Julius Caesar: Solo Acting

BRUTUS:

Our course will seem too bloody, Caius Cassius,

To cut the head off and then hack the limbs,

Like wrath in death and envy afterwards;
For Antony is but a limb of Caesar:
Let us be sacrificers, but not butchers, Caius.
We all stand up against the spirit of Caesar;
And in the spirit of men there is no blood:
O, that we then could come by Caesar's spirit,
And not dismember Caesar! But, alas,
Caesar must bleed for it! And, gentle friends,
Let's kill him boldly, but not wrathfully;
Let's carve him as a dish fit for the gods,
Not hew him as a carcass fit for hounds:
And let our hearts, as subtle masters do,
Stir up their servants to an act of rage,
And after seem to chide 'em. This shall make
Our purpose necessary and not envious:
Which so appearing to the common eyes,
We shall be call'd purgers, not murderers.
And for Mark Antony, think not of him;

For he can do no more than Caesar's arm
When Caesar's head is off.

In act two scene 1 Brutus is in the garden of his house. Storm clouds pass across the sky when he is speaking to Cassius about how Brutus wants to kill Caesar. He desperately wants the assassination to be honorable. Brutus only wants to do what is best for Rome so he describes how he wishes the way the act will be. In this scene, you can really see that he wants it to appear honorable and not murderous. But he truly, from the heart, wants this to be a noble act.

My Learning Profile

I learn best through movement and by focusing on he whole picture, context and emotional relevance to self. When I am relaxed, I may preferentially listen for the details.

As a visual/kinesthetic learner, I must see the whole picture and physically do what is being learned.

I appreciate metaphors, examples and associations when problem solving. I will benefit from sitting close to the front on the left hand side but where I can also move without disturbing other learners. Some activities that can help me when I’m stressed is reading out loud, Thinking Caps from Brain Gym, megaphones, toning the vowels and hand-eye coordination play like Lazy 8’s for writing, double doodles, and integrating cross-lateral foot play like cross crawl, walking, soccer, dancing and martial arts like Tai Chi. Also integrative balance of art, music, movement and interpersonal/intrapersonal skills combined with cognitive endeavors in linguistics and mathematics will be highly beneficial.

I would like my teachers to know that I learn kinesthetically. I need to move (especially the hands) to process new learning. Emotionally and physically expressive.I visually grasp the main idea but I may have a great difficulty seeing and communicating the details in a linear way. My left eye scans from right to left. I may have a difficulty reading or writing languages that move from left to right like English. I may reverse or transpose letters or number. I prefer not to follow step-by-step visual instructions. I tend to start by imagining the end results and then intuitvely doing what seems appropriate. I may have a difficulty with penmanship because the eye and hand don’t work together. I benefit from fine-motor, hand-eye coordination activities. My movements tend to be spontaneous and fluid when I’m relaxed. When under stress, I may move forward with caution felling clumsy and stuck.