PBS高端访谈:学校借莎士比亚戏剧教导学生

 　　GWEN IFILL:Finally tonight, to the latest in our series on high school dropouts, this time through the words of the bard¹, William Shakespeare.

　　Nearly half of all students experience some sort of bullying². A University of Virginia study last year showed the more bullying in a school, the lower its graduation rates.

　　In Colorado, actors and educators are teaming up with an unusual solution.

　　Jeff is back with the story, part of our American Graduate project.

　　WOMAN:Prospero had been wronged. He seethed³. He burned. He wanted revenge.

　　JEFFREY BROWN:Shakespeare's Prospero, one of the great characters in world literature, is a man with good reason to seek retribution. And as "The Tempest" begins, he's conjured⁴ up a storm to shipwreck⁵ his brother and the king of Milan after they had wronged him.

　　In one reading of the 400-year-old tale, it depicts⁶ a classic cycle of violence, where the victim becomes the perpetrator of evil deeds, that is, until this moment in the play, when Prospero realizes there is another choice.

　　WOMAN:The rarer action is in virtue⁷ than in vengeance⁸. They being penitent⁹, the sole drift of my purpose doth extend not a frown farther. Go release them, Ariel.

　　JEFFREY BROWN:This was the Colorado Shakespeare Festival on a recent visit to Thornton High School, just north of Denver, presenting an adaptation of the play with a very specific goal: as part of an anti-bullying program aimed at reducing teen and preteen violence.

　　Director Tim Orr says using Shakespeare is a natural choice.

　　TIM ORR,Director, Colorado Shakespeare Festival: Shakespeare is an expert in violence. There is so much violence in all—and intimidation¹⁰. And he explores every possible way, family violence, nation violence, kings and queens, husbands and wives, power, husband and wife, children and parents.

　　The thing about—that Shakespeare does so well is, he always shows the moment of choice that these characters had. They could have gone that way or they could have gone this way. And if you keep going this way, this is what eventually happens.

　　JEFFREY BROWN:The idea was conceived two years ago by the theater group in conjunction with the University of Colorado's Center for the Study and Prevention of Violence.

　　By the end of this school year, nearly 150 schools will have participated, involving 30,000 students from all grade levels.

　　Beverly Kingston, who heads the center, says the idea is to get students thinking and talking about the various roles people play in bullying situations.

　　BEVERLY KINGSTON,University of Colorado, Boulder¹¹: It's so amazing that Shakespeare wrote this so long ago, but there really is a place in it for everyone, for the—there's characters in the plays that have—that are more the bullying type. There's some that are the victims, some that are the bystanders. And so it really lends itself to a conversation about all those roles.

　　JEFFREY BROWN:Last year, the program featured "Twelfth Night," with the tormented¹² character of Malvolio, servant to a rich countess.

　　Crystal Eisele is one of the actors.

　　CRYSTAL EISELE, Actor, Colorado Shakespeare Festival: Poor Malvolio gets bullied¹³ beyond belief. He's asked to wear crazy things. He's given a note from people who say it's from somebody else and so and so likes you. This happens all the time in schools. Right? He's mercilessly teased for that.

　　JEFFREY BROWN:These days, of course, it happens in forms not known to Shakespeare, including cyber-bullying. And in this version of "Twelfth Night," that harassing¹⁴ note arrives on Malvolio's cell phone.

　　WOMAN:Alas, Malvolio, this is not my writing.

　　JEFFREY BROWN:After the hour-long abridged¹⁵ performances ...

　　WOMAN:What is somebody had gotten in trouble for something that they shouldn't have been doing or whatever?

　　JEFFREY BROWN:... the actors lead small group workshops to get students to role-play modern-day scenarios¹⁶.

　　WOMAN:And this is the parking lot after school. No physical contact, though, but I want to see it. You ready? Hit it, guys.

　　STUDENT:Man, I will kill you. You almost got me caught! I'm going to get in trouble. You know what my dad's going to do to me?

　　CRYSTAL EISELE:Within the workshop, we then focus on, so, what in your world, what do you guys see? What issues do you guys see that you are dealing¹⁷ with that—where the cycle of violence is continuing or bullying is happening? And we ask them first, what do you know works?

