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1 BELLSHAKESPEARE ONLINE RESOURCES MACBETH- PRE-PERFORMANCE LEARNING ACTIVITIES ACTIVITY ONE: Sound and Fury Drama and analysis ACT 1, SCENE 1 The opening scenee in is extremely atmospheric. Act 1 Scene 1 iss set in a deserted, open space according to the text. t The Weird Sisterss set the scene. First, answer the following questions: What mood does this scene set for the audience? Why do you think Shakespeare chooses to start the play here as his entry point to the story? Why is it important to set the mood at the beginning of a story or play? Setting the scene with sound As a class, present the scene paying particular attentionn to mood. How can you use sound effects, rhythm, percussionn and voice to present the scene?? Without even leaving desks if space is an issue! Once you have all your sound elements, play with layering them for different effects. How does the scene sound with one sound, two, three, four or all sounds? Ask a few students to read the scene aloud over the soundscape. ACT 1, SCENE 2 Set on a heath following the battle in which Scotland was victorious, Scenee 2 sees and Banquo arrive to discover the Weird Sisters. Adding tension to the scene 4. First read the scene aloud and then pinpoint the moments of tension or discovery. Ask students to mark each moment in the script, along with w an emotion they would like the audience to feel at that moment. (ie. excitement, confusionn or fear) Discuss how the sounds devised in scene 1 might be used to convey these emotions, and mark each different moment. Does the sound stop?? Does it gett louder or softer? Does it get higher or lower in tone? Decide on the best effects then run the scene from startt to finish with two students now playing and Banquoo as well.

2 ACTIVITY TWO: Not what it seems Language and creative writing DOUBLE DOUBLE A recurrent motif in the language and images of is thee idea of thee double. Shakespeare usess many phrases and images to explore this idea. tells referring to King Duncan: He s here in double trust (Act 1, Sc 7) Where and when does this happen in the story? What does d mean by this? What are the other phrases or images Shakespeare uses in the play that reference the idea of the double? For each, explain the two meanings intended. APPEARANCE VS REALITY Another recurrent thematic idea is that off appearance and reality, that onee thing may look a certain way, but in truth may be very different. tells : Look like the innocent flower, but be the serpentt under t (Act 1, Sc 5) Where and when does this happen in the story? What does d she mean by this? What other phrases can you find in that explore the idea of appearance vs reality. CREATIVE WRITING TASK Write a short story which centres around two characters and the idea of appearance vs reality, where one character convinces the other they are not what w they seem. Before you start writing, decide whether the deceptive character will be found out, or get away with their actions.

3 ACTIVITY THREE: Character matrix Reading and Writing Create a characterr matrix, while reading the play. This is easy to t do using an Excel chart or a Word document. For each character, have students write the nature of the relationship between the two characters, identifying the effect they have on one another. The matrix below has only nine of the characters, however adding other characters would add to the complexity and challenge of the activity. Another version of thiss task couldd be completing such a table for each act of the play to ensure student understanding of the play s plot and characters. Plots Duncan s murder, pushes to do it when he feels doubt The Weird Sisters King Duncan. Banquo Malcolm Fleance The Weird Sisters King Duncan Banquo Malcolm Fleance

4 ACTIVITY FOUR: Plot Summary Practical Drama A preparatory exercise can be, as a class, acting out the Folger 32 Secondd. Students select one character each and stand in a semicircle. When each student in character dies they move too a kneeling position.. THE 32-SECOND MACBETH FOLGER SHAKESPEARE LIBRARY Actors 1, 2, 3 Actor 4 Actor 2 Actor 3 Actor 6 Actors 1, 2, 3 Actor 7 Actor 8 Actor 8 Fair is foul f and foul is fair What bloody man is that? A drum, a drum! doth come So foul and fair a day I have not seen All hail,, That shalt be king hereafter! If chance will havee me king, then chancee will crown me Unsex me here If it were done when tis done Screw your courage to the sticking placee Is this a dagger that I see before me? (Actor 4 dies) ) A little water clearss us of this deed. Fly, good fleance, fly! (dies) Blood will have blood Double, double, toil and trouble He has kill d me, mother! (dies) Bleed, bleed, poorr country! Out damn d spot! (dies) Out, out, brief candle! Turn, hell-hound, turn! Lay on! (dies) Actor 8 Hail, king of Scotland!

5 ACTIVITY FIVE: Rituals of Power Research and Writing Loyalty, betrayal and revengee are evident throughout history. Inn this research exercise you may discover all sorts of bloody acts! Research the concepts of loyalty and betrayal through the ages. How did people show trust in different periods of history? For example in some cultures if a man was caught stealing his hand was cut off. He could not be trusted to use his hand appropriately. Find evidence of ritual and behaviours for loyalty in the times and cultures listed: Greek culture of the BC period Roman culture following the Roman invasionn of Greece During the Medieval period During Elizabethan times (Shakespeare s day) During the Renaissance During the dynasties in China During the rule of the Tsars in Russia Find evidence of acts of revenge in the times and cultures listed: Greek culture of the BC period Roman culture following the Roman invasionn of Greece During the Medieval period During Elizabethan times (Shakespeare s day) During the Renaissance During the dynasties in China During the rule of the Tsars in Russia 4. In these examples is the act of revenge somehow linked to a betrayal?? Who was betrayed?

6 ACTIVITY SIX: The Language of Deception and Betrayal Writing and Analysis If tweree done, when tis done, then twere well It weree done quickly. The formula for is a great recipee for a short story. Before students read the synopsis of try this creative writing task. Use the following elements to write a short story: A leader A lover A murdererr A death You can set your story in any time and any place. You must use all the elements and you may add your own characters and complications. Students can then swap stories or analyse their own by completing the following task. 4. Underline all words or phrases that imply betrayal. Compile a list of thesee words/phrases. Compare your list with your partner s choice or around the t class. Are there any common words or phrases?