These past few weeks have served to present our final on
Hamlet, watch an interesting adaptation of Hamlet, practice multiple-choice
questions for the AP exam, and begin “Rosencrantz and Guildenstern are Dead”.
For the final we were supposed to choose a scene and preform
tow different interpretations of it. MY group and I choose to preform the scene
in which the king is praying and confessing his murder to god. The first interpretation
essentially labeled Hamlet as timid/unsure Claudius as actually being
sorry. In the second interpretation,
Hamlet is a little bit more certain of what he wants to do (kill Claudius) and
Claudius does not actually feel sorry for what he has done but instead has seen
Hamlet walk into the confession room. I believe that this final was much more
effective than the terms test because it gave me a better understanding of Hamlet as a whole. However, I do believe
that the terms we were supposed to be tested on should still be practiced
because they will be an important tool for the AP Exam. After doing the
practice multiple-choice section for homework, I realize that I am not able to
effectively apply the terms. For example metonymy and synecdoche mean
essentially the same thing, but how does one know when, which one is which?
We just began reading “Rosencrantz and Guildenstern are Dead.”
So far I am really having trouble understanding the underlying meaning of what
is going on. For example the references to the laws of economics do not make
any sense to me as they are referenced in the play and I will probably have to
do some research on various aspects while annotating. I like that this play
fills in the gaps of what was not said in Hamlet.
I am excited to learn what happens to Rosencrantz and Guildenstern as they
proceed through their journey to England.
I agree with you, the Hamlet final was much more effective than the terms final. I thought it was a better learning experience than failing the terms, but I also wish that we were to practice the terms more in class. We should have a different term each day and talk about it and give examples!
ReplyDeleteNice job giving examples for both topics, well-written response!
I was so happy when she changed the final! And I like how you covered it in this post, however I would maybe add just a little snippet about how/why we chose the interpretations we did. Then when preparing for the AP exam it can be fresh in your head and could be really helpful for an essay! I also agree with you about the terms and how we need more practice. I think the only way to truly understand them is through practice and examples which we haven't been recently doing.
ReplyDeleteI really liked the Hamlet final because it really made us analyze the heck out of it! I think this will help on the AP because analyzing writing is a big part of the exam. I agree we should review terms more in class, I miss doing tone words everyday. I'm glad you included your interpretations of the scene you chose because I think that helped you in the reflection part of this post. Nice examples and reflection in your response!
ReplyDeleteGreat job on this response. I can understand your confusion with a lot of the techniques and references in R&G. Though, I think Ms Holmes actually did stop to explain a few of these. She explained why it was ridiculous that Guildenstern tried to use the "law of probability" and "law of diminishing returns." I actually found this play easier to grasp than Hamlet since the humor was more evident.
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