　　TIM ORR:These are basic, basic acting¹⁸ exercises that we have taken into the classroom and applied¹⁹ to this situation. And that's all acting is, is taking situational material, changing the outcome, making choices. Why did you make this choice?

　　JEFFREY BROWN:Ninth graders Stephen Banks and Jade²⁰ Trujillo said they could very much relate well to the characters in the tempest.

　　STEPHEN BANKS, Student: I think if everyone just chose virtue, it would be way better because, like, it's the better way to go, because if you get revenge against someone, it's just not going to fix anything. It's going to make you feel bad and it's just escalate²¹ into something worse.

　　JADE TRUJILLO, Student: Like how Ariel told Prospero that he should forgive him—them, his brother and the king, it's like one of those things where if you see someone—like something happening to somebody else, you should probably stand up and like tell them to leave them alone.

　　WOMAN:We are such stuff as dreams are made of.

　　JEFFREY BROWN:Thornton language arts teacher Cheryl Newey says she's under no illusions that a two-hour Shakespeare session will change a school climate overnight. But she thinks it's a useful tool to encourage students to speak up.

　　CHERYL NEWEY, Teacher, Thornton High School: Ironically, the kids that were outspoken²² in the breakout session were—are kids I would label sort of our kids that are on the fringe. And I thought that was very interesting, that they felt comfortable in this type of setting raising their hands and asking James many questions, and whereas many of the kids that are probably more popular, they were quiet.

　　JEFFREY BROWN:Crystal Eisele says she is often approached by students who say the workshop has helped them realize they have other choices than violence. She described an encounter with one young man earlier this year.

　　CRYSTAL EISELE:He said, “I saw myself in that character in ‘Tempest,’ that Ariel character, that is trying to make everything better, but at the same time is enslaved.” And he gave me some specifics about his world and what was going on with that and what he was doing to solve some of the situations.

　　WOMAN:As you from crimes would pardoned be, let your indulgence set me free.

　　JEFFREY BROWN:It's certainly not the first time Shakespeare has been adapted to speak to contemporary issues. And the program's creators say they're hopeful that theater companies in other cities will adopt similar programs.

　　GWEN IFILL:American Graduate is funded by the Corporation for Public Broadcasting.

1 bard   

n.吟游诗人

参考例句：

• I'll use my bard song to help you concentrate!我会用我的吟游诗人歌曲帮你集中精神！
• I find him,the wandering grey bard.我发现了正在徘徊的衰老游唱诗人。

2 bullying   

v.恐吓，威逼( bully的现在分词 )；豪；跋扈

参考例句：

• Many cases of bullying go unreported . 很多恐吓案件都没有人告发。
• All cases of bullying will be severely dealt with. 所有以大欺小的情况都将受到严肃处理。 来自《简明英汉词典》

3 seethed   

（液体）沸腾( seethe的过去式和过去分词 )； 激动，大怒； 强压怒火； 生闷气(~with sth|~ at sth)

参考例句：

• She seethed silently in the corner. 她在角落里默默地生闷气。
• He seethed with rage as the train left without him. 他误了火车，怒火中烧。

4 conjured   

用魔术变出( conjure的过去式和过去分词 )； 祈求，恳求； 变戏法； （变魔术般地） 使…出现

参考例句：

• He conjured them with his dying breath to look after his children. 他临终时恳求他们照顾他的孩子。
• His very funny joke soon conjured my anger away. 他讲了个十分有趣的笑话，使得我的怒气顿消。

5 shipwreck   

n.船舶失事，海难

参考例句：

• He walked away from the shipwreck.他船难中平安地脱险了。
• The shipwreck was a harrowing experience.那次船难是一个惨痛的经历。

6 depicts   

描绘，描画( depict的第三人称单数 )； 描述

参考例句：

• The book vividly depicts French society of the 1930s. 这本书生动地描绘了20 世纪30 年代的法国社会。
• He depicts the sordid and vulgar sides of life exclusively. 他只描写人生肮脏和庸俗的一面。

7 virtue   

n.德行，美德；贞操；优点；功效，效力

参考例句：

• He was considered to be a paragon of virtue.他被认为是品德尽善尽美的典范。
• You need to decorate your mind with virtue.你应该用德行美化心灵。

