Introduction to Othello rap
The Othello book rap is not intended as a complete unit of work. The rap could be used to complement a class unit of work, to provide additional perspectives and activities, or as revision.
It is assumed that students will have had considerable access to Othello in one or more forms: class reading of the drama script; listening to an audio version; viewing one or more film versions. Some of these activities could be undertaken prior to commencing Rap point 1 (6 August 2001).
The most recent film version of Othello was directed by Oliver Parker (1995) and starred Laurence Fishburne and Kenneth Branagh.
Students may benefit from comparing and contrasting snippets from other cinematic interpretations eg. the BBC version with the Anthony Hopkins or Laurence Olivier version, or the Orson Welles' version (see Shakespeare filmography frameset and select Othello for brief notes about these productions).
Class activities focusing on plot, characters, setting, issues, historical perspectives and dramatic techniques would have been completed prior to commencing Rap point 1 (August 6 2001) so that students can demonstrate basic knowledge, skills and understandings of these aspects of the play.
The Internet has many sites about the study of Shakepeare. A general place to start could be with Mr William Shakespeare and the Internet. For further resources see Additional support materials.
It is recommended that all students keep a Learning journal for the duration of the rap. This will be particularly useful as a record of the student's responses to various aspects of the rap and will enable them to reflect on their own processes of learning. (Outcome 13: A student reflects on own processes of learning.)
During the Preliminary activities week (30 July 2001), students continue activities suggested above, and teachers could introduce students to the concept of a book rap and how an online rap works. In discussing the purpose and conventions of a book rap, teachers could also refer to appropriate Book rap FAQs, and examples of email messages in the Archives of email discussion from previous raps.
In this week students would:
- Submit a class introductory message to the rap. (Whole class messages are sent to the rap, rather than individual student messages.)
- Compose questions they have about the play that they would like answered. Keep a class record of such questions though do not post them yet. If these questions are not answered during the rap, submit them as a class during the Rap wrap up.
Rap Point 1 (Term 3, Week 3: week beginning 6th August 2001)
Taking the persona of Desdemona or Cassio, compose a description of Othello, the warrior, including his physical features, personality and what he says and does.Your response should be written by the character in the form of a diary entry just after Othello has arrived in Cyprus (Act II).
Post the class response to the rap.
Preliminary English (Advanced) Outcomes |
Suggested teaching activities |
Resources |
6. A student engages with a wide range of texts to develop a considered and informed personal response. |
The teacher introduces a definition of a warrior eg. from The Macquarie dictionary:
"a man engaged or experienced in warfare; soldier".
Students, as a class, brainstorm the following aspects of the term warrior:
- modern (current) connotations and cultural contexts of the term
- historical connotations and cultural contexts of the term
- popular images of the warrior in the media - in films, television, advertising, fiction and non fiction
- the varying tones of these depictions, eg. serious, satirical, patriotic, hostility
- the gaps and silences in these depictions eg. gender, ethnic groups
- the popularity of such programs as Xena: warrior princess
- the moral choices warriors have to make
- the contexts of Othello.
The class analyses the representations of a warrior in texts, eg.
- football advertisements
- Greek myths
- Personas in films such as Ben Hur, Terminator, Lethal Weapon, Gladiator.
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Examples of resources that could be used:
- television football advertisements
- sports pages from newspapers, particularly State of Origin matches (both AFL and NRL)
- short excerpts from films or television programs.
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Students, in small groups, brainstorm examples of the qualities held by warriors, looking at both positive and negative aspects and design a graphic organiser to record their discussion. (A sample PMI graphic organiser proforma is linked from the Resources column)
Qualities to consider might include aspects of:
- power
- dedication
- commitment
- sexuality
- cruelty
- leadership
- attitude to women
- violence
- image
- victory
- self-esteem
- conflict
- emotion
- trust
- patriotism
- politics
- fidelity
- reward
- heroism
- nobility
- bearing (public face)
- uniform/dress.
Each group briefly reports their findings and displays their organiser for the duration of the rap. |
The graphic organisers could be constructed as a:
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8. A student articulates and represents own ideas in critical, interpretive and imaginative texts. |
Students read the extract, Loving the lethal weapon, and consider the discussion questions in the article.
Students complete their own response in the Learning journal and later share with the group. |
The extract, Loving the lethal weapon, is from the article ‘Shakespeare on celluloid: Linking home and school' by Neil Bechervaisé, published in English in Australia 125 August 1999 (AATE). |
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts. |
Students construct a table listing Othello's qualities as a warrior, giving specific examples and quotes from what Othello says and does and what others say about him and their attitude towards him. The Othello the warrior sample table proforma could be used for this activity.
The class brainstorms and writes their response to Rap Point 1, and it is posted to the rap once the teacher has approved the final draft. |
Othello the warrior sample table |
12A. A student demonstrates a capacity to understand and use different ways of rersponding to and composing particular texts.
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Students consider other responses from the rap and compare and constrast the various viewpoints offered. This is recorded in their Learning journals.
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Rap Point 2 (Term 3, Week 4: week beginning 13th August 2001)
In what ways do you see Othello fitting, or not fitting, the role of a Shakespearean tragic hero? How have you come to these conclusions?
