Hamlet

1. Hamlet An Introduction

2. Renaissance Period • 1500-1625 • Derived from the French word meaning “REBIRTH”

3. Renaissance Period • At what point in history does the Renaissance emerge and how is this important when studying Shakespeare? • It was an era of tremendous growth and change because it followed the Medieval Dark Ages and thus became a time for cultural and intellectual revolution. • It was a time of adventure – this was the time when Christopher Columbus sailed the world in search of the passageway to the East.

4. Written around 1600 by William Shakespeare Shakespeare’s most famous, most written-about and complex play Elizabethan thought… “Chain of Being”1. God 2. Angels 3. Spiritual Temporal 4. Man 5. Pope and King 6. Cardinals and Nobles 7. Bishops and Merchants/Craftsmen 8. Priests and Peasants 9. Faithful 10. Animals 11. Plants 12. Inanimate Hamlet: A history

5. Shakespearean Tragedy • Tragedy is one fundamental way Western man attempts to explain his position in the universe, especially in relation to supernatural powers. • Man sees the terrible incompatibility of man vs. fate or man vs. nature. • A Shakespearean tragedy is story of human action producing exceptional calamity leading to the death of a man high esteem. • Poetic language is important to convey the noble character of the hero.

6. Characteristics of the hero • He is an exceptional being (is considered “great”) • He has a tragic flaw (hamartia) in character which brings him to ruin. The tragic flaw is not necessarily evil, it may, in fact, be an admirable trait.

7. Structure of a Tragedy • Act I: Introduction/Exposition (establishment of main plot and subplots) • Act II: Rising Action (complications or developments) • Act III: Crises (turning point of the conflict) • Act IV: Falling Action/Denouement • Act V: Catastrophe (the destruction or failure of the protagonist)

8. Shakespeare’s Style • He manipulated the style of the time to suit his purpose, which was to enthral and to illuminate unusual, previously “unthought-of” connections among objects, ideas and people. • He used a combination of verse and prose to allow for a greater variety of character and to better delineate atmosphere.

9. Blank Verse • A poetic form which produces an elevated style of speech • Also used when Shakespeare expresses philosophically significant ideas • The rhythm of the structured verse creates the complementary sounds • This rhythm/beat pattern is called iambic pentameter (each line has one foot, each foot has an unstressed and stressed syllable) • When read aloud iambic pentameter will sound like this: daDA/daDA/daDA/daDA/daDAFor example, can you hear the rhythm in this example from the play? “But, woe is me, you are so sick of late,So far from cheer and from your former state,That I distrust you. Yet, though I distrust,Discomfort you, my lord, it nothing must.”

10. Prose • Provides a strong contrast with the elevated style of blank verse • Used in scenes involving servants and other members of the lower class, in scenes involving madness, scenes that offer comedic relief, and scenes that move rapidly or give basic information • The gravedigger scene, in particular, is a good example of Shakespearean prose.

11. Rhyme • Marks the close of scenes or when important information is provided • Provides the cue for the entrance of another actor of some off-stage business • Points to change of mood/atmosphere or thought • Provides a forceful opening • Conveys excitement or passion or sentimentality

12. Suspense (the ghost, uncertainty of whether Hamlet will kill Claudius) Surprise (Hamlet’s return to Denmark after being banished to England) Coincidence (the arrival of the players right when Hamlet can make most use of them) Contrast (Hamlet and Laertes) Parallelism (characters finding themselves in similar situations) Nemesis (Claudius) Foreshadowing Irony (Laertes and his sword in the final act) Dramatic Irony (the effect produced when a speech or situation has one meaning for the actor and an inner or opposite one for the audience) Pathos (that which excites pity for a character such as Ophelia or Gertrude) Supernatural (forces outside of nature – the ghost) Humour (word play) Devices that Add Interest

