Philosophical Chairs

Introduction

Philosophical Chairs is an activity designed to foster critical thinking, active inquiry, and respectful dialogue among students. To play, participants agree or disagree with a series of statements, but the game doesn’t end there. The most crucial element is what happens next: Participants discuss their point of view and can switch sides if their opinions change during the discussions.

Each topic statement is deliberately open ended yet ties into several of the themes present in Macbeth—including power, prophecy, and revenge. Offer students a brief overview of the opera’s plot, setting, and context, and remind them how to build a safe space for productive conversation. Some of the topics might be confusing or challenging—that’s okay! As you and your students explore and learn about Macbeth, you can return to these statements: What do they have to do with the opera’s story? How might these questions help us explore the opera’s story, history, and themes?

A NOTE TO FACILITATORS: Between statements, provide some clarity as to why that statement was chosen. Explain to students where and how each theme shows up in the opera or invite students to offer their own explanations.

Steps

STEP 1. INQUIRE

Distribute the included handout with guidelines and statements, making sure to review the rules of engagement as a group. Next, invite students to read one of the statements—out loud as a class, to themselves, or in small groups. As they read, they should ask themselves:

• Do I understand the statement?
  • If not, what questions might clarify it for me?
• What immediately comes to mind when I read the statement?
  • What is my initial reaction: Do I agree or disagree?
• What led me to that decision?
  • What opinions do I hold about this statement?
  • What life experiences may have led me to think this way?

STEP 2. RESPOND

Read the statements again out loud and ask students to commit to one side. They can agree or disagree, but there is no middle ground. (Many will not be completely comfortable committing to one side over the other—that’s part of the game. It will help foster conversation and debate.)

STEP 3. DISCUSS

Start a conversation! Use the following questions to guide discussion:

• Does anyone feel very strongly either way? Why or why not?
• Does anyone feel conflicted? Why or why not?
• Give voice to what you thought about in the first step:
  • What led me to make my decision?
  • What opinions do I hold about this statement?
  • What life experiences may have led me to think this way?
• What might you not have considered that others are now bringing up in the discussion?
• Did any new questions arise during the discussion?

As the conversation continues, students are free to change their minds or develop more nuanced perspectives.

Repeat steps 1 through 3 for each statement.

Silent Overture

If you have timid students and/or a class with several emerging language learners, consider allowing time for students to silently reflect prior to diving into the activity. Post the statements around the room, provide each student with a small stack of sticky notes of two different colors, and have them complete a gallery walk silently reading the statements. As they read the statements, students should write down questions (one color sticky note) and thoughts that came to mind (other color sticky note) and place them around the posted statement.

Set a ten-minute timer for students to complete this activity. Then, set a five-minute timer for students to read their peers’ thoughts and questions prior to completing the active class discussion part of Philosophical Chairs.