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An Introduction to William Shakespeare. Shakespeare’s England. Go to this document in the Shakespeare Student Booklet where you will find the following questions: 1. When and where was Shakespeare born? 2. Why was his time period called the Elizabethan Period?
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Shakespeare’sEngland • Go to this document in the Shakespeare StudentBookletwhereyouwillfind the following questions: 1. When and where was Shakespeare born? 2. Why was his time period called the Elizabethan Period? 3. Describe the system of government during Shakespeare’s time. 4. Describe the social structure of the time: rich, poor, nobility, commoner, etc. 5. How were women dressed (everyday clothes and formal attire)? 6. Describe or provide an illustration of typical hairstyles.
Shakespeare’sEnglandcontinued 7. Describe crime and punishment during Elizabethan England. 8. Describe health care (treatment, humours). 9. What was the terrible disease during the 1500s? How many people died? 10. Describe the Elizabethan education system. 11. How did Elizabethans entertain themselves? 12. Describe sanitation during Shakespeare’s time. 13. Describe the origins of the Globe Theatre: How did people know there would be a play? How did actors learn their lines? How did they travel from town to town? What time of day were plays held? Why? Provide a detailed drawing of the Globe Theatre.
There are alsoseveraluseful links: Shakespeare’s Globe: http://www.shakespeares-globe.org/ BBC 60 second Shakespeare: What the Puck? http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/themes_midsummer.shtml No Fear Shakespeare: Text of A Midsummer Night’s Dream http://nfs.sparknotes.com/msnd/page_2.html Timelines.TV: Shakespeare’s World http://timelines.tv/shakespeares_world.html Enjoying Shakespeare’s A Midsummer Night’s Dream: http://www.pathguy.com/mnd.htm Words and Phrases coined by Shakespeare: http://www.pathguy.com/shakeswo.htm Shakespearean Insult Kit: http://monster-island.org/tinashumor/humor/shakeins.html ISE -- Internet Shakespeare Editions: http://internetshakespeare.uvic.ca/Annex/links/index.html World Book on-line: Shakespearehttp://worldbookonline.com/advanced/article?id=ar504520&st=shakespeare Shakespeare Resource Centre:http://www.bardweb.net/england.html Shakespeare Glossary: http://www.pbs.org/shakespeare/glossary/index.html
Chooseten questions to answer • Cite the source youused for yourresponse – put answers in yourownwords. Do not simplycut and paste information. • Include images and interestingdetailswherever possible. • Do all yourwork in Word and once itiscomplete, post this to your English 9 page on your blog.
Shakespeare’sGrammar • the document on the SharePoint site explains in detail the use of Thee and Thou. Briefly, • In Old English,thou was used for addressing one person; ye for more than one. Within these categories, thou and ye were used as subject, thee and you as object. • Thou dost love me: I do love thee, fair lady. • Ye do love me: I do love you, fairmaidens. • During Middle English,ye / you came to be used as a polite singular form alongside thou / thee, a situation which was probably influenced by French vousvstu. • Madame, ye do honour me; I bow to youhere. • Fairhusband, thou art mytrue love; I kisstheehere.
OrderingShakespeare’sWordsAround • Turn to this page in the booklet to re-ordercommon sentences: Example: I lostmy book. • My book I lost. • Book of mine I lost. • I didlosemyown book. • Myown book did I lose. Yoda: ‘Powerfulyou have become…’
This above all: to thine own self be true. Hamlet, Act i, Sc.3 • Go to the Everything Old is New Again (page 6) in the studentbooklet to do the exercisesconvertingShakespearean English to Modern English. • Be honestwithyourself: and as sure as night followsday, youwon’t lie to anyoneelse. • Above all, I wishyouonly good things. • Safejourney and safe return.
Let me kissyour hand; itislate; seeyou -- good night! • Don’t show everythingyou’vegot; don’tsayeverythingyou know; don’tlend more thanyouowe. • Don’tbe a know-it-all; don’tbe a show-off; don’tthrowyour money around, especially if youdon’t have any. • Yourmirrorwill show how your beauty fades; yourwatchwill show the time youwaste. • Above all else: betrue to yourself.
You, too, canstinsultlike William… …..thou artless, common-kissing giglet! • Turn to this page in the booklet or follow the link to find the ‘Shakespeare Insult Kit’. • Take a look at the Shakespeare glossary as wellhere.
