Study Guide By Chris Dittrich, Ed.D
The Life of William Shakespeare Have you heard the word eyeball? Do you know who invented that word, along with and? William Shakespeare, the famous English writer. Almost everyone knows the name William Shakespeare, but surprisingly we don t really know that much about his life. Unlike today, there were very few records kept about people s lives in the 1500 and 1600 s. We don t even know his birthday, but we have a good guess. His baptism in the church was on April 26, 1564, which was usually done three days after birth. So we think he was born on April 23, 1564. Will s father, John Shakespeare, was a glove maker and mayor of their small town, Stratford-upon-Avon. Will had seven brothers and sisters. When he was a boy, he enjoyed watching plays, many with swordfights, battles, and stories of romance. Often they were performed in the streets of his town by locals or traveling troupes. Will started school when he was five, but had to drop out when he was thirteen because his dad lost most of the family s money in bad economic times. Will s parents needed him to work to support the family. College was out of the question. It was just too expensive. When Will was eighteen years old, he married Anne Hathaway. They had a daughter Susanna and then two years later they had twins, a son Hamnet and another daughter Judith. For the next seven years we have no records for where Will was or what he was doing. They are called the lost years. Ann Hathaway s House
In 1592, records show he was living in London, one of the greatest cities in Europe at the time. There were visitors from all over the world there for trading, and he met many interesting people. One of the favorite activities in London was going to the theater. The most expensive seats in the theater cost about six cents. For that price, you were given a cushion and a seat in the balconies. The least expensive place to watch a play was standing on the ground in front of the elevated stage. These people were Curtain Theater, London called. If they didn t like an actor or what he was doing in the play, the groundlings would throw rotten fruit and vegetables at him. The actors sometimes threw things back at the audience too. Will was probably a groundling at many shows in London at the time. He had to make a living while in London, so he worked at theaters doing such jobs as tending to horses as people watched the show and helping the actors learn their lines. He also started acting too, but just small roles. Later, he started rewriting other s plays and then started writing new ones of his own. Many of his plays were based on stories he had read as a boy. Back then, most playwrights borrowed from each other and from history. The first play Shakespeare wrote was. It was not very popular, and he soon learned how to write plays people wanted to watch, like plays about English kings with lots of action and swordfights. He soon became one of London s most popular playwrights, but when the Black Death hit London, the theaters all closed. The Black Death was the, a contagious disease that killed over twenty million people, almost a third of the people in Europe. Everyone was scared to go out so no one wanted to go to the theater for fear they would get sick and die. While the theaters were closed, he wrote many poems and a few plays. He made so much money on his poetry he was able to invest in an acting company when the theaters opened again in 1595. It was called Lord Chamberlain s Men. During this time he wrote some of his most popular plays:,,, and Will s acting company often performed plays for the
Queen of England. They were one of her favorites. At this time, his theater company was doing very well and making lots of money. They owned the theater they were performing in, but not the land under it. When the landlord demanded more money to stay on the property, Will and his company figured out a way out of the problem. Over several weeks, they took apart their theater piece by piece, moved it across the river, and rebuilt it nearby. It was called the. About twenty years later during one scene in Henry VIII, a cannon ball was fired. It caught the thatch roof on fire and the theater burned to the ground. No one was injured and they rebuilt it within a year. When King James came to power in England, he renamed Will s company the King s Men and they became the most popular acting troupe in London. Life was going well for Will. His daughter was married and his company was playing to packed theaters year-round. He wrote one of his most famous plays,, during this time. A few years later he moved back to Stratford-upon-Avon to live full time with his family again after living in London for over twenty years. He lived exactly 52 years. He died on his birthday in 1616. He left us 38 of the most famous plays in the world which we still enjoy almost 500 years later. Globe Theater, London
Shakespeare s 35 plays were first published in 1623 as the First Folio. Three other plays were later attributed to Shakespeare and a few plays are believed to have been co-written by Shakespeare. His plays have been translated to all major languages and are still performed worldwide. There are three major categories that most Shakespeare plays fall into:,, and. Later scholars have added the categories problem plays, ones that don t fit a category, and romances. Comedies are plays that have happy endings, most conclude with a wedding or two. There are often mistaken identities and misunderstandings that lead to funny situations. Some of his most famous comedies are:,,, and. Tragedies are plays that typically have sad endings although many have humor interwoven throughout. Many of the main characters die before the play is over. Some of his most famous tragedies are:,,,,, and. Shakespeare s histories are plays based on the lives of English kings. Some of the histories include,,, and.
