Lashley’s Blog

     Rex Gibson discusses the concept of using props when teaching Shakespeare’s plays in the secondary classroom in his book Teaching Shakespeare.

       “The teacher provides a simple prop such as a chair, a mirror, or a spoon.  Students can show how different characters in the play they are studying would use the prop in a stage performance.  The actions should suggest something important about each character’s personality” (120).

      I think that as a student this could be interesting and helpful if done correctly.  But it comes across as innately tricky.  How does one differentiate between the characters, and does one use this for every single character?  For example, by using a chair, how would one go about representing Lady Capulet?  Romeo might be easy - sit down in the chair and cry over Rosaline.  Juliet might be easy as well - walk around the chair mooning and looking love struck.  But how effective could this practice be? 

   I suggest a twist on the prop idea that many have done throughout literature and cinema before.  To help idenitfy characters and their personalities, one could assign different props to each character.  Romeo could get a (Cupid’s) arrow.  Juliet could get a flower that has not blossomed.  This could help with the minor characters, too.  It could possibly show connections as well.  For example, to show his insensitivity to his daughter’s plea, Capulet’s prop could be pruning shears (work that one in how you might.)  The props become symbols, and this could take care of the concept of symbolism as well.  By having the kids assign symbols, they show that deeper thinking that instructors are always trying to go for.