Hamlet's Twitter Feed

Last year, my AP Literature students decided that Oedipus should have a Twitter feed.  So we created one on the bulletin board.  It was screaming hilarious.  One post read, "LMS if you love your mother."  Hamlet "liked" this.  Another post read, "That awkward moment when you find out that your wife is your mother #awkardfamilyphotos" and so on.  So this year, as we've begun to consider Hamlet and the concept of the mutability of language, I've decided to start a Twitter feed (on my classroom wall) for Claudius, Hamlet, and Ophelia.  Claudius' posts are in blue, Hamlet's in green, and Ophelia's in pink.  Comments to posts can be added in small yellow post-its.  I thought I'd track the progress of the feeds on this blog. The first post, students created together as an example:  "Should I wear black?  #so numb  Or... black."  This is pictured above.  Ophelia commented back, "SMH."

When I looked back at the previous year's Oedipus Twitter project, I shared with students that what made the posts so funny, the timely allusions to pop culture, no longer exist in their teenage collective mind only a year later.  So this project should really extend through a year's time to come to the better understanding of Hamlet's frustration with the mutability of language and the ways in which a single spoken word can be heard differently.  And, this mutability is also the reason that Shakie's comedies aren't so funny to us.  We, too, have lost the humor popular to Shakie's audience.

This isn't an assignment; it is organic and fun.  Even after this picture was taken, I returned to my classroom to find that Ophelia had commented "Should I get my hair wet?"  I discovered that this was contributed by a freshman student from another class that I teach who happened to be familiar with the play.  Everyone is welcome to contribute, and the result will, I hope, be as funny, and in some cases, as astute, as it was last year.  Stay tuned...

Frankenstein

I continue to struggle with when to let the students discover a text without (some, all, any, ?) guidance.  Even Frankenstein and his creature lament that their lack of proper guidance leaves them, ultimately, misguided.  Nonetheless, after their first reading, I asked AP senior students to create maps of the text before we discussed the text as a class.  With few exceptions, they recognized the structure of the text and how the structure created meaning.  As I mentioned before, I was interested in their assumption that knowledge is, according to Shelley, inherently dangerous.  That's were we started our discussions.