8 vengeance   

n.报复，报仇，复仇

参考例句：

• He swore vengeance against the men who murdered his father.他发誓要向那些杀害他父亲的人报仇。
• For years he brooded vengeance.多年来他一直在盘算报仇。

9 penitent   

adj.后悔的；n.后悔者；忏悔者

参考例句：

• They all appeared very penitent,and begged hard for their lives.他们一个个表示悔罪，苦苦地哀求饶命。
• She is deeply penitent.她深感愧疚。

10 intimidation   

n.恐吓，威胁

参考例句：

• The Opposition alleged voter intimidation by the army.反对党声称投票者受到军方的恐吓。
• The gang silenced witnesses by intimidation.恶帮用恐吓的手段使得证人不敢说话。

11 boulder   

n.巨砾；卵石，圆石

参考例句：

• We all heaved together and removed the boulder.大家一齐用劲，把大石头搬开了。
• He stepped clear of the boulder.他从大石头后面走了出来。

12 tormented   

饱受折磨的

参考例句：

• The knowledge of his guilt tormented him. 知道了自己的罪责使他非常痛苦。
• He had lain awake all night, tormented by jealousy. 他彻夜未眠，深受嫉妒的折磨。

13 bullied   

adj.被欺负了v.恐吓，威逼( bully的过去式和过去分词 )

参考例句：

• My son is being bullied at school. 我儿子在学校里受欺负。
• The boy bullied the small girl into giving him all her money. 那男孩威逼那个小女孩把所有的钱都给他。 来自《简明英汉词典》

14 harassing   

v.侵扰，骚扰( harass的现在分词 )；不断攻击（敌人）

参考例句：

• The court ordered him to stop harassing his ex-wife. 法庭命令他不得再骚扰前妻。 来自《简明英汉词典》
• It was too close to be merely harassing fire. 打得这么近，不能完全是扰乱射击。 来自辞典例句

15 abridged   

削减的，删节的

参考例句：

• The rights of citizens must not be abridged without proper cause. 没有正当理由，不能擅自剥夺公民的权利。
• The play was abridged for TV. 剧本经过节略，以拍摄电视片。

16 scenarios   

n.[意]情节；剧本；事态；脚本

参考例句：

• Further, graphite cores may be safer than non-graphite cores under some accident scenarios. 再者，根据一些事故解说，石墨堆芯可比非石墨堆芯更安全一些。 来自英汉非文学 - 环境法 - 环境法
• Again, scenarios should make it clear which modes are acceptable to users in various contexts. 同样，我们可以运用场景剧本来搞清楚在不同情境下哪些模式可被用户接受。 来自About Face 3交互设计精髓

17 dealing   

n.经商方法，待人态度

参考例句：

• This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
• His fair dealing earned our confidence.他的诚实的行为获得我们的信任。

18 acting   

n.演戏，行为，假装；adj.代理的，临时的，演出用的

参考例句：

• Ignore her,she's just acting.别理她，她只是假装的。
• During the seventies,her acting career was in eclipse.在七十年代，她的表演生涯黯然失色。

19 applied   

adj.应用的；v.应用，适用

参考例句：

• She plans to take a course in applied linguistics.她打算学习应用语言学课程。
• This cream is best applied to the face at night.这种乳霜最好晚上擦脸用。

20 jade   

n.玉石；碧玉；翡翠

参考例句：

• The statue was carved out of jade.这座塑像是玉雕的。
• He presented us with a couple of jade lions.他送给我们一对玉狮子。

21 escalate   

v.(使)逐步增长(或发展)，(使)逐步升级

参考例句：

• It would tempt Israel's neighbors to escalate their demands.它将诱使以色列的邻国不断把他们的要求升级。
• Defeat could cause one side or other to escalate the conflict.失败可能会导致其中一方将冲突升级。

22 outspoken   

adj.直言无讳的，坦率的，坦白无隐的

参考例句：

• He was outspoken in his criticism.他在批评中直言不讳。
• She is an outspoken critic of the school system in this city.她是这座城市里学校制度的坦率的批评者。