This double lesson within a teaching unit dealing with William Shakespeare's The Merchant of Venice will be held in a grade 12 advanced course at a German High School (‘Gymnasium’) in Rhineland-Palatinate. The group of 24 students consists of 10 boys and 14 girls between the ages of 17 and 19.
Table of Contents
1. Analysis of the 'Fictional' Group of Learners
2. Analysis of the Subject Matter
3. Didactic Analysis
4. Learning Objectives
5. Lesson Plan
6. Methodological Analysis
7. Teaching Material and Expected Answers (Appendix)
8. Works Cited
Objectives and Topics
The primary objective of this work is to develop a structured teaching unit for a grade 12 advanced English course, focusing on William Shakespeare's "The Merchant of Venice". The central research interest lies in how students can connect the "Flesh-Bond Scene" (Act One, Scene Three) with the "Court Scene" (Act Four, Scene One) to comprehend the dramatic development and the shifting power relations between Antonio and Shylock.
- Didactic justification for teaching Shakespeare in a German 'Gymnasium'.
- Methodological implementation of creative exercises like freeze-frames.
- Analysis of the legal and moral conflict between Antonio and Shylock.
- Development of social and linguistic competence through group and partner work.
- Practical integration of teaching materials and worksheets in the classroom.
Excerpt from the Book
2. Analysis of the Subject Matter
The Merchant of Venice is one of Shakespeare's most well-known plays and is believed to have been written between 1596 and 1598. When analyzing this play, one of the most important aspects is the connection between the so called “Flesh-Bond Scene” (Act One, Scene Three) and the “Court Scene” (Act Four, Scene One) because the “Flesh-Bond Scene” influences the “Court Scene” and thus strongly impacts the overall outcome of the play.
In Act One, Scene Three, the audience witnesses a conversation between the Christian merchant Antonio and the Jewish moneylender Shylock. Antonio would like to raise a credit to help his friends Bassiano. He decides to talk to Shylock who is eventually willing to lend him three thousand ducates for the period of three months. During the conversation, it becomes clear that their different business practices resulted in tensions in their relationship which unveils when they enter a contract. While a conventional contract generally consists of a monetary interest, their contract contains a special clause: instead of letting Antonio pay an interest, he demands one pound of his flesh in case he would not be able to repay the credit on the set day. It becomes clear that Shylock does not want Antonio to fulfil the contract but however wishes for the special clause to take effect.
Summary of Chapters
1. Analysis of the 'Fictional' Group of Learners: Provides a profile of the specific grade 12 advanced class, highlighting their high level of English proficiency and positive learning environment.
2. Analysis of the Subject Matter: Explores the central conflict of the play, specifically focusing on the relationship between the "Flesh-Bond Scene" and the "Court Scene".
3. Didactic Analysis: Examines the educational value of Shakespeare’s work within the curriculum and justifies the choice of specific dramatic scenes for student engagement.
4. Learning Objectives: Defines the specific content, language, skill-based, and affective goals intended for the students throughout the lesson unit.
5. Lesson Plan: Outlines a detailed, structured pedagogical workflow including phases, methods, and timing for the double lesson.
6. Methodological Analysis: Reflects on the pedagogical approaches used, such as learner-centred teaching and the use of creative methods to foster student ownership.
7. Teaching Material and Expected Answers (Appendix): Contains the practical handouts, credit-line posters, and analytical tables used during the lessons.
8. Works Cited: Lists the academic and educational literature consulted for this didactic paper.
Keywords
William Shakespeare, The Merchant of Venice, Flesh-Bond Scene, Court Scene, Didactic Analysis, Lesson Plan, Freeze-frame, Antonio, Shylock, English proficiency, Learner-centred teaching, Power relations, Contract law, Moral conflict, Pedagogical methods
Frequently Asked Questions
What is the core focus of this publication?
This work provides a pedagogical framework for teaching Shakespeare's "The Merchant of Venice" to advanced high school students in Germany, focusing on the connection between key scenes.
What are the primary thematic areas covered?
The main themes include the legal and moral tensions between Antonio and Shylock, the relevance of Shakespearean drama in a modern curriculum, and the development of student justice-consciousness.
What is the main objective of the teaching unit?
The objective is to enable students to identify the dramatic interrelation between the "Flesh-Bond Scene" and the "Court Scene" and to analyze how these moments shape the play's outcome.
Which scientific or pedagogical methods are employed?
The unit utilizes learner-centred approaches, including group work, class discussions, and specifically the creation of freeze-frames to visualize character relationships.
What is covered in the main section of the paper?
The main section moves from a learner profile analysis to a detailed didactic and methodological justification, followed by a concrete, phase-by-phase lesson plan.
Which keywords characterize this paper?
Key terms include "The Merchant of Venice", "Didactic Analysis", "Freeze-frame", "Learner-centred teaching", and "Power relations".
How does the "Flesh-Bond Scene" influence the "Court Scene"?
The "Flesh-Bond Scene" sets the legal trap that creates the central climax in the "Court Scene"; without the initial demand for a pound of flesh, the dramatic turn in the trial would not exist.
Why is the "freeze-frame" method considered effective here?
It encourages students to physically manifest and interpret the power dynamics between characters, fostering creativity and a deeper understanding of interpersonal relationships in the play.
- Quote paper
- M.Ed. Christopher Domke (Author), 2015, Teaching William Shakespeare's "The Merchant of Venice", Munich, GRIN Verlag, https://www.grin.com/document/431054
