BELLSHAKESPEARE ONLINE RESOURCES HENRY V POST-PERFORMANCE LEARNING ACTIVITES ACTIVITY ONE: Discussing Henry V Some questions to promote in-depth discussion with students about Henry V after watching the production: 1. The play doesn t start with the actual text, but a series of vignettes that give context for the framing narrative. Talk about how this helps set the tone and historical setting. 2. Shakespeare s text refers to the Globe Theatre as this wooden O how does the set design interpret this? 3. There is much use of choric singing throughout the play how is it used? What tone does it set at different points of the story? 4. We see many different sides of Henry in the play how does he transform? What is your opinion of him from beginning to end did it change? 5. The play deals with the rivalry between the English and French. How are the two sides presented?
ACTIVITY TWO: Henry hero or villain? Critical Thinking and Speaking King Henry V is often lauded as the greatest war hero in English history. His stunning victory at the Battle of Agincourt is held up as an example of English courage and ingenuity. But Shakespeare s treatment of the character is more nuanced. The dogged pursuit of war, the vicious speech outside the gates of Harfleur, the hanging of Bardolph, the killing of the French prisoners and other incidents serve to paint him in less than flattering light. On the other hand, his undoubted charm, good humour, inspiring leadership and steely resolve show him to be the hero we expect. CLASSROOM COURTROOM 1. Divide the class into three groups: Group 1 will act as the prosecutors of Henry V Group 2 will act as Henry s defence lawyers Group 3 will act as the Jury 2. Give some time for each group to work on a strong case using evidence from the text in order to convince the Jury. The aim is to prove whether Henry is guilty or innocent of war crimes. Is he a hero or a villain? 3. Group 1 will present their case as to why Henry is a guilty/a villain. Group 2 will present their case as to why he is an innocent/a hero. Group 3 ask questions of each group, making them defend their positions with evidence from the play. 4. Group 3 will then weigh up the arguments and summarise them for the class. They should put forward the most convincing points of each group. They will then present their findings to the class and announce whether Henry is guilty or innocent. If found guilty, they should give him an appropriate sentence. Need some inspiration? Judgement at Agincourt by Shakespeare Theatre Company Bard Association is a great example event. Supreme Court justices and federal judges participated in a moot court trial on the actions of King Henry V at the Battle of Agincourt in 1415. Do students agree with their verdict?
ACTIVITY THREE: Speak the speech St Crispin s Day Speech One of Shakespeare s most famous speeches is Henry V s stirring call to arms in the St. Crispin s Day monologue. The great accomplishment of Henry s inspiring oration is its ability to rally those who would fight for King and country. His strategy is to incite an emotional response and to get his fellow patriots on board in a brave stand against France. Have the students stand in a circle. Give them each a copy of the speech and have them read it around the circle, one line each, until the speech is complete (some students may have more than one line). Tell the class that they re going to be exploring the sounds of the language. They should enjoy exploring without judging it. Relish the sounds and the expansiveness of the ideas. Have a brief discussion of the given circumstances. This is before the battle of Agincourt. The English are outnumbered almost seven to one. They are sick and weak, and deep in enemy territory. Briefly explain the main points of the speech: It s much better to share the glory among fewer people Anyone not willing to fight should go home Invoking the names of Crispin and Crispian, early Christian martyrs Whoever outlives this day can brag about it for the rest of their lives Your name will live on in history forever You will become like a brother to the King, and your status will rise Those who weren t here today will always curse the fact that they missed out 1. Walk around the room mumbling your lines. 2. Speak only the vowels in your line (which carry the emotion of the words) 3. Speak only the consonants (which give us the meaning and attack of the words) 4. Play with the pitch and rhythm in absurd stretchy ways! 5. Walk around in a circle speaking lines in order. 6. Now run around the room doing the same. 7. Now leap onto a piece of furniture when it s time to speak your line, take command of the room and make everyone listen to you! 8. Finally, stand in the circle and just speak it to one another simply. Remind the students to pick up their cues, making the speech flow as if it is spoken by one voice. What did you hear? The repetition of phrases, especially this day and Crispin/Crispian Constant use of we instead of I The deft turning of a problem in to a virtue: the fewer the men the greater the glory The naming of the individual soldiers, ensuring everyone feels part of the team
The speech was energised by the physical activity gave it an electric atmosphere Henry s ambiguous character: Inspiring leader or manipulative politician?
Henry V Act 4, Scene 3 (edited). The English camp at Agincourt. KING HENRY If we are marked to die, we are enough To do our country loss, and if to live, The fewer men, the greater share of honour. God s will, I pray thee wish not one man more. Not one. Rather proclaim it, through my host, That he which hath no stomach to this fight, Let him depart; his passport shall be made And crowns for convoy put into his purse. We would not die in that man s company That fears his fellowship to die with us. This day is called the feast of Crispian. He that outlives this day and comes safe home Will stand a-tiptoe when this day is named And rouse him at the name of Crispian. He that shall live this day and see old age Will yearly on the vigil feast his neighbours, And say Tomorrow is Saint Crispian. Then will he strip his sleeve and show his scars, And say These wounds I had on Crispin s day. Old men forget; yet all shall be forgot, But he'll remember, with advantages, What feats he did that day. Then shall our names, Familiar in his mouth as household words, Harry the King, Bedford and Exeter, Warwick and Talbot, Salisbury and Gloucester, Be in their flowing cups freshly remembered. This story shall the good man teach his son, And Crispin Crispian shall ne er go by, From this day to the ending of the world But we in it shall be remembered, We few, we happy few, we band of brothers. For he today that sheds his blood with me Shall be my brother; be he ne er so vile, This day shall gentle his condition. And gentlemen in England now a-bed Shall think themselves accurs d they were not here, And hold their manhoods cheap whiles any speaks That fought with us upon Saint Crispin s day.
ACTIVITY FOUR: Inside the Designer s mind (Part 2) Critical and creative thinking After seeing the performance, reflect on assumptions made based on the costume design and the production choices made. Answer the following questions. 1. Re-read your answers to Part 1 of this task in the pre-performance activities, where you made assumptions about the production and performances based on Anna Gardiner s designs. Did you discover any key similarities or differences in your interpretation, compared to the actual production in terms of: - The set design? - Costume design? - Actor s performances? - Directorial choices? 2. Describe the use of lighting design in the production. What effect did this have on the mood and the world of the play? 3. Choose one moment in the story where lighting was used to powerful effect. Describe this part of the story, and how the lighting was utilised. 4. Describe the use of sound design in the production. What effect did this have on the mood and the world of the play? 5. Make a list of the props used in the show. How did these props fit into the overall design of the show? 6. How well do you think the production captured the sense of both the world of the London blitz and the world of Henry V? What key elements helped create each of these worlds and moods? 7. You be the Designer. Imagine you are the Designer for a new production of Henry V. Decide on the: - Setting for the production (past, present or future, location, etc.) - Overall design concept - Set design (draw your design if possible) - Costume designs - Prop design - Lighting design - Sound design 8. Once you have decided the key elements of your production, select one scene from the play. 9. Describe what happens in this scene and which characters are involved. 10. Using your design concept and ideas, describe in detail how this scene might be staged.