Introduction

In this lesson, students will explore how Orson Welles used various forms of symbolism to represent major themes and ideas in his 1952 film adaptation of Shakespeare’s Othello.  

In the preface to the First Folio, Ben Jonson, a contemporary and good friend of William Shakespeare’s, wrote that Shakespeare was “not of an age, but for all time.”  Shakespeare’s writing has indeed proven to be timeless: Modern audiences continue to enjoy and derive meaning from his plays.  

One reason why people continue to enjoy Shakespeare’s work is the seemingly endless way directors choose to visually explore a play’s themes. These visual representations invite the audience to engage with and explore the play on a deeper level. Language reveals only part of the story. Symbolism in images, colors, shapes, and costumes plays an active role in expressing the play’s complete meaning.   

For this assignment, students will first review the major themes of Othello. Then, they will watch Orson Welles’s 1952 film Othello. While watching the film, students will watch closely for the different ways Welles uses symbolism to express the play’s main ideas.

Materials

  • Othello by William Shakespeare
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  • Othello directed by Orson Welles, United Artists, 1952

Lesson Objectives

1. Students will review and briefly discuss the key themes in Othello. 

2. Students will identify the different ways the play’s themes are expressed visually in Welles’s Othello.

Instructional Sequence

This activity is designed to be completed after students have read all of Othello by William Shakespeare. 

1. Pass out the worksheet Welles’s Othello—Themes and Symbolism. 

2. As a class, review the major themes of the play. Instruct students to record the themes in the first column of their charts.

3. Present Welles’s film Othello to the class. Remind students to pay close attention to how Welles chooses to visually represent different themes of the play.

4. Instruct students to jot down the different forms of symbolism they see next to the corresponding theme in their charts.

5. Once students have watched the film, have them return to their worksheets and write a brief interpretation of each symbol used. Ask: How did that symbol or visual express the theme or idea? What emotion did the visual evoke? How did the symbol or visual enhance your understanding of the scene? 

6. As a class or in small groups, have students share their findings and interpretations.

Here are some commonly used symbols and visuals to watch for in the movie:

Light/shadow
-Opening scene: 00:00–4:15 

Roderigo's white dog
-Dog held by Iago while he manipulates Roderigo: 6:30–7:25
-Dog tries to run away from Roderigo: 1:07:25—1:12:53 

Hanging cage
-Opening scene: 00:00–4:15
-Iago infects Roderigo with jealousy of Cassio: 20:15–21:50
-Iago reveals the next phase of his wicked plot: 32:10–33:05 

Bars on windows/walls
-Throughout film
-Bars extend floor to ceiling like prison bars at 51:40 

Mirrors
-Iago infects Othello with jealousy: 33:50—39:48
-Roderigo looks at himself in mirror: 1:07:25—1:12:53 

Attire
-Iago's soliloquy: 15:00—16:27

Differentiated Instruction

This activity can be modified to help all students access learning.
Decrease difficulty

Before students watch the movie, write some of the play’s themes on the board: jealousy, justice, deception, and treachery. Have students work in pairs to complete the worksheets.

Increase difficulty

Have students watch another film adaptation of Othello, such as the 1965 Warner Brothers film directed by Stuart Burge. Then instruct students to write an essay comparing and contrasting how each film uses visuals to reveal the play’s major themes.

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