An Introduction to Shakespeare s World & Writing

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Hector Briggs
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1 An Introduction to Shakespeare s World & Writing

2 How are plays different from other forms of literature? They are intended to be acted out in front of an audience, therefore they rely heavily on action and movement They are written according to the character that is speaking Puck: Captain of our fairy band, Helena is here at hand, They are comprised of dialogue between characters They rely on stage directions to relay the action to the audience

3 Acting in a Shakespearean Play Acting /Playhouse Scene from Shakespeare in Love

12 Stratford & London (16 th Century)

Life in London During Shakespeare s time, it was a walled city of about 200,000 people. It was separated into wards, each with a parish church that dominated life.

13 Life in London During Shakespeare s time, it was a walled city of about 200,000 people. It was separated into wards, each with a parish church that dominated life. Outside, were the slums and the havens for criminals. Further outside were the agricultural lands and huge estates. During Shakespeare s time, there were two monarchs: Elizabeth I James I

Life in London A crammed commercial hub that stunk from the river

London bridge, and then water taxis There was commerce on the

Chained to the banks there were sometimes criminals, who had to

The river had to look on other emblems of the brutality of the

14 Life in London A crammed commercial hub that stunk from the river Thames The Thames was the throughway to the city crossed only by London bridge, and then water taxis There was commerce on the river, but also gilded barges, sometimes with royalty in them. Chained to the banks there were sometimes criminals, who had to abide the washing of three tides. The river had to look on other emblems of the brutality of the age - the severed heads on Temple Bar (a barrier to regulate trade in the city) and on London Bridge itself.

Life in London The streets were narrow, cobbled, slippery with the slime of refuse, and houses were crammed together. Chamber pots, or jordans, were emptied out of windows. There was no drainage.

15 Life in London The streets were narrow, cobbled, slippery with the slime of refuse, and houses were crammed together. Chamber pots, or jordans, were emptied out of windows. There was no drainage. The City had its natural cleansers birds, rats, and other scavengers. And countering the bad, man-made odors, the smells of the countryside floated in. There were rosy milkmaids in the early morning streets, and sellers of newly gathered cresses.

17 Life in London It was a city of loud noises--hooves and raw coach wheels on the cobbles, the yells of traders, the brawling of apprentices, scuffles to keep the wall and not be thrown into the oozy kennel. Even normal conversation must have been loud since everybody was, by our standards, tipsy. Nobody drank water, and tea had not yet come in, so people drank Ale, and it was strong. Ale for breakfast was a good means of starting the day in euphoria or truculence. Ale for dinner refocillated the wasted tissues of the morning. Ale for supper ensured a heavy snoring repose. The better sort drank wine, which promoted good fellowship and led to sword fights. It was not what we would call a sober city.

19 Life in London London was a dirty city, and there were many common illnesses lurking: The Plague Carried by fleas living on the fur of rats. Worst during Smallpox Syphilis Typhus Malaria

Under Queen Elizabeth I s Rule Also referred to as The Virgin Queen, Gloriana & Good Queen Bess Daughter of Henry the VII & Anne Boleyn (who was executed 2 years after Elizabeth s birth) Queen

20 Under Queen Elizabeth I s Rule Also referred to as The Virgin Queen, Gloriana & Good Queen Bess Daughter of Henry the VII & Anne Boleyn (who was executed 2 years after Elizabeth s birth) Queen Elizabeth established the English Protestant church, of which she became the Supreme Governor Her reign is known as the Elizabethan Era, famous, above all, for the flourishing of English drama Scene from Shakespeare in Love, featuring the Queen

21 So Why is He So Great? What set him apart as the GREATEST PLAYWRIGHT OF ALL TIME was his skill for language, imagery, pun and his creative adaptation of myth and history.

22 SHAKESPEARE S WORKS

23 Shakespeare s Artistry Generally, Shakespeare s plays have two plots: a main plot and a subplot. The SUBPLOT reflects the main plot and is often concerned with INFERIOR characters. Shakespeare used subplots to reinforce his points by having them deal with basically the same subject as the main plot.

24 The Five Acts of Shakespeare Act III: Climax Crisis the turning point in the play Act II: Rising Action Steps to success or failure for the protagonist Act IV: Falling Action Act I: Exposition Background, characters, setting and other relevant information are introduced Act V: Resolution The problems are solved

25 Verse vs Prose Verse/Poetry elevated passages, philosophically significant ideas, speeches by men of high rank. Prose comic and light parts, speeches including dialect or broken English, and scenes that move more rapidly or just give mundane information.

26 Shakespeare s Use of Rhyme Rhyme is mostly used to mark the close of a scene or an important action. It also serves as a cue for the entrance of another actor or some off-stage business, to point to a change in mood or thought, or to illustrate excitement, passion, or sentimentality.

27 Shakespeare s Comedies In simple terms, a comedy means that the play ends happily for the protagonists and no one dies. Sometimes, the comedy depends on exaggerations of man s eccentricities we call this a comedy of humours.

28 Shakespeare s Tragedies A tragedy is a line of action in which a respectable character follows, and ends in disaster death or irreparable harm Many tragic plots work on cosmic irony where a hero sets out to do good and ends up suffering thus, a tragic hero emerges.

29 So Why is Willy So Wonderful? He studies humanity He criticizes; but he criticizes both sides (good and bad). Remarkably, his themes are quite topical (still apply) and are still appropriate and relevant today.

