A Guide to Symbolism: A Doll's House and Hamilton
As we wrap up Henry VIII by discussing what we analyzed over the weekend, we will skip ahead a few centuries to read Ibsen's A Doll's House. First performed in 1879, A Doll's House analyzes gender roles in a small, Norwegian town. This week we will be deep diving into character analysis while also discovering the reason around the play's heavy controversy when it was originally performed. I want you to carefully look at how Ibsen displays symbolism throughout the entire play, and how that affects the characters that we are reading. While this is an overall short play, you can gain a lot from it as we move forward in dramatic fiction, and you move forward in your unit project.
We will also begin watching Broadway sensation Hamilton, and looking into the symbolic nature placed into Miranda's historic telling with a twist. We will also be answer questions such as "why did this become such a global phenomenon" and how you can critics can still make or break the success of a show.
October 26th
How can I evaluate the insight of critics to see the progressiveness of A Doll's House?
In today's lesson, you will begin learning the mind of a critic by listening from a well known, modern day critic and by practicing your own critics. As part of your final project requirement, you will be writing a critique for one of your classmate's plays, I want you to begin practicing the look and the feel of writing one of your own. While it is similar to peer reviewing a draft in a way, there is so much more that goes into it. From the audience to stage presence, a critic can really make or break the success of an upcoming play. We will also begin looking at the background of Ibsen himself and discuss the first act of the play. Please do not forget to turn in your paper!
For homework, you will do the following: Continue working on your unit project, read Act 2 of A Doll's House and discuss the tone and voice of the overall act while backing up your claims with textual evidence. I would also like you to note anything of interest that you would like to bring up in class tomorrow.
October 27th
How do the affects of financial hardships play a role in the transition of traditional gender roles to progressive ones?
As we continue looking at the second act of A Doll's House, we will begin to see what is causing such a strain in the Helmer family. However, I would like for each of you to really step into the roles of the characters before we get into a discussion/debate about gender topics. With one act left, what I really want you to see is that for the time this
story is written, it shows women breaking out of their 'roles' to do things that their husbands may not want them to do (for example, Torvald not wanting Nora to have any financial responsibility; complete dependence on him). While it is known that financial hardships can really affect any relationship, even in modern times, what are the differences that we are seeing in this play than what you have observed in your own life? While dipping our toes in gender studies, I really want you to begin deeply looking at this play, rather than just a surface level reading. You will also be working with your team on your group project; be prepared to conference with me today!
For homework, I would like for you to do the following: Continue working on your unit project, read the final act of A Doll's House and look for anything interesting you would like to bring up in class. I would also like for you to quickly research any symbolism you can find surrounding A Doll's House and bring it in to share with the class.
October 28th
How has Ibsen's use of symbolism in A Doll's House affected my thoughts surrounding the characters?
As we finish up A Doll's House, we will be making connections to the surface level of the play, as well as the symbolic features that are presented. I also want you to have a quick debate about some controversial things that were presented in this act, as well as looking at the "alternate" ending Ibsen had to write so his play could be performed in a different country! We will also do a character dive on our main character Nora, as we see that she has a powerful character transformation from start to finish. As you know, the play was written when women's suffrage was becoming a large movement in Europe, so I want you to take that into consideration when we are analyzing the play as a whole. You will also have time to meet with your team members at the end of class and ask me any questions that you have as you continue moving forward on your project.
For homework, I would like you to do the following: Continue working on your unit project. Please be meeting up with your cast outside of class hours if you have not already done so. I would also like for you to watch the interview posted on the class website and come up with at least three interview questions you would ask Miranda. Finally, find two good reviews and one bad review on Hamilton. If you are struggling to find one or another, I want you to begin synthesizing on why that could be.
October 29th
How does the critics opinion on Hamilton help elevate the status that it has today?
Today we will begin watching Hamilton! Before we begin, however, I will be handing out a
KWL sheet for you to fill out before, during, and after watching the performance. If you have already watched Hamilton, then you will see the directions on the sheet of what you need to do instead. We will also be looking at current critique opinions about the play itself, and seeing where the majority leans. How has this bias helped create a phenomenon across the globe for all viewers to see? Do you think they would still be as successful if critics leaned more to one side than the other? Would it be available on Disney+? These are some questions that I want you to use to guide your thinking for today's lesson.
For homework, I would like you to do the following: Continue working on your unit project with your peers. Have you been finding inspiration elsewhere during this unit? Also, what things have you been noticing in Hamilton that do not fit in with the time period being portrayed? Discuss all of this in your INB.
October 30th
How can we use symbolic meaning within Hamilton to understand the thought process Miranda had when creating the play?
As we continue watching Hamilton, we will be looking at some of the creative symbolism Miranda has placed in the play. For example, we will look at the beanie that is worn during a good chunk of the first act. I want you to be able to see, and show your knowledge on Jamboard, what you were able to find. In many plays, there are always deeper meanings hidden within symbolism. Miranda uses the stage to his advantage when placing these deeper meanings in his work. How many were you able to find already?
For homework, I would like you to do the following: Continue working on your unit project. By this point, you should be polishing and practicing your script. Are there some things you still need to finish? Refer to your unit project packet if I am not instantly available to you. I would also like for you to pick one character and compare/contrast them based on their real selves. What did Miranda keep? What did he remove or adapt? Write 2-3 paragraphs (3-5 sentences each) in your INB about your findings.
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