‘Shakespeare in Love’ • Winner of 7 AcademyAwards • Fictional story of Will Shakespeare facingwriter’s block and beinginspired to writewhenhefalls in love. • The film includestraditionalShakespeareanelements: • People in disguise • Cross-dressing • Mistakenidentities • The ghost • A playwithin a play • Swordfights • There are manyreferences to Shakespeare’splays, but particularly to, Romeo and Juliet.
Whatdidyouthink of the film? Share the thingsyounoticedfrom the theatre to the costumes, roles, and language to the playitself and the characters. Can youappreciate the rolethattheatreplayed in society during an agewithout film or TV?
Shakespeare saidit first All that glitters is not gold (The Merchant of Venice) All's well that ends well (title) As good luck would have it (The Merry Wives of Windsor) Bated breath (The Merchant of Venice) Brave new world (The Tempest) Break the ice (The Taming of the Shrew) Breathed his last (3 Henry VI) Refuse to budge an inch (Taming of the Shrew) Cold comfort (The Taming of the Shrew / King John) For goodness' sake (Henry VIII)
The Sonnet Sonnet 18 • Shall I compare thee to a summer's day? Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines,And often is his gold complexion dimm'd; And every fair from fair sometime declines,By chance or nature's changing course untrimm'd;But thy eternal summer shall not fadeNor lose possession of that fair thou owest;Nor shall Death brag thou wander'st in his shade,When in eternal lines to time thou growest: So long as men can breathe or eyes can see,So long lives this and this gives life to thee.
Paraphrased… OOOOH Baby I think I shall compare you to a summer dayBut, you know, you're prettier and even better, even calmBecause sometimes it gets windy and the buds on the trees get shaken offAnd sometimes summer doesn't last very longSometimes it's too hotAnd everything gorgeous loses its looksBy getting hit by a truck Or just because everyone and everything gets old and ugly and shabbyBUT (and here's the turn) you're going to keep your looks for ever Your beauty will last for everI'm going to make sure that you never lose your good looksAnd that nasty old Death can never brag about owning youBecause I shall write this poem about youAs long as men can breathe (are you breathing?) As long as men can see (are you looking at this poem?)Then this poem lives, and it gives life and memory to your beauty.
Whatis a Shakespearean sonnet? • A Shakespearean sonnet: • 14-line stanza • written in iambicpentametre • Rhymescheme: abab, cdcd, efef, gg • 3 quatrains followed by a couplet. • Iambicpentameter: • lines of poetrycanbedividedinto 5 metric ‘feet’ withalternatelyunstressed and stressedsyllables. ShallI / compare / thee to / asum / mer’sday Thou art / more love / ly and /moretemp / erate
Sonnet 29 When, in disgrace with fortune and men's eyes,I all alone beweep my outcast state And trouble deaf heaven with my bootless criesAnd look upon myself and curse my fate, Wishing me like to one more rich in hope, Featured like him, like him with friends possess'd,Desiring this man's art and that man's scope, With what I most enjoy contented least; Yet in these thoughts myself almost despising,Haply I think on thee, and then my state, Like to the lark at break of day arising From sullen earth, sings hymns at heaven's gate;For thy sweet love remember'd such wealth bringsThat then I scorn to change my state with kings.
Sonnet 29 A When, in disgrace with fortune and men's eyes,B I all alone beweep my outcast state A And trouble deaf heaven with my bootless criesB And look upon myself and curse my fate, C Wishing me like to one more rich in hope, D Featured like him, like him with friends possess'd,C Desiring this man's art and that man's scope, D With what I most enjoy contented least; E Yet in these thoughts myself almost despising,F Haply I think on thee, and then my state, E Like to the lark at break of day arising F From sullen earth, sings hymns at heaven's gate;G For thy sweet love remember'd such wealth bringsG That then I scorn to change my state with kings.
When I feel out of luck and as if no one likes me I feel all alone and cryAnd it's as if my prayers have no power at all because no one is listeningAnd I feel sorry for myself and think that I'm the unluckiest person aliveI wish that I had that person’s good luckOr that person’s good looks and was as popular as that personWishing that I had that man's talent, and that man's intellectNot at all happy with what I usually enjoy.Even then, almost hating myself for thinking this wayBut if I think about you, and then my soul,Just like the lark whose song at the light of dayBreaks over the cold earth, sings a song filled with heavenly joy Because I remember the sweet love we share, and the richness that it brings And, at that point, I wouldn't change what I have, even with a king.
