The Symposium of Plato: a class production

Introduction to Philosophy

Doctor Conroy

I Communicating expectations

The in-class production of The Symposium of Plato is mentioned the very first class as a focal point or epiphany of the course. It is mentioned again at the transition from the first unit (twentieth century philosophy) to the second unit (ancient and medieval). Therefore students are thinking about it well in advance. II Establishing rapport In order to help make sure the rapport is there to undertake such a production, in one section I was able to have the help of a teaching assistant, a former Introduction to Philosophy student, who chose to do her Educational Psychology classroom placement in my class. I had her serve as a go-between, i.e. between the students and me. III Increasing out-of-class learning The nature of the assignment led to much more intensive out-of-class reading than usual, of at least parts of the Symposium, since these parts had to be edited and prepped for dramatic reading. Prior to this intensive reading for preparation of parts, extensive reading of the entire play (and introduction) was stimulated by expectation of choosing a suitable part for oneself. I aided this process as much as possible by explaining how all the parts of the play fit together beforehand. IV Improving classroom dynamics This exercise embodied a total departure from normal, stiff, row-ridden classroom dynamics. On the day of the production, I got into the classroom an hour before and totally changed all the furnishings, made room for a stage-in-the-round, and planted some preliminary props, such as a large bouquet of early spring blossoms in a Greek jug. V Keeping energy levels high Emphasis on good casting, sharp editing, rich and funny costuming and props, and appropriate observance of rituals (flute music to start each act, applause after each speech) helped keep energy levels extraordinarily high. A break at which Greek salad, grapes, pita and hummus, and Mediterranean cookies were consumed helped keep both halves vigorous. VI Engaging students To engage students, one has to know them well and by name, preferably in as relaxed a setting as possible so that students can be themselves, while at the same time fully engrossing themselves in the content. The production of the Symposium was ideal for this. Also, the subject matter of the play -- love, and ultimately Platonic love -- was itself engaging. VII Assessing learning before a test This was the last class before the Ancient and Medieval test. Students were encouraged to e-mail the professor if any questions arose between the production and the test, to be taken in the test center. Students could delay the test until after the next class if they wanted to raise questions in the opening of that class. Also, key learning points were reinforced at suitable times during the production, so as to make sure that prime test areas, such as Plato’s doctrine of Forms and Socrates’ use of elenchus on Agathon, were not lost through all the excitement. VIII Providing opportunities for authentic learning The learning that took place in this unit, culminating in this play, became forever real and relevant, not mere book learning, by the activity of throwing oneself into a role, collaborating with others, and considering the ongoing influence of Plato, who has left us a play written almost 2400 years ago that can engage our passions and instruct us about love even to this very day. IX Encouraging student collaboration Parts for the production of the Symposium were chosen 1-2 weeks before, with most roles being collaborative, so that students had a chance to work with at least one other student. Production night involved full-group collaboration!
Summary

The task: to inspire and engage a group of 21st century students to bring Plato to life, while learning his deepest concepts

The methods of assessment: multiple choice test, journal and assessment of class participation

Desired outcome: to have students who begin to love philosophy, even if only beginning to master the difficult concepts involved