Post the class response to the rap.
Preliminary English (Advanced) Outcomes |
Suggested teaching activities |
Resources |
6. A student engages with a wide range of texts to develop a considered and informed personal response. |
The class brainstorms definitions of a hero in modern, historic and cultural contexts.
The Macquarie Dictionary definition:
- a person of distinguished courage or performance, admired for his noble qualities
- someone invested with heroic qualities in the opinion of others
- the principal male character in a story, play, etc.
- (in early mythological antiquity) a being of godlike prowess and beneficence, especially one who came to be honoured as a divinity
In small groups students discuss how heroes are represented in different visual texts: newspapers, comics, films, historical texts, listing heroic qualities.
Students read the extract from 'Othello: a story of love, passion, envy, deceit and death'.
With the teacher they discuss and make notes on the arguments about various interpretations of a Shakespearean tragic hero. |
The teacher might need to display stimulus material from newspapers, comics, film posters, history texts.
'Othello: a study of love, passion, envy, deceit and death' by Chris Dockrill in mETAphor, Issue 4, 2000.
Teacher notes about various interpretations eg. Bradley, F.R.Leavis, others.
Suggested web site links: eg.
- BC Online – Education.
Do a search on Othello and select three resulting articles eg. the F.R.Leavis article.
- A C Bradley's Shakespearean Tragedy
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12. A student reflects on own processes of responding and composing. |
Students refine their own views in their Learning journal. |
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10. A student analyses and synthesises information and ideas from a range of texts or a variety of purposes, audiences and contexts. |
In pairs, students construct a list of points for and against the idea of tragic hero.
Each pair contributes to a class discussion to compose the response to Rap point 2. The class response is submitted to the rap once the teacher has approved the final message. |
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13. A student reflects on own processes of learning.
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In their Learning journal students reflect on how they have synthesised the information to arrive at their conclusions, and how the other Rap responses have modified or reinforced their original response.
This journal could be submitted to the class teacher for evaluation and feedback. |
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Rap Point 3 (Term 3, Week 5: week beginning 20th August 2001)
How does Shakespeare position the audience at the end of the play? Do you see Othello as a warrior or as a tragic hero?
Post the class response to the rap.
Preliminary English (Advanced) Outcomes |
Suggested teaching activities |
Resources |
4. A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses. |
Close study of Othello's final speech, "Soft you a word or two before you go".
Act 5 Sc II L:334-352 (approx)
As a whole class students look at the ‘what' and ‘how' of the speech, with particular attention to its language features eg. imagery, tone, choice of words, etc. |
Othello text
There are different online versions of the text such as:
Othello: List of Scenes |
12A. A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts.
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Each student composes short responses to the final speech from the point of view of all the characters present in this scene.
Students compare these responses as a class.
Class discusses how different audiences (from Elizabethan times to the present) would accept Othello's plea to judge him as a tormented hero. |
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4. A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses. |
Group work – select four other speeches which build to the final speech.
Suggested speeches for this activity:
Othello's address to the Senate:
"Most potent, grave, and reverend signiors…" Act 1 Sc III L:76-94 (approx)
Othello's arrival in Cyprus: Act 2 Sc I L185-192 (approx) "O My Fair Warrior...It gives me wonder"
Othello in dialogue with Iago about Desdemona:
Act 3 Sc III L260-279 (approx) "This fellow's of exceeding honesty"
Othello and Desdemona dialogue:
Act 4 Sc II L46-63 (approx) "Had it pleased Heaven..." |
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8 A student articulates and represents own ideas in critical, interpretive and imaginative texts.
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Students represent these speeches either as a poster or a flow chart, including quotes and explanations of the language features and forms which demonstrate different aspects of Othello's status and personality. |
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Class discusses and composes response to Rap point 3. The class response is posted to the rap once the teacher has approved the final text. |
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Rap wrap up (Term 3, Week 6: week beginning 27th August 2001)
12. A student reflects on own processes of responding and composing. |
Students discuss:
- similarities and differences in the responses of participating schools, points the class had not previously considered
- different interpretations of Othello
- responses by the online academic, Huge Craig, from Newcastle University.
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7. A student articulates and represents own ideas in critical, interpretive and imaginative texts. |
Students compose a press release for Year 10 cohort providing an outline of the Rap process and its merits in a study of text in the Preliminary course. |
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13. A student reflects on own processes of learning. |
In their Learning journal students review and reflect on the activities they have engaged in during the rap. |
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Possible assessment tasks
(Assessment criteria, marking guidelines and specific task details have not been included here)
Outcomes: 3, 4, 6, 8, 10
Choose one of the following tasks:
1. Script a conversation between two people with opposing views on the topic: Othello - fool or hero?
You should include references to Othello and other warrior texts you have studied.
(Imaginative response)
2. Compose a feature article about the nature of heroism for a popular weekly magazine. You should refer to Othello and other warrior texts you have studied.
(Interpretative response)
3. "Texts position the audience to view characters in a particular way."
Discuss in relation to Shakespeare's Othello and other warrior texts you have studied.
(Critical response)
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