Sonnet 130 My mistress' eyes are nothing like the sun;Coral is far more red than her lips' red;If snow be white, why then her breasts are dun;If hairs be wires, black wires grow on her head.I have seen roses damask'd, red and white,But no such roses see I in her cheeks; And in some perfumes is there more delightThan in the breath that from my mistress reeks.I love to hear her speak, yet well I knowThat music hath a far more pleasing sound;I grant I never saw a goddess go;My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare.
Sonnet 116 Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove: O, no! it is an ever-fixed mark, That looks on tempests and is never shaken; It is the star to every wandering bark, Whose worth’s unknown, although his height be taken. Love ’s not Time’s fool, though rosy lips and cheeks Within his bending sickle’s compass come; Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error, and upon me prov’d, I never writ, nor no man ever lov’d.
Sonnet 130 or 116 • First, on yourown copy, label the sonnet: number the lines, add the rhymescheme, identify the 3 quatrains and the couplet. • Next, in small groups, use the glossary to translate somewords and together paraphrase the sonnet. • Writeit on the poster paper or on yourlaptops to projectsootherscanseeit. • Be prepared to readitaloud – with passion.
Soliloquies and Monologues • In a soliloquy, the characteristhinking out aloud and not addressinganothercharacter. • The writerisenabling the character to sharehis or herthoughts and feelings with the audience. • In a monologue, the charactermakes a lengthy speech to othercharacters or the audience. • A short comment to the audience isan aside.
Hamlet’ssoliloquy To be or not to be– that is the question:Whether 'tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles And, by opposing, end them. To die, to sleep No more – and by a sleep to say we end The heartache and the thousand natural shocks That flesh is heir to – ‘tis a consummation Devoutly to be wished. To die, to sleep To sleep, perchance to dream. Ay, there's the rub, For in that sleep of death what dreams may come, When we have shuffled off this mortal coil, Must give us pause. There's the respect That makes calamity of so long life.
As You Like It opening monologue All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. At first, the infant, Mewling and puking in the nurse's arms. Then the whining schoolboy, with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, Sighing like furnace, with a woeful ballad Made to his mistress' eyebrow.
MacbethAct V, scene v To-morrow, and to-morrow, and to-morrow,Creeps in this petty pace from day to dayTo the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Life's but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more: it is a taleTold by an idiot, full of sound and fury,Signifying nothing.
Taming of the Shrew Petruchio: I will attend her here,And woo her with some spirit when she comes.Say that she rail; why then I'll tell her plainShe sings as sweetly as a nightingale:Say that she frown, I'll say she looks as clearAs morning roses newly wash'd with dew:Say she be mute and will not speak a word;Then I'll commend her volubility,And say she uttereth piercing eloquence:If she do bid me pack, I'll give her thanks,As though she bid me stay by her a week:If she deny to wed, I'll crave the dayWhen I shall ask the banns and when be married.But here she comes; and now, Petruchio, speak.
Themes and elements Themes: • Romanticcomedy: • A MidsummerNight’sDream, Much Ado About Nothing, Taming of the Shrew, As You Like It, etc. • Histories: • Richard II, Richard III, Henry IV, Henry V, etc. • Tragedies: • Othello, Hamlet, Macbeth, King Lear, Romeo and Juliet, etc. Common elements: • Tragichero: the hero with a tragic flaw that is his downfall • Conflict • Comic relief • Humour: puns, running gags, slapstick • Disguises and cross dressing • Play within a play • Ghosts, fairies
A playis for watching, not reading • Shakespeare wroteplays to beperformed • His audience waslargelyilliterate • The first actorswere all male so men dressed as women for the femaleroles ‘The Reduced Shakespeare Company’ presents The Complete Works of William Shakespeare (abridged) Not havingstudied Shakespeare yet, see how many of the plays or charactersyoucanidentifyfromthiszany performance. Also, how many of the traditionalelementscanyourecognize?
Taming of the Shrew • Wewillreadjust one scenefromAct II whenPetruchio first encountersKatharina -- and then the very end of the playwhenshemakes the closing speech. • Wewill stop at a few points to discusswhatis happening sofollowalongcarefully in order to answer questions.
