Teaching of Literature
CREATING A THEATRE
Theatre for educational purposes has been
continuously used together with many other
educational strategies; it is useless to say that a
good teacher is also a good actor.
Theatre usage in education includes all the
interactive theatre practices that help, one way
or another, the educational process.
Some of these processes include developing
original scripts (or some of them can be inspired
by those of World Literature’s Classics) using
the performance of a play as a starting point for
audience interaction and also discussing
important topics or themes.
possibility to write short critical reviews,
using any targeted standard language at
an adequate level of formality, explaining
and supporting judgements by offering
quotations and citing specific and relevant
possibility to maximise the impact of
student’s writing through making use of
various devices for presentation which can
enhance the textual message, PC, OHP,
Video devices, etc.
Teacher use of ICT
This application will give the teacher the
opportunity to develop skills in using desktop
publishing / designing and word-processing
software in order to:
investigate different possibilities of electronic
Make use of presenting devices to enhance a text;
use search engines and online searches (both for
text and image information);
select information from various sources, designing
the material to meet the reader’s needs;
use a digital camera to improve the overall
Student’s use of ICT
This will help them to:
skills in order to create
texts for a specific
use desktop publishing
to combine text and
use a digital camera to
create images for later
Enough computers or laptops for student’s pair work
Digital photo/video camera
Data projector and large display or interactive whiteboard
Word-processing software, such as Microsoft Word
Publishing software, such as Microsoft Publisher
Internet browser, such as Microsoft Internet Explorer
Hot Potatoes Software
C. Other necessary elements
Different models of theatre programmes
Digital photographs of school plays and students in this
An important element of this class module is,
of course, a lesson that should be adapted
and adjusted to the needs of your students’
The teacher should decide exactly what the
theatre programme will be based on - for
example, this could be a performance of
Romeo and Juliet, or it could be a
performance that students have seen on
stage at the theatre or watched on television,
or even acted themselves.
O Romeo, Romeo ! Wherefore art O, Romeo, Romeo ! De ce eşti tu
thou Romeo ? Romeo ? Uită-ţi tatăl !
Deny thy father and refuse thy Tăgăduieşte-ţi numele, ori dacă
Or, if thou wilt not, be but sworn my Nu vrei – o jură-mi că vei fi al meu
love, Şi-atunci de tot ce sunt m-oi lepăda
And I’ll no longer be a Capulet. şi eu !
Shall I hear more, or shall I speak at Să mai ascult, ori să-i vorbesc ?
this ? …………………………………..
Fac tot ce-mi spui: zi-mi doar “iubite”
I take thee at thy word. deci !
Call me but “love”, and I’ll be new
baptized; Primind aşa botezul nou, ţi-o jurâ
Henceforth I never will be Romeo Că nu mai vreau să fiu Romeo-n
Students should already have the following
knowledge and skills:
explored the text characteristics of theatre
programmes and focused on the potential of
presentation devices in enhancing their work;
be familiar with literary texts and quotations
understand the need to use formal standard
English/Romanian, and the need to write for a
general purpose and audience;
be familiar with summarising information from a
various sources, preparing the material to meet
the reader’s needs with the use of the
(electronic) library and the possibly to make use
of ICT in other subjects.
When studying the theatre programme,
the teacher will need to elicit from students
the reason they think the respective
theatre programme is presented as it is.
For example, why some certain images
are placed in certain places on the page?
This, will actually, make them think about
the (general) layout during the preparation
for their personal designing of the
programme when ICT is being used.
Students should already have the following ICT skills :
understand the functions of a desktop publishing
know how to cut, edit, import and paste information
either written by themselves or found from online
know how to save images and text from documents
on the Web;
understand how to use a digital camera and transfer
images to documents;
have a number of suitable websites and search
engines available for this specific use.
Students should have access to the Internet so that they can save
images and gather information for their programme. The following
sites are useful sources:
Theatre website links: British & Romanian
www.rsc.org.uk - Royal Shakespeare Company
www.nt-online.org - National Theatre
www.shakespeares-globe.org - Shakespeare's Globe
www.londontheatre.co.uk - London Theatre
www.whatsonstage.com - Listings for all UK theatres and you can
also buy tickets at this site
www.kentaylor.co.uk - Drama portal from Ken Taylor of Middlesex
http://sites.micro-link.net/zekscrab - Shake Sphere - big guide from
http://shakespeare.palomar.edu - Mr William Shakespeare and the
Internet – portal
www.teatrul-national.ro –Official website of the National Theatre
www.nottara.org. – Nottara Theatre – Bucharest
www.teatru-cinema.ro –information website about plays & movies
Possible Search Engines
www.google.com - One of the best-known
http://vivisimo.com - Clustering engine
www.teoma.com - Search tool
www.aesop.com - Search engine
http://web.webcrawler.com - WebCrawler search
www.searchUK.co.uk - UK-based search engine
www.portal.ro - Romanian-based search engine
www.timpul-liber.ro - Search tool
Students should work in small groups and
use these sites to begin researching for
their own contribution to the programme;
This will enable them to subdivide what
each person is searching for; work with
one guided group each lesson to develop
ideas on the structure, conventions and
stylistic features of their part of the
Inserting pictures of famous
people/actors or of the
students themselves, they
will certainly improve the look
and feel of the programme.
Pictures of famous
people/actors can easily be
found on the Internet and
saved in shared work areas.
Similarly, most educational
institutions have digital
pictures of all their enrolled
students - providing these will
also liven up the programme.
Designing the Plot / Summary
The teacher decides how students should
approach this. ICT may help students
structure their text. Part of the skill will be
in writing to a set number of words.
Displaying the main points in a diagram
can help with summarising the plot clearly
and gives a helpful structure.
It is not intended that students should complete
the whole programme in one lesson. Draw
groups together to discuss the work completed
so far and plan ahead for the following lesson.
Ask nominated individuals from the guided
group to describe what they will aim to include,
how to write a critical review and how to use
quotation. Ask one pair of researchers to outline
their findings. Discuss editing and refining
certain sections that might be too long or need
adjusting to fit in with the final theatre
Create a presentation
A multimedia presentation really helps bring the
subject alive and is easy to create. There are a
great many sites that include the whole text of
Shakespeare plays on the Internet, which can be
copied and pasted to save typing.
In addition to this, there are audio and
sometimes movie clips that can enhance a
programme by making it multimedia.
Students can also be recorded reading scenes
from a play. The digital sound file can be
inserted directly into a programme.
Hot Potatoes Directing The Stage
By using Hot Potatoes the
teacher will turn into a
Spielberg when directing on
the electronic stage of
So, Ladies and Gentlemen,
get ready for the immortal
Romeo and Juliet acting on
Curtains up and …..click !