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Why Do We Care About Shakespeare?

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Cartoon style illustration of William Shakespeare with pen in hand and a pile of books on his desk.
Why Do We Care About Shakespeare?
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He’s the famous playwright who's been dead for more than 400 years, so why are the works of William Shakespeare still relevant today? Amelia talks to an expert and finds out what high schoolers think.

Learning Area

Description

The Arts: Drama, Years 7 and 8 (v8.4)

Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACDRM040)

The Arts: Drama, Years 9 and 10 (v8.4)

Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)

English, Year 10 (v8.4)

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)

English, Year 10 (v8.4)

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

English, Year 10 (v8.4)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

History, Year 8 (v8.4)

The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059)

Ancient History, Unit 1 (v8.4)

The nature of the sources most relevant to these interpretations and representations, for example Plutarch, Horace, Shakespeare, Lucy Hughes-Hallett, portraiture from different periods, and representations in film (ACHAH070)

Literature, Unit 1 (v8.4)

Approaches to characterisation, for example, the inclusion of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life, and the use of interior monologue (ACELR007)

Literature, Unit 4 (v8.4)

How specific literary elements and forms shape meaning and influence responses, for example, mise-en-scène, enjambment, dramatic monologue and verse drama (ACELR059)

History, Year 8 (v9.0)

The roles and relationships of different groups in Medieval, Renaissance or pre-modern Europe (AC9HH8K02)

English, Year 10 (v9.0)

Reflect on and extend others’ interpretations of and responses to literature (AC9E10LE02)

English, Year 10 (v9.0)

Analyse how the aesthetic qualities associated with text structures, language features, literary devices and visual features, and the context in which these texts are experienced, influence audience response (AC9E10LE03)

English, Year 10 (v9.0)

Evaluate the social, moral or ethical positions represented in literature (AC9E10LE04)

Drama, Years 7 and 8 (v9.0)

Improvise and devise drama and/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form (AC9ADR8C01)

Drama, Years 9 and 10 (v9.0)

Improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning (AC9ADR10C01)

Curriculum Key Concepts

  • Identify and analyse how the elements of drama are used
  • Apply different performance styles and conventions to convey status, relationships and intentions
  • Identifying the spread of Renaissance culture to England
  • The rise of literature through Shakespeare
  • Debating whether a text possesses universal qualities and retains relevance
  • Engaging with responding to literature
  • Evaluate the social, moral or ethical positions represented in literature

Credits

Posted , updated 
English Literature, English