The guidance counsellor in The 10 Things I Hate About You is the antithesis of Shakespeare: her ‘writing’ iscrass and cheap -- a direct contrast to Shakespeare’splay on words and poetry. Ms. Perky has no wit, no wisdom, no words…. Shakespeare has been accused of beingmisogynist in The Taming of the Shrewyet Kat says, ‘I’mnevergoing to live up to someoneelse’s expectations of me – I have myown standards’. (To thineown self betrue….) Is Shakespeare reallyshowingthatwomencanbestrong – AND feminine? To whatextentdidshetamehim? Do you have to be ‘cruel to bekind’ in love?
Topic – Theme -- Thesis Think back to yourwriting about Alfred Higgins in All the Years of her Life by Morley Callaghan-- youpulledevidencefrom the story to formyourown conclusion about Alfred’scharacter(yourthesis). Didyouthinkhewasnaive, egotistical, compassionate…?
In the novelstudy unit, youidentified …first, the topic of yournovel(child prostitution, solving/ preventing a murder, living in gang territory, or survival of the fittest) and …second, the theme(humandignity, love, family, trust, independence, redemption, determination, etc.). Then, youdevelopedyourownthesisstatementabout the novel and postedit on your blog.
Shakespeare: Chooseyour ‘topic’ 1. Hisachievements and legacy to English culture i.e. how has hecontributed to ourlanguage and literature? 2. The teaching and studying of Shakespeare i.e. how shouldhisworkbetaught/studied? 3. The adaptation or modernization of hisworks i.e. shouldhisworksbeadapted to modern English in theatre or on film? Or even in otherlanguages? Doesthismeanhisthemes and stories still carry meaning for modern audiences?
Samplethesisstatements: William Shakespeare is the mostinfluentialwriter in the English language – and quitelikely, a genius. Studentswouldenjoy Shakespeare more fun if theybeganstudyingplayslikeRomeo and Juliet in Grade 6. The Taylor-Burton screen version of The Taming of the Shrew and the modern Shiles-Ledger version, The TenThings I Hate About You, bothprovideevidencethatShakespeare’splays are still relevant to modern audiences.
Tuesday: In-class essay • Tonight, brainstormideas for yourwritingoutline in class tomorrow. • Use properessay format: • introduction, body, conclusion. • Writemeaningfulparagraphs: • Opening, topic sentences • Supportingideas (withspecificexamples) • Concludingtransitional sentences • Pay attention to writing conventions and proofreadyourwork for spelling and punctuation. • Makeyourwritingpowerfulwithrichvocabulary, literaryterms and transition words to combine sentences.
Review of criteria • Use a writingouline. • Use properessay format: • introduction, body, conclusion. • Writemeaningfulparagraphs: • Opening, topic sentences • Supportingideas (withspecificexamples) • Concludingtransitional sentences • Pay attention to writing conventions and proofreadyourwork for spelling and punctuation. • Makeyourwritingpowerfulwithrichvocabulary, literaryterms and transition words to combine sentences.
Writingprocess • Complete yourwritingoutline • Writeyouressay double spaced – review the criteria. • Revise and proofreadyourworksoyoucanwrite out your clean, good copy on Thursday.
Topic – Theme -- Thesis Think back to yourwriting about Alfred Higgins in All the Years of her Life by Morley Callaghan-- youpulledevidencefrom the story to formyourown conclusion about Alfred’scharacter(yourthesis)
In the novelstudy unit, youidentified …first, the topic of yournovel(child prostitution, solving/ preventing a murder, living in gang territory, or survival of the fittest) and …second, the theme(humandignity, love, family, trust, independence, redemption, determination, etc.). Then, youdevelopedyourownthesisstatementabout the novel and postedit on your blog.
Shakespeare: Chooseyour ‘topic’ 1. Hisachievements and legacy to English culture i.e. how has hecontributed to ourlanguage and literature? 2. The teaching and studying of Shakespeare i.e. how shouldhisworkbetaught/studied? 3. The adaptation or modernization of hisworks i.e. shouldhisworksbeadapted to modern English in theatre or on film? Or even in otherlanguages? Doesthismeanhisthemes and stories still carry meaning for modern audiences?
Samplethesisstatements: William Shakespeare is the mostinfluentialwriter in the English language – and quitelikely, a genius. Studentswouldenjoy Shakespeare more fun if theybeganstudyingplayslikeRomeo and Juliet in Grade 6. The Taylor-Burton screen version of The Taming of the Shrew and the modern Shiles-Ledger version, The TenThings I Hate About You, bothprovideevidencethatShakespeare’splays are still relevant to modern audiences.
