LEARNING OUTCOMES
1. Knowledge and understanding
a. Demonstrate knowledge and understanding of a range of texts through the 'reading' of a
painting and two essays
c . Demonstrate a critical understanding of the various ways in which the reader constructs
meaning and of how context
influences this constructed meaning by considering the cultural context of Othello
d. Demonstrate an understanding of how different perspectives influence the reading of a text by
considering possible differences between contemporary and current readings of Othello
2. Application and analysis
d. Demonstrate an awareness of the ways in which the production and reception of texts
contribute to their meanings by considering the historical/cultural context in which Othello
was written
e. Demonstrate an ability to substantiate and justify ideas with relevant examples during class
discussion of the material presented
3. Synthesis and evaluation
b. Discuss the different ways in which language and image may be used in a range of texts in considering the characterisation of 'the Moor' in Shakespeare's play
4. Selection and use of appropriate presentation and language skills
b. Demonstrate an ability to express ideas clearly and with fluency in both written and oral
communication
c. Demonstrate an ability to discuss and analyse texts in a focused and logical manner
a. Demonstrate knowledge and understanding of a range of texts through the 'reading' of a
painting and two essays
c . Demonstrate a critical understanding of the various ways in which the reader constructs
meaning and of how context
influences this constructed meaning by considering the cultural context of Othello
d. Demonstrate an understanding of how different perspectives influence the reading of a text by
considering possible differences between contemporary and current readings of Othello
2. Application and analysis
d. Demonstrate an awareness of the ways in which the production and reception of texts
contribute to their meanings by considering the historical/cultural context in which Othello
was written
e. Demonstrate an ability to substantiate and justify ideas with relevant examples during class
discussion of the material presented
3. Synthesis and evaluation
b. Discuss the different ways in which language and image may be used in a range of texts in considering the characterisation of 'the Moor' in Shakespeare's play
4. Selection and use of appropriate presentation and language skills
b. Demonstrate an ability to express ideas clearly and with fluency in both written and oral
communication
c. Demonstrate an ability to discuss and analyse texts in a focused and logical manner
GO! (Starter Activity)
- Consider the images above. They are all taken from the same painting:
- What does each image represent?
- How do you think they relate to each other in the painting?
Now think about what is depicted in the the image as a whole:
Berchem's 'A Moor offers a Parrot to a Lady' (c.1665)
- Choose 5 words to describe the image
- Select the word that best describes the image and explain why
KNOW (Learners' prior knowledge)
SHOW (Teacher presentation)
"In the hands of Nicolaes Bercham, the homage offered by the black man carries an erotic suggestion of the possible first step in the courtship of a white lady by a black suitor. In The Moor Presenting a Parrot to a Lady, the self-confident stance of the woman echoes that of the raised statue of Venus."
Martins Vianna, - ARTIGOS E ENSAIOS (1993)
Read:
Virginity, Vows, and Violence: The Story of Othello
https://sites.google.com/site/othellorachelandnicole/home/cultural-context
Virginity, Vows, and Violence: The Story of Othello
SHARE (Teacher-led modelling/ learner input)
Create one factual, one inductive and one analytical question on the primary source
PAIR (paired and/ or group work)
REFLECT (plenary)
Please use the forum below to share your reflections on the lesson content:
- How would you describe the relationships between the figures portrayed in the painting?
- Do these perceptions have any relevance today in helping us to understand the play?
SHOW (Teacher presentation)
"In the hands of Nicolaes Bercham, the homage offered by the black man carries an erotic suggestion of the possible first step in the courtship of a white lady by a black suitor. In The Moor Presenting a Parrot to a Lady, the self-confident stance of the woman echoes that of the raised statue of Venus."
Martins Vianna, - ARTIGOS E ENSAIOS (1993)
Read:
Virginity, Vows, and Violence: The Story of Othello
https://sites.google.com/site/othellorachelandnicole/home/cultural-context
Virginity, Vows, and Violence: The Story of Othello
SHARE (Teacher-led modelling/ learner input)
Create one factual, one inductive and one analytical question on the primary source
PAIR (paired and/ or group work)
- Create one factual, one inductive and one analytical question on the secondary source
- Answer the questions set by your partner
- Read ‘A Cultural Context for Othello’ by Kristin Johnsen-Neshati
- Respond to the following:
- In what important ways is Shakespeare's play divergent from the short story by Cinthio Giambista Giraldi, from which the plot is believed to have been taken?
- What would the term 'moor' signified in 17th Century England? How were North and West Africans characterised? Suggest some reasons for this.
- According to Johnsen-Neshati, how does Shakespeare succeed in manipulating racial stereotypes?
- Why is Venice such an effective setting for the play?
REFLECT (plenary)
Please use the forum below to share your reflections on the lesson content: