TIE - Part 9

In Chipp's lesson, we came up with a loose structure for the first ten minutes of the piece and discussed how to make it accessible to our TA through the use of facilitators and humour.

The framing device for the piece is that of an exam situation, where 3 students are taking their exam on Macbeth and are panicking because they cannot remember any quotes nor have they revised or simply they don't understand the text. We do this by having their thoughts behind them, expressing their worries and their inability to produce anything worthwhile. This starts the piece off with humour which will hopefully get our TA on our side and make them more interactive with us. A facilitator then comes in and explains who N2C are and what they're going to do to help the students pass their exams.

We then move onto Macbeth's character arc of hero vs villain. I think that in order to link it to the framing device, we should pose a question within the exam. We'd keep how we used the facilitator in the previous attempt but we should improve on how Macbeth is portrayed as a villain, perhaps finding another speech that describes something in order to portray the same amount of action as the hero. Maybe we should move the facilitator's offstage and have the person who is reading the Shakespearean in the middle aisle and have the translators at the edge so that our TA can watch the action without the facilitators getting in the way and still have the voices overlap it.

We'd then move onto Act 2, Scene 2 to show the various manipulations that Macbeth has placed on him. Perhaps our focus should be maintained on what influences Macbeth throughout the piece which would allow for the other important characters such as Lady Macbeth and the Witches to be shown. Anyway, Act 2, Scene 2 should be presented through the Character Mixing Desk which I talked about in my previous blog.