Shakespeare s plays were written in Early Modern English, but with a familiarization of a few key words and sentence structure, it s not hard to enjoy the full meaning and beauty of Shakespeare s words. This activity is to be used before the performance for students to explore Shakespearean language. Materials: Writing materials for students, projection or handout of 1. Show students Words, words, words attached below. These Early Modern English words were used in everyday speech during the 1500 s and 1600 s. Read over the list together, and have the students create one or two of their own sentences using some of the words. For example, My dog hath eaten a bone, or We should go anon to lunch. 2. Students can create a logical sentence using as many words as they can. For example, Alas, I don t know wherefore ye computer was taken thither ere lunch. Or, they can create a dialog between contemporary characters. 3. In our modern English, we often use the Subject-Verb-Object sentence structure, such as Lily ate the peach. Shakespeare often used the Subject-Object-Verb structure, called SOV inversion. His sentence would be, The peach Lily ate. He changed the structure for a few reasons. Many times Shakespeare needed lines to rhyme and it was easier to rhyme one-syllable verbs than longer nouns at the end of lines. Also, it made his plays more interesting to listen to with varied sentence structure. And, SOV inversion allowed him to stress different syllables for emphasis, especially in iambic pentameter. 4. Give the students the sentence, But soft, what light through yonder window breaks? Have students rearrange these words while maintaining the original meaning. They can make up their own sentences to try rearranging.
Materials: Writing materials for students, projection or handout of 1. Discuss with the students how Shakespeare wrote his plays. His plays include about 900,000 words total, 28,000 different words in all. As seen in the performance, sometimes English didn t have a word for something he wanted to write about, so he made up a word. Overall, he made up about 1,700 words, many of which we use every day, such as champion, label, and alligator. By altering existing words, he invented such words as undress, unreal, countless, and amazement. For some words, he created his own compound words, such as eyeball, moonbeam, madcap, cold-blooded, downstairs and lackluster. Some he had to create to fit his rhyme scheme or keep with his allotted syllables per line. 2. Show the students the Skimble-skamble handout. This is one of Shakespeare s made up words. Read the following three definitions and have the students vote on which one they think is the correct definition. 1. Confused and rambling 2. Children s game involving tapered sticks and a leather ball called a boggler 3. Run quickly through shallow water 3. The correct definition is: confused and rambling. For example, I was having fun listening to my little brother and his skimble-skamble story. Shakespeare s quote from King Henry IV was A deal of skimble-skamble stuff.
4. Next, divide the students into groups. Have them write a short dialog using a word from the list of other nonsense words. Their dialog should lead the other students to their invented definition. As they present to the class, have the class guess the definition based on context. The students could also research the actual definition and present that definition and two invented ones. The class could then decide which is the real definition. 5. Shakespeare created many of these words to describe things that had never had a word before. Discuss what words we have made up or repurposed to describe new things, such as texting, Ziploc, cake pops, web surfing, cell phone, or laptop. 1. Discuss with the students how the Disney story The Lion King is very similar to Shakespeare s Hamlet. Simba (Hamlet) has to revenge the death of his father Mufasa (Old Hamlet) after Mufasa was killed by his uncle Scar (Claudius). Simba s best friends Timon and Pumbaa (Rosencrantz and Guildenstern) help him when he leaves his homeland. Fortunately, the Lion King has a happier ending. Shakespeare borrowed from history and other writings of his time for ideas. It was common in those times. Many modern movies are based on Shakespeare plays or have similar plots. 2. Have them research synopses of Shakespeare s plays and rewrite the plot using updated modern names, locations, activities, props, and trends. Materials: Writing materials for students, projection or handout of 1. Have a few students say the sentence, You got me a horse for my birthday. Discuss how tone, volume, and body language could alter the feeling of the sentence. Have students brainstorm all the different ways it could be said. For example, it could be happy, sad, surprised, disappointed, shocked, worried, or confused. Have them say the sentence out loud using some of these feelings.
