Cranford Review 2018

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-ENGLISH- Hamlet Globe Theatre Trip On Wednesday 6th June 2018, I went with my English class and my English teacher Ms Brooks to the Globe Theatre to watch RSC Hamlet (2018) in production. Previously, we had watched film productions of Hamlet in class such as Doran’s 2009 and Robert Icke’s Hamlet (2017). This production of Hamlet was directed by Michelle Terry, who also played the lead role of Hamlet. What interested me was the concept of gender roles being subverted, as the character of Hamlet is traditionally played by men, however in this production Hamlet was played by a woman (Michelle Terry). Other characters had “gender blind” casting: the character of Ophelia was played by a man (Shubham Sharaf), Laertes played by a woman (Bettrys Jones) and the soldiers in the beginning of the play were played by women. This suggested that the play’s central theme is based on performance and how gender can be argued to be a performance. They also included a diverse range of actors from different ethnic minorities, which promoted the idea of cultural inclusion. Another interesting perspective of the play included sign language as a form of speech, as the character of Guildenstern was mute and Rosencrantz translated what Guildenstern was saying suggesting that their bodies are one. I was surprised by the way Hamlet was performed as they had involved the audience by giving them flowers or talking to them as a part of the play’s performance and the way they were interacting with them. They also appealed to a modern audience in terms of the use of the costume as Hamlet was wearing a black hoodie and a hat. Another interesting perspective was the use of excessive makeup, which suggested the ideas of pretence, artifice and hypocrisy that are seen in the play. During the interval, (the play being 3 hours long), we discussed our views of the production by sharing interesting points on the performance and comparing it with the other productions; it was so interesting that the American tourists behind us got involved in the lesson too. At the end of 3 hours, the cast members ended the play with a dance with no talking; it was choreographed suggesting the concept of teamwork. The trip was really worthwhile, as I can now comment on some of the director’s choices in my essays and can compare productions and it was really interesting to see the play in its original staging. “Does culture influence religion more than religion influences culture?” The Samia Qureshi (year 12) ‘Annual Borough Sixth Form RE Conference’ was hosted by Cranford Community College for the 4th consecutive year. Students from Hounslow Borough sixth forms were able to discuss, debate and reflect on the theme of: “Does culture influence religion more than religion influences culture?” The day consisted of interactive workshops run by students from the Institute of Education (IOE) and Roehampton University. Students visited a variety of different workshops which ranged from ‘Can you be an atheist Jew?’, ‘Can religion be fashionable?’ to ‘Should we change religion or should religion change us?’ Once students had an opportunity to discuss these questions in small groups, they were then invited to participate in a Q&A session with expert panellists. The panellists represented the major world faiths and students were able to gain an insight on religious views on questions such as ‘Can you be religious and homosexual?’, ‘Does sexism stem from religion or culture?’ and ‘Has religion been taken over by culture?’ 20 Students left the conference positive and having enjoyed a day where they could reflect on some of the bigger questions. Avneet Kang (Head of RE Department)
Swedish visit During May half term, Ms Green, Head of English and Literacy, and Ms Gerber, Associate Headteacher, visited Karlbergs Primary School and Vasa Real Secondary School, two highperforming schools in Stockholm, Sweden. They spent a day in each school, meeting with staff and students and observing lessons. Discussions with Principals Carina Rennermalm and Ulrica Colliander focused on opportunities to share best practice in teaching English and further visits for staff and students. Ms Gerber commented: “We were really impressed with the Swedish schools’ emphasis on meeting the needs of all students and the way they develop and promote student independence from an early age”. Ms Green added: “All Swedish students learn English from the start of primary school (age 7) and they show great enthusiasm in practising it with us. The curriculum is very student-centred with few formal examinations”. The staff and students could not have been more welcoming and are very keen to learn from the outstanding practice at Cranford Community College and Berkeley Academy. Ms Veronique Gerber (Associate Headteacher) 21
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