Classroom Visit Observation by Dr. Beate Gilliar
Within a week after attending Dr. Erickson’s ENG 238 (World Literature) course, I appreciated partaking in the lessons of Stacy’s Shakespeare and Pop Culture, ENG 338 course on Thursday, April 5, 2012, 2-3:15 PM.
As the course charges the entitled pop culture, it was Shakespeare’s Macbeth that served contemporary offerings that afternoon. The goal of the class was to review and critique the adaptations to this classic by referencing the two film versions of Scotland, PA, and Shakespeare Retold that the students had seen and studied. The class began by concluding (some 10 minutes) the screening of the BBC’s rendition in the series Shakespeare Retold, set in an upscale restaurant. As entry part of the class and to familiarize the guest with its members, Dr. Erickson invited students to share their biggest lesson from the course so far which ranged from the ubiquitous “Shakespeare is everywhere,” to “I loved Hamlet” and basically The Lion King is Hamlet.” Upon the round of introductions the students were asked to voice their individual reactions to the British film version; the contemporizing shift from a deep tragedy to a slow or fast-food kitchen environment was debated and discussed. Students compared the kitchen scenarios of striving chefs and their wives as they noted their likes and dislikes with Scotland, PA and/or Shakespeare Retold.
The students were asked to form four groups to compare and contrast one of the two cinematic transliterations with Shakespeare’s original tragedy based on fictional elements such as character, plot, symbols, genre, etc. After about 12 minutes of engaged exchanges, the findings were shared with all of the students, some of whom took notes rather eagerly. The oral reviews demonstrated each group’s unique dynamic in probing questions and exercising constructive criticism towards the original’s adaptation that, without the political plot, as was pointed out by students, loses out on modern menu offerings. With the guidance of Dr. Erickson, students recognized the power of subtleties in choice that characterized how these new virtual depictions could be read as strategic plays against hegemonies embedded in culinary control systems. Some students, regardless, saw the adaptive extensions as stretched a bit too far. The students, regardless of their aesthetic preferences, demonstrated a clear understanding of the original which impressed me very much. Their lively depictions brought the characters into lively dialogue; their intertextual references to their semester studies of Romeo and Juliet, Hamlet, Macbeth (The Taming of the Shrew will conclude the semester) also impressed me.
Stacy’s mark of making learning fun and informative was, again, very obvious as the students demonstrated eager participation by claiming critical and controversial positions, always ready to be backed up. Thank you, Stacy, for a lively class set in a spirit that engages the Bard in yet another course.
Sincerely,
Beate Gilliar