Note taking for me has always been fairly difficult. In grade school I always struggled with finding a note taking style that worked for me; I remember using a different style of note taking every month along with different pens, highlighters, tabs, etc. Nothing seemed to work until I got into university. University courses made me realize that not only am I a visual learner, but I learn and remember best through repetition.
For me note taking had been very traditional, using a notebook and a pen; recently I started taking notes on my iPad Pro and it’s been working so well for me because I can split the screen between my note taking app and other resources I’m using. In this class I have found that my note taking has changed throughout the semester. At first I would write down everything that was on the powerpoint slides shown in class, and as the course progressed I learned how to decipher the notes and jot down the most important points presented.
Taking notes while reading a Shakespeare play-text is a little more challenging for me. I can’t read the text like I normally would a book and that frustrates me. I have to break the text down into sections – usually by the characters dialogue. After I break the text down, I read it “normally” the first time and then again a second time trying to understand the overall meaning of the passage. After I grasped the vague understanding of the passage, I like to paraphrase in regular English. Then I go line by line highlighting-underlining anything I believe is important to the passage. I start by mapping out the rhythm of the lines, and then I start circling ”hidden” things like alliterations, assonances, repetitions, etc. or other writing techniques Shakespeare has used. This type of reading takes me a long time because I feel like Shakespeare’s writing has a lot of hidden elements that require more than just imagination and literacy. By the time I am done with the passage, there are circles, lines, arrows, and writing all over it. For some it may seem like there is an excess of writing on it, but like I previously mentioned, I’m a visual learner and all the writing helps me keep my ideas and thoughts organized.
Taking notes on a film is a very different experience for me. Like most people, when I watch a movie I want to enjoy it rather than take notes on it; but on the occasion that I have to write annotations I start by reading a synopsis of the movie so I know what the general plot is about. When it comes to Shakespeare storylines in films, I like to understand how the characters are connected to each other; this helps to understand the plot. I tend to pay too much attention to the film and forget to write notes, so I make “mental notes” about scenes that I believe are important. The music in the movie helps me determine which scenes are more important than others because music guides our emotions. After I watch the movie and I have a good understanding of the plot, I can go back and find a specific scene and pause/rewind it if I need to analyze it a bit more.
If I ever need to compare a play-text and a film of the play, I always start by annotating the play-text first and then I will watch the movie. By annotating the play-text first, I am able to dissect the meaning of the texts while imagining the story line in my head. I believe that’s what helps me decipher the differences the director makes in the film because I have already created “a film” of my own in my head and if it doesn’t match up then the differences stick out to me.
I know my annotations have been successful if I can paraphrase the play-text/film to another person, or if I can have an in-depth discussion about the play-text/film. I believe more times out of none, my play-text annotations are more successful because I have the ability to reread and “marinate” my brain in the words that are right in front of me, which give me the liberty to go at my own pace. Film annotations are more difficult because the pace of the story-line is much faster and frequently pausing the film can take away from the experience the director intended his audience to have.