Sonnet Challenge Assessment Links
The task:
Students are to create a response to a sonnet that transforms the sonnet into another art form. The response
could be in the form of physical theatre or dance performance, visual art piece, photo or collage. The challenge
is to avoid using words and to demonstrate an understanding of the meaning of the text.
For an English classroom, the final response could include the written word, though the process of responding
through images and other non-verbal modes could allow students to access the text that heightens their
understanding of the text before creating a written response
Curriculum Links:
Year 7-10 Drama, Dance, Music, Art, Media:
Transforming a sonnet into a performance to unpack the meaning hidden in the text or to represent themes
and issues. It could also take the more literal retelling of the poem.
National Curriculum link:
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&a=TheArts&e=ScopeAndSequence
p5-8
This tasks fits nicely into the scope and sequence of year 7-8 and 9-10 of the national curriculum as it allows
students to: explore ways to represent ideas; manipulate elements and concepts; refining skills and techniques;
structuring ideas; sharing performances and reflecting upon their own and others’ work.
Senior Drama:
Within Senior Drama the task could form the basis of a non-practical forming task, particularly as a devising
task. It could also form the basis of a presenting task in physical theatre. If you would prefer students use a
longer piece of published script, responding to the sonnet could provide scaffold into the actual assessment
piece.
Syllabus link:
https://www.qcaa.qld.edu.au/downloads/senior/snr_drama_2013_syll.pdf
“Non-practical assessment instruments to assess the Forming dimension are:
 scriptwriting — writing a playscript
 directing — directorial concept of a published playscript or excerpt
 devising — dramatic treatment that re-visions or extends a published text (or excerpt)
 devising — original dramatic concept devised by the student based on stimulus material/s.” p17
Junior English:
Within the English curriculum this task could allow students to explore transforming the text into a different
form such as a short story. Students could also explore different points of view through the text, perhaps
through a reading journal or responding poem from the mistress. A response could also come in the form of a
feature article exploring the topics of love and beauty. The task allows students to respond to and deconstruct
the structure, language, imagery and context of a Shakespearean text while explore forms and features to
create new responses and texts.
Curriculum link:
http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1
Basic Examples of Tasks
My mistress’ eyes are nothing like the sun (Sonnet 130)
William Shakespeare, 1564 - 1616
My mistress’ eyes are nothing like the sun;
Coral is far more red than her lips’ red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress when she walks treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Developing a photo board
Shakespeare
uses the
‘traditional’
signs of beauty
to compare his
love.
His mistress
does not
have the
features of
traditional
beauty
He finishes by saying
that while his mistress
may not have the
traditional features of a
beauty- she is rare, true
and beautiful in all the
ways that are
important to him
Theme- true love is not based on a conventional understanding of beauty but rather a connection that lasts
over time.
http://www.funelf.net/photos/A-true-love-story-never-ends.jpg
http://2.bp.blogspot.com/-QvQ13hF14w0/UYPHPrPbViI/AAAAAAAAAY0/qHXeETWXKzU/s640/true+love.jpg
Example of Junior English Task:
Opener of The Mistress’ Response:
It is lucky that I love this man or else being told my breath stinks and I have a dull complexion may
have hurt. It is just as well I am able to over look his short-comings, and overlook them I can, as when
he faces me I can see straight over the top of his head! Men are supposed to be tall and strong, but he
needs help to lift just about anything heavier than a pen. And don’t get me started on spiders!......
Ideas for a Dramatic Treatment or Performance Concept
Dramatic Treatment:
Ideas: from this stimulus I am exploring the idea of love and attraction being much more than skin
deep. I want to explore life long connection that makes a love real. My performance piece would
respond to the sonnet as follows:
Series of still images juxtaposing ideas- beauty vs connection
Images would include:
 Model poses to represent beauty with other performers on their knees looking up at the model
as if she is a goddess.
 Connection poses that show two people connected and supporting one another equally, for
example- standing face to face, palms up, leaning into one another.
 Connection poses would change throughout to show each partner supporting the other more
to represent times where one needs support.
 Beauty poses would always show distance between the beauty and the admirer
 Beauty poses would fade to reveal a lack of connection
These concepts would then be explored using music and key words as stimulus for the director and
performers.
Example images:
http://www.theskinny.co.uk/assets/production/41436/41436_large.jpg
http://www.beingfrank.co.uk/communities/8/004/006/920/148/images/4524426250.jpg
http://1.bp.blogspot.com/x0g9jbFlEiM/U61b4JrUK1I/AAAAAAAADKU/8LtIWAXTBFE/s1600/Cargo_Precious_featuring_Nosiphiwo_Samente_and_Fana_Tshabalala._pic_Suzy_Bern
stein_(38).jpg