14. Unrest and tension is in the air as it approaches midnight. Guards at the Danish court at Elsinore castle are on duty. 20 years earlier, the Kingdom of Denmark was at its height of glory. It was a kingdom of medium power and had just won a great victory over Norway. Hamlet Sr. (the ghost) defeated the army of Fortinbras (King of Norway) and Denmark gained new territory from this victory. Hamlet Sr. returns home to his wife, Gertrude, and his son, Hamlet. Now, 20 years later Denmark has changed drastically. The king, Hamlet Sr., is dead (just a few weeks before the action of the play begins. We might expect that Hamlet (next in bloodline) would ascend the throne. However, Claudius, Hamlet Sr.’s brother, was chosen by the senior politicians in Elsinore. The story begins at night…

15. The Problem… • 20 years after its glory days, Denmark is in decline. Within Elsinore, appearances do not always reflect that which is reality, and now there is an external threat on the horizon. • The Prince of Norway (Fortinbras Jr.) is a mindless, romantic militarist whose primary interest is his conquests in the name of glory. He wishes to gain a little piece of territory that his father lost in battle. • Fortinbras, however, is encouraged by his uncle (who is now the king of Norway…sound familiar?) not to attack Denmark, but to simply pass through it to regain land in Poland.

16. Another Problem Emerges… • Additionally, the guards have been sighting a ghost walking among them. • Barnardo, Francisco, Marcellus are the Danish soldiers on watch on particularly cold night when the play opens. They have asked their university-educated friend, Horatio, to join them in case this ghost appears again to help confirm their suspicions. • They suspect that this ghost may be that of their friend’s father, the old king Hamlet Sr. However, they do not wish to upset their friend as he is still grieving the loss of his father.

17. Hamlet (son of the late king, and nephew to the present king) Claudius (current king of Denmark) Gertrude (queen of Denmark, widowed wife of the late king, current wife of Claudius, mother of Hamlet) Polonius (a nobleman and advisor to the king) Laertes (son of Polonius) Ophelia (daughter of Polonius) Horatio (young scholar and Hamlet’s good friend) Fortinbras (prince of Norway) Rosencrantz (friend of Hamlet, servant to the king) Guildenstern (friend of Hamlet, servant to the king) Osric (courtier) Marcellus, Bernardo, Francisco (soldiers) Players (actors) Gravediggers (two clowns) Ghost Major Characters

18. Major Conflicts • Man vs. Man – Hamlet vs. Claudius • This conflict is the driving force behind Hamlet’s actions throughout the play. He wishes to avenge his father’s death by killing his murderer. • There are problems with this revenge plot, though. There are no authorities for Hamlet to appeal to about his father’s murder, because the original criminal is too powerful (he’s king) and those in a position to act don’t know or believe in the criminality of the villain.

19. Major Conflicts • Thus, the central character has to act on his own, if any justice is to occur. • Man vs. himself – Hamlet’s inner struggle • Hamlet vows to take revenge as soon as he hears the news of his father’s murder in Act 1 and repeatedly urges himself to do the deed (kill Claudius). • It takes him weeks to reach any progression in his plan, and this poses another question for this play: Why the delay of revenge?

20. Major Conflict • Man vs. Man – Hamlet vs. Laertes • This conflict does not arise until later in the play, but is equally important as it contributes to the major crisis. • To avoid spoiling more of the plot of this great play, know that after Act 3 Laertes sets out to seek his own revenge against Hamlet.

21. Essential Questions • These questions are the questions you will want to consider as we complete our study of Hamlet. Reflecting on these questions will help you to better understand the play ad will help you prepare for the final exam. • How does Hamlet change throughout the course of the play? • What motivations lie behind Hamlet’s actions? • What values does the play promote? • What are the significant themes of this play? • To what extent is each character a victim or a victimizer? • To what extent does each character contribute to the tragic outcome of the play? • To what extent is each character responsible for his/her own outcome? • Does Hamlet really love Ophelia? • Is Hamlet crazy? • What does justice look like? • Can you identify recurring motifs in the imagery Shakespeare used? • What purpose does the imagery use by Shakespeare serve?