The language William Shakespeare so eloquently used in his plays, while beautiful, can be a little difficult to understand, especially to high school English classes. During two such classes at the Saratoga Springs High School, students who will be studying Shakespeare’s work “Romeo and Juliet” in the spring will approach the Bard’s work in a different way.
New York City Ballet dancer Andrew Scordato will be visiting the school on March 7 to discuss elements common to both the dance and theatrical versions of “Romeo and Juliet,” among others, through a presentation entitled “Mambo, Murder and Misguided Love.” During the presentation, Scordato and the students will compare and contrast storylines, characters, sets and the use of mime in ballet as a prelude to studying Shakespeare’s writing in the coming weeks.
“It’s a tough language to get a hold on. This is a great way tointroduce the students to it, through something that is not language. ‘West Side Story’ is the modern version of the play, which he’ll also talk about,”said math teacher Mary Anne Fantauzzi of Scordato’s upcoming visit.
The dancer is no stranger to the area, having given workout classes at a nearby gym in the past and of course through his performances with the ballet at SPAC. The high school is only one of Scordato’s stops during his upcoming Spa City visit. Other points on Scordato’s Saratoga map while he’s in town include the National Museum of Dance and Skidmore College.
“This is his vacation time and he’s choosing to spend it inSaratoga. He’s great with the kids and it exposes them to the repertoire at SPAC. When they go see a production there, there’s now more of a connection to‘Romeo and Juliet’ and it’s an enticement for them to go to school too,” said Fantauzzi.
“Romeo and Juliet” will be one of the performances the New YorkCity Ballet gives during its yearly residency at SPAC this summer.
Fantauzzi has been teaching math for 30 years, and pitched theidea of having Scordato visit English classes to the teachers last year.
English teacher Amy Totino, who has been in the English department at the school for 13 years, thought the idea was terrific.
“It is important for the students to see how such a classicalstory can be interpreted in many artistic genres. Also, because of multiple learning styles, there may be students who ‘get’ movement more than words, ”said Totino. “For them to see the translation of ‘Romeo and Juliet’ as dance may make all the difference in their comprehension. For all of the students it will be a memorable and concrete connection that will enhance their learning and their memories of the play.”
As far as how exactly the dancer will convey elements common to both artistic expressions, Totino said she hadn’t seen the presentation yet, but said she has many ideas on how it could be done in the class.
“The emotions of the characters are evident in the movements ofthe dancers. I feel that characterization is the most powerful connection between the text and the dance,” she said.
Scordato said of his upcoming go at teaching the classes, “I’mvery excited to be doing the classes. It’s time that we really get kids into the different art forms, recently it seems like there’s been a lessening of arts in the schools. I hadn’t really seen myself doing this, but I’ve always enjoyed teaching (dance) and figured why not. I think it’ll be a lot of fun andI look forward to it,” he said.
About how he intends to translate dance to language , he said, “During the dance you have totell a story with your body and carry your weight differently and there’s a differentiation in posture.”
Scenes and common threads between the play and “West Side Story” that will likely be discussed will include the ballroom/dance at the gym, the balcony/fire escape and fight/fencing scenes, according to Fantauzzi.
A bit of experience with reality in the ballet comes in the formof real swords.
“The dancers use real swords in the fencing scene. They’re dulled, but they’re real,” Fantauzzi said.
That element alone may draw some interesting reality from the dancer and will most likely get the students interested on some level if they aren’t already.
“If some of the students can’t get through the language of the play easily, now there’s another way for them to do that through Andrew’s presentation,” said Fantauzzi.
Scordato will be presenting in blocks three and four of classes taught by Michael Katz, Anne Kauth and Johanna Friedman in the High School’s Teaching Auditorium.
In October 2005, Scordato became an apprentice with the New York City Ballet, and in July 2006, he joined the Company as a member of the corps de ballet.
