A typical question: Act 1, Scene 2, lines 189 306 Act 5, Scene 1, lines 1 111 In these extracts, Prospero reacts in different ways to his circumstances and the people around him. Imagine you are going to direct these extracts for a class performance. Explain how the actor playing Prospero should show his reactions and give reasons for your suggestions. Support your ideas by referring to the play. Look at the openings of these two responses. Which is better? Make a list of the reasons why. Student A Ariel is a spirit that is the servant of Prospero but he doesn t seem to like it very much I don t think. Ariel should look like he is trying to do his best for his master and lightly say: All hail, great master! Grave sir, hail! This shows that he knows Prospero is the one in charge. Student B Prospero seems to be in charge of the situation around him. The first words he says to Ariel are: Hast thou, spirit, / Performed to point the tempest that I bade thee? Prospero appears to have ignored the flattering comments made by Ariel when he called Prospero great master and referred to his great pleasure. In contrast to Ariel s flattering and wordy speech, Prospero s speech is much more curt and concise. The word spirit clearly reminds Ariel of his relationship with Prospero: that of servant to a powerful master. It is important that the actor shows this and therefore I would have the actor playing Prospero standing tall and proud, staring at Ariel and frowning as the spirit darts around him. This would symbolise how Prospero likes things to revolve around him: he is in complete control. Try to mark them for reading. What BAND do you think these students should be placed in? Why do you think this? Refer to the criteria. Set a target for each student based on how they should proceed further. 2006 www.teachit.co.uk 5775.doc Page 1 of 5
The structure to use in an essay paragraph 1. Make a comment or point 2. Introduce a quotation to back up or prove your point 3. Quotation 4. Discuss the quotation and comment on: effect of language, what the quotation reveals about the character, how the actor should say their lines, move etc. Or, in a nutshell: use POINT EVIDENCE EXPLANATION Tip: Think like a director. What points do you want to get across? 2006 www.teachit.co.uk 5775.doc Page 2 of 5
Points Quotations or references to play Analysis of quotation and effect on audience Stage directions, props, lighting, tone of voice, expression etc to show this Even though Prospero is no longer the Duke of Milan, he likes to be in total control. Prospero uses a lot of short sentences and frequent questions to show he likes to know exactly what is happening in his makeshift island kingdom. Prospero knows that it is important to reward Ariel for carrying out his requests exactly as commanded. My brave spirit! Although Prospero seems to want vengeance, it is suggested that he doesn t have an evil side to him. But are they, Ariel, safe? Prospero doesn t like to be challenged by Ariel. Prospero uses language to dominate. Prospero reminds Ariel of why he should feel gratitude and loyalty towards him. 2006 www.teachit.co.uk 5775.doc Page 3 of 5
Points you could make Although there is seemingly no links between Prospero and Sycorax, the audience can find parallels between the two. Quotations or references to play Analysis of lines or reference / effect on audience Both Sycorax and Prospero were driven from their homes and left on the island with their offspring and both use Ariel as a servant. However Stage directions, props, lighting, tone of voice, expression etc to show this In Act 5, Scene 1, Prospero s plan has come to fruition. Now does my project gather to a head The word project links to the works of an alchemist who reportedly could turn base metal into gold. This shows that Prospero 2006 www.teachit.co.uk 5775.doc Page 4 of 5
How did you do? Tick the skills you think you demonstrated: I could find the right part of the scene I could select a relevant quotation which suited the point being made I could write about the effect of character, plot and action upon the audience I could analyse most of the words and phrases in the quotations I could think up some ways to direct the actors and show what I wanted to I could comment on Shakespeare s use of language by using appropriate literary terms accurately I could comment on how Shakespeare uses language to reveal aspects of Prospero s character I could write about dramatic effect of the scenes and how the characters influence the drama I ensured that when using PEE, my Explanation was the longest part I experimented with the way I used evidence: I could use cluster and embedded quotations I could comment about how the scenes were structured and organised 2006 www.teachit.co.uk 5775.doc Page 5 of 5