2. Give each pair of students one of the quotes on the Shakespeare Quotes handout. They should study the quote and determine the meaning. Then practice reading the quote with the proper emotion and body motions. They can then translate it to Modern English and read it again with emotion. They can add a line before and after to help explain the quote. 3. Discuss how even though you might not know every word of Shakespeare s dialog, much is expressed though action and tone. Materials: Projection or handout of 1. Show students the. It is an example of a sonnet, 14 lines of iambic pentameter. Each line has 10 syllables. The rhyme scheme is. It is the synopsis of the entire play read at the beginning to give the audience an idea of what they are going to see. 2. Review the meaning as presented in the performance. Two families of equal rank lived in Verona, where the play takes place. They have fought for many years and continue to fight, both families to blame. One family had a son named Romeo, the other a daughter named Juliet. Sadly, Romeo and Juliet fell in love but died because the families would not let them be together. After their death, their families ended the feud. This is the story of our two hour play, which if you listen, we will try to show you. 3. Have the students rewrite the prologue explaining a modern conflict (sports teams, civil war, political groups, friend disagreements, etc.) to share with the class. As a challenge, they can try to keep some of the characteristics of the sonnet, including 14 lines or iambic pentameter. 9
Engage in a class discussion. What were their favorite parts of the performance? What did they learn? What do they think of Shakespeare? What did they find the funniest? What else would they like to know about Shakespeare? We would love your feedback from We welcome comments about students experiences. Please send all correspondence to the Shakespeare Dallas Offices, or via email to Julie Osborne Watts at 10
Shakespeare Dallas has invited audiences to enjoy accessible productions in an open-air amphitheater since 1971. Texans enjoy this staple of community life during the months of June, July, September, and October. To book student groups, please contact josborne@shakespearedallas.org The Dallas Shakespeare Club, Hillcrest Foundation, IBM, The Theodore and Beulah Beasley Foundation, North Texas Honda Dealers, City of Dallas, Office of Cultural Affairs 11
The mission of Shakespeare Dallas is to utilize the works of William Shakespeare as a catalyst for producing the performing arts throughout greater North Texas. The company serves an audience of adults and children of all ages through year-round staged productions, a unique touring education program and community outreach services. A guiding focus of Shakespeare Dallas and its flagship outdoor performances is to make the arts accessible to all. Through this commitment, Shakespeare Dallas is uniquely qualified to provide the community with a blend of artistic purpose, creative energy and cultural richness. Shakespeare Dallas aspires to be North Texas most innovative performing arts organization offering unparalleled educational and artistic programs that enrich lives through the works of William Shakespeare. Shakespeare in the Park, Shakespeare On The Go!, and Shakespeare Unplugged From Hamlet 12
a word used to express concern, unhappiness, or pity. Right now Are or Does Dost thou not laugh? Before Listen Has Away Here There a violent storm You Yours 13
Why Will You 14
a. Confused and rambling b. Children s game involving tapered sticks and a leather ball called a boggler c. Run quickly through shallow water Other nonsense words from Shakespeare a. Hurly-burly b. Hodge-podge c. Oppugnancy d. Miching e. Hugger mugger f. Noddles g. Mallecho h. Pignut i. Honorificabilitudinitatibus Shakespeare s First Folio 15
I count myself in nothing else so happy As in a soul remembering my good friends. O, beware, my lord, of jealousy; It is the green-eyed monster which doth mock The meat it feeds on; The cannons have their bowels full of wrath, And ready mounted are they to spit forth Their iron indignation 'gainst your walls France, I am burn'd up with inflaming wrath; A rage whose heat hath this condition, That nothing can allay, nothing but blood, The blood, and dearest-valued blood, of France. O, from this time forth, My thoughts be bloody, or be nothing worth! I will have such revenges on you both, That all the world shall--i will do such things,-- What they are, yet I know not: but they shall be The terrors of the earth. As for the brat of this accursed duke, Whose father slew my father, he shall die. If music be the food of love, play on. 16
Good night, good night! Parting is such sweet sorrow, that I shall say good night till it be morrow. Cowards die many times before their deaths; the valiant never taste of death but once. Suspicion always haunts the guilty mind. How far that little candle throws its beams! So shines a good deed in a naughty world. With mirth and laughter let old wrinkles come. Alas, I am a woman friendless, hopeless! One touch of nature makes the whole world kin. There's many a man has more hair than wit. O God, O God, how weary, stale, flat, and unprofitable seem to me all the uses of this world! Lear and Cordelia by Ford Madox Brown 17
Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. 18
www.absoluteshakespeare.com www.folger.edu www.shakespeare.mit.edu www.bardweb.net www.shakespearesglobe.com www.abm-enterprises.net/shakespeare.htm www.stratford-upon-avon.co.uk www.visitlondon.com www.elitedaily.com www.commons.wikimedia.org www.haverford.edu 19