per scene).
• Divide up parts ahead of time, according to skill level. A smaller part can be given to a less skilled reader, such as Narrator (reads, characters enter and exit scenes, as well as introducing the setting for the scenes). This can be done 15 minutes before :)
• Listen to the audio version (see librivox) of the specific scenes to be read on a day before reading aloud, if desired, to maintain short lessons.
• Follow up by watching the BBC video version of the play (when appropriate or applicable).
• If students are interested, over the following term, the play could be made into a performance, with memorized parts, costumes and full set.

romeo and juliet

This term with Ambleside Online, we'll be reading Romeo and Juliet in planes, in cars, or wherever we are (add an '+s' if you will, for the sake of the perfect rhyme).

Get your copy online for free here or here.

Tuesdays are for Literature

Ahh.  Today is Tuesday.  Hooray for Literature day!  As I've mentioned before we have our readings grouped by subject and then assigned to a day of the week.

Tuesdays we muse literature and poetry and plutarch.  

Almost always our favorite picks are the AO literature selections.  Such books as Robinson Crusoe, Oliver Twist, Kidnapped, Children of the New Forest, Understood Betsy, Wind in the Willows, Pilgrim's Progress, Parables from Nature, Robin Hood... oh, I forget myself, I could go on... and on.

Now we are reading Kim.  Thank goodness.  I've been wanting to read it ever since I picked up the practically new hardback book from a garage sale for 50 cents.  The lady at the garage sale looked glad that someone was so excited about it.  She said, "Oh good, you're buying Kim!", those are the words she said, but the way she smiled when she said it revealed, "That story is a friend of mine, I hope you enjoy it as much as I did."  So, I liked the book before I started reading it. Just look at the cover and art...

 

I think I've discoverd something important; when we read to our kids or present them with books, they'll give them a fighting chance if we are intrigued if not excited by them.  So my boys have an open mind towards Kim (I think), because I have been looking forward to reading it and have enjoyed wading into it with them.  Granted, it is a difficult book for this year.  It has so much religious and specific-to-India jargon that it IS rather boorish to read aloud.  For instance, how DOES one pronounce the following words and still maintain the flow of the story:

• Gunga
• Benares
• Loodhiana Sikhs
• naik (Mohammedan priest?!)
• Sobraon
• Chillianwallah
• Moodkee
• Ferozeshan

Okay, so you're saying to yourself those don't look that bad... it's one thing to see them in isolation quite another to come upon them suddenly in the midst of an interesting yet trying narrative!  Let me tell you!  :)

Anyway.  I'm going to try to round up some resources/links together for this book.  It's good, but it could be SO much better with some background knowledge.

Other things we read today:

Year 5 -
Age of Fable
Shakespeare (we are starting the Tempest this term)
Poetry by John Greenleaf Whittier
Plutarch's Romulus

Year 1 - 
Fifty Famous Stories Retold
Aesop's Fables
A Child's Garden of Verses