One-off Workshop: To be or not to be: Selfies and Soliloquies

Hamlet is in turmoil. He is beginning to believe his father was murdered by his uncle Claudius. He has been close to killing him for revenge but stopped himself at the last minute. He sighs, slumps over his diary, rubs his eyes. He begins to write in his diary, starting with ‘To be or not to be…’

Learning objectives

• To make an important text memorable
• To explore dramatic techniques such as thought tracking and soliloquy
• To generate original creative dialogue.

Big question

Is it ok to murder a murderer? Discuss.

Still images

Explain the key parts of the story while students create images in groups of 4 – 5.

• Hamlet's father, king Hamlet is dead from a snake bite… or was it? – create an image entitled: ‘Funeral with a secret’
• Queen Gertrude remarries after only a month to the king's brother Claudius, Hamlet is angry and upset – create an image entitled ‘Wedding with an unhappy guest’
• Hamlet sees the old king's ghost in the castle at midnight, the ghost tells Hamlet he was murdered by Claudius, his brother. The ghost instructs Hamlet to kill Claudius as revenge – create an image and add own your title which can be spoken to the class
• Hamlet is in a dilemma about whether to take revenge on his uncle: was it really a ghost? Should he kill Claudius and be a killer himself? In a circle, students should create individual images of Hamlet in this moment of turmoil.

1. Thought tracking circle

Hamlet has followed Claudius to the castle chapel where he is praying, and approaches him with a dagger, what might he be thinking? In still image as Hamlet, as the teacher passes, students speak lines of internal thoughts.

Next, using iPad or smart phone technology students should take selfies of Hamlet in this moment of thought. By either printing them off and sticking thought bubbles on or using existing picture editing options such as the Caption Distraction app, we can add student devised text to the pictures.

2. Thought Tracking

Hamlet is now stood over Claudius who is deep in prayer. Variation on previous task, focusing again on voicing Claudius’ thoughts using several actors to show different points of view. With volunteers, create a still image of Hamlet's dagger being raised behind a kneeling and praying Claudius, other students should then enter the space. Tap characters on the shoulder to reveal conflicting thoughts.

3. Soliloquies

In the infamous ‘To be or not to be…’ speech, Hamlet reflects on life (‘to be’) and death (‘not to be’) and mulls over his complicated problem out loud. Read the original with students and pick out interesting parts or unfamiliar words. Students will then write their own soliloquy inspired by this one.

4. Free writing

Turn the lights down, light a candle; create the cold, dark castle as best you can. Students stand in front of a pencil and paper on a chair – Hamlet's writing desk. Teacher then narrates:

Students should then free-write for a few minutes, using:

• Descriptions/adjectives
• Similes/metaphors
• Alliteration
• Rhyme
• Anything else that impresses them.

Performing ‘selfie soliloquies’

Once written, students can share their writing individually and hear feedback. Swap writing and highlight best parts of each other's, or share a line each to create a whole class text.

Either way, students should aim to have 10 – 20 lines of speech. Next, using an iPad or smart phone, students should record their speech speaking directly to the camera, in the style of a social media selfie or story. They will be challenged to create emotion and tension using only voice and facial expression. The videos could be staged/recorded in different locations around the school. Perhaps explore different characters from Hamlet in a similar way.

Screen finished films to the class or pass iPads around with headphones – #tobeornottobe