30 Shakespeare 101 Unusual Word Arrangements Many students have asked if people really spoke the way they do in Shakespeare's plays. The answer is no. Shakespeare wrote the way he did for poetic and dramatic purposes. There are many reasons why he did this: to create a specific poetic rhythm to emphasize a certain word to give a character a specific speech pattern

Let's take a look at a great example from Robinson's Unlocking Shakespeare's Language. I ate the sandwich. I the sandwich ate. Ate the sandwich I. Ate I the sandwich. The sandwich I ate.

31 Let's take a look at a great example from Robinson's Unlocking Shakespeare's Language. I ate the sandwich. I the sandwich ate. Ate the sandwich I. Ate I the sandwich. The sandwich I ate. The sandwich ate I. Robinson shows that these four words can create six unique sentences which carry the same meaning. When you are reading Shakespeare's plays, look for this type of unusual word arrangement. Locate the subject, verb, and the object of the sentence. Notice that the object of the sentence is often placed at the beginning (the sandwich) in front of the verb (ate) and subject (I). Rearrange the words in the order that makes the most sense to you (I ate the sandwich). This will be one of your first steps in making sense of Shakespeare's language.

32 Poetry We speak in prose (language without metrical structure). Shakespeare wrote both prose and verse (poetry). Use of prose Comic and lighter parts Speeches including dialect or broken English Scenes that move more rapidly or give mundane information Use of verse Elevated passages Philosophically significant ideas Speeches by men of high rank

33 Poetry It is important that you understand the following terms: Blank Verse: unrhymed iambic pentameter. Iambic Pentameter: five beats of alternating unstressed and stressed syllables; ten syllables per line. 'So fair / and foul / a day / I have / not seen' 'The course / of true / love nev/er did / run smooth'

Omissions Again, for the sake of his poetry, Shakespeare often left out letters,

These omissions really aren't that much different from the way we speak today.

" We leave out words and parts of words to speed up our speech.

34 Omissions Again, for the sake of his poetry, Shakespeare often left out letters, syllables, and whole words. These omissions really aren't that much different from the way we speak today. We say: "Been to class yet?" "No. Heard Ulen's givin' a test." "Wha'sup wi'that?" We leave out words and parts of words to speed up our speech. If we were speaking in complete sentences, we would say: "Have you been to class yet?" "No, I have not been to class. I heard that Mrs. Ulen is giving a test today." "What is up with that?"

35 A few examples of Shakespearean omissions/contractions follow: 'tis ~ it is ope ~ open o'er ~ over gi' ~ give ne'er ~ never i' ~ in e'er ~ ever oft ~ often a' ~ he e'en ~ even

This is particularly troublesome, because we think we know what the word means, but the line still doesn't make sense.

36 Unusual Words Most of us run into problems when we come across archaic words that are no longer used in Modern English. Or worse, when we run across words that are still used today but have much different meanings than when Shakespeare used (or invented!) the words. This is particularly troublesome, because we think we know what the word means, but the line still doesn't make sense. Although it is frustrating when we come across these unknown words, it is not surprising. Shakespeare's vocabulary included 30,000 words. Today our vocabularies only run between 6,000 and 15,000 words! Because Shakespeare loved to play with words, he also created new words that we still use today.

37 Here are just some of Shakespeare s Words ABATE: to shorten; to cast down; to blunt ANTICK: the fool in the old plays BOMBARD: a barrel, a drunkard BOSOM: wish, heart's desire BULLY-ROOK: a bragging cheater CON: to learn by heart; To acknowledge CONTRACTION: the marriage contract CONVOY: escort DAFF: to befool; to put off; this seems to be a corruption of 'doff.' DRIBBLING: weak DULLARD: a dull person EANLING: a yeanling, a lamb ENTERTAIN: encounter; experience FLESHMENT: the act of fleshing the sword, hence the first feat of arms GROUNDLING: one who sits in the pit of a theatre For the complete list, visit:

Phrases Made Popular by Shakespeare Breathe one s last Henry VI, part 3 Budge an inch The Taming of the Shrew Come what may Macbeth Dog will have its day Hamlet Eaten me out of house and home Henry

38 Phrases Made Popular by Shakespeare Breathe one s last Henry VI, part 3 Budge an inch The Taming of the Shrew Come what may Macbeth Dog will have its day Hamlet Eaten me out of house and home Henry IV, part 2 Green-eyed monster Othello I have not slept one wink Cymbeline It was Greek to me Julius Caesar Knock, knock! Who s there? Macbeth My own flesh and blood The Merchant of Venice The be-all and the end-all Macbeth

the beginning of the textbook a summary of the main events to follow it might seem like cheating, but it is highly

39 Tips on How to Read Shakespeare Use the supplemental material in the text our text has great supplemental info in the page margins read this to help you understand the play and it s components Read a synopsis of each act These appear at the beginning of the textbook a summary of the main events to follow it might seem like cheating, but it is highly valuable in understanding the play you can also find extra resources for the play online, or by using Coles Notes, Sparks Notes, etc.

comprehension it can be complicated stuff Read the play aloud We will be doing a lot of this in class by

40 Tips on How to Read Shakespeare Read the play independently, before class reading ahead will help you better understand material when we get to it in class Shakespeare s work often requires several readings to ensure comprehension it can be complicated stuff Read the play aloud We will be doing a lot of this in class by assigning roles Act it out, or watch it Since plays are intended to be viewed, it will help to see the action as it unfolds

41 ON WITH OUR PLAY!!

Introduction to Shakespeare Lesson Plan

Introduction to Shakespeare Lesson Plan Lesson Plan Video: 18 minutes Lesson: 32 minutes Pre-viewing :00 Warm-up: Ask students what their experiences with Shakespeare s plays have been. Do they find it hard to understand his plays? 2 minutes