The Theatrical and Dramatic Form of the Swordfight in His Later Work Within the Same Genre

Total Page:16

File Type:pdf, Size:1020Kb

The Theatrical and Dramatic Form of the Swordfight in His Later Work Within the Same Genre {l-sl t THE THEATRICAL AT{D DRA}IATIC FOR}I OF TIIE SI{ORDFIGHT III TIIE CHRONICLE PLAYS OF SHAÍESPEARE CHARLES EDEL}IAN SubmÍLted for the Degree of Doctor of Philosophy Department of English The University of Adelaide January 1988 TABLE OF CONTEI.TTS ABSTRACT...... 111 vl- ACKNOI.¡LEDGEI"ÍEI.¡TS . AN INTRODUCTORY NOTE . a v11 PART ONE. AN OVERVIE\.I OF ST^IORDFIGHTING ON THE ELIZABBTHAN STAGE Chapter I. THE STYLE OF ELIZABETHAN THEATRICAL SI^IORDFIGHTING . I II. SI.¡ORDFIGHTING IN ELIZABETHAN DRAMA BEFORE SHAKESPEARE 25 III. MILITARY SWORDFIGHTING IN SHAKESPEAREIS ENGLISH HISTORIES--ARMS AND ARMOR . 64 IV. ELIZABETHANNEO-MEDIEVALISM .. .. 90 PART TI^/0. THE PLAYS V. MTLITARY SWORDFIGHTING--I HENRY VI . 115 VI. MILITARY SWORDFIGHTING-.2 AND 3 HENRY VI . O 151 VII. MILITARY SI{ORDFIGHTING--RICHARD III . L77 VIII. MILITARY SI,J0RDFIGHTING--KING JOHN . 195 IX. MILITARY SI^/ORDFIGHTING--THE HENRY V PLAYS 208 X. MILITARY SWORDFIGHTING--TROILUS AND CRESSIDA . 246 XI. MILITARY SWORDFIGHTING--MACBETH . 293 Appendix to Chapter XI . 306 XII. TOURNEYS AND FORMAL COMBATS . 309 Appendix to Chapter XII . 343 XIII. BRAI.ILS AND SUDDEN FIGHTS . 346 CONCLUSION . o . .''' 358 BIBLIOGRAPHY. 360 11 ABSTRACT This study of the swordfíghting sequences in Shakespearets chronicle plays has three interrelat,ed purposes: (l) to reconstruct, as accurately as possible, the enactment of Ehe swordfights as the Elizabethans would have seen them, (2) to examine t,he manner in which Shakespeare uses Ehis form of stage combat to illuminate plot, character, and theme in the relevant plays, and (3) to offer some opinions as Eo how these swordfights can best be presented on the contemporary st,age in Ehe light of (1) and (2). Essentially, then, my dissertation is a study of Elizabethan stage business, and it is wri-tten with the view that t,he stage business, however ephemeral, is as íntegral a part of Shakespearers plays as are the printed texts. The work is divided inEo two parE,s: Part One ís inEended to give a general overview of swordfighting in Elizabethan drama, including a discussion of Ehe sEyle of such swordfights, and an investigation of the manner in which Elizabet,han dramatists before Shakespeare included or failed to include dísplays of swordfighting in their plays. Distinctions are drawn beEween the various Èypes of swordfight: battle scenes, the brawl or sudden fight, trial by battle, the duel, and combat sport. Other matters undertaken in Part One are an attenpE to learn what armor and rr/eaponry the actors would have used in Shakespearers chronicle plays when engaged in stage combat, and 1l-t finally, given that the visual aspect, of a Shakespearean play is essenEially a part of the visual imagery of the Elizabethan age, ocher facets of chis imagery, which, it will be argued, was essentlally rrneo- medievalist,rrr are discussed in an endeavor Èo find some thematic connection between it and the swordfighting sequences of Shakespearets chronicle plays. ParE Two is an examination of the plays themselves: the eight prays of the Lancastrian history cycle, King John, Troilus and Cressida, King Lear, and Macbeth--the reasons for including t.hese as chronicle plays while excluding ot,hers are given in the course of the scudy. 1V ERRATA nlike p. 16, 1. 1: "!iþ t{ill ro Likerr for tüill ro Eg" P. 32, 1. 10: nsuch as nornallytr for nas nornallytl p. 35, 1. 9: n spoken byn for rgiven torl p. 39, L. ZLz ttintt for ttistt Hsonehou tsomehou p. 66, L. 7z to shovn for shovn p. 7L, L. 2i nflghtlng, and werett for nfighting, verett p. 73, 1. 6: tnanoeuvrelt for tlnanouvren p. 742 1. 19: insert commas after the vords t'sott and ttOrleanst trand p. 77, L. 242 the armorerstr for rrvith the armorerstl p. 94, 1. l0: nconroversy . .n for flcontrover8y.n p. 136, 1. 3: tAngersn for nAngíerst p. 144, L, 2?z tttemporary capture ofil for tttenporary oft' p.1491 1.8: trshovntt for nexplicatedtl p. 260, 1. 7: t'Banboroughn for nBramboroughtr p. 262, 1. 6: rGreeks wastf for rrGreeks verett I hereby affirm t.hat this dissertaEion cont,alns no material which has been accept.ed for an award of any other degree or diploma in any UniversiÈy. To the best of my knowledge and belief, the dissertat.ion contains no naterial previously published or written by another person except where due reference is made in the text. I consent to this dissertation being made available for phot.o- copying and loan if accepted for the degree of Doctor of philosophy. Charles Edelman v ACKNOWLEDGEMENTS It would be impossible to overestimate Lhe value of the contribu- tion of my supervisor, Dr. Alan Brissenden, to this sÈudy. I am also deeply indebted to his colleague, Mr. K.B. Magarey, for so admirably filling in during the time Dr. Brissenden'was overseas, and to Mr. F.H. Mares, for his advice and encouragement. I have also benefit.ed from t,he expert advice of Ms. Robin Eaden, Mrs. Rosemary Luke, and Dr. Llilfrid Prest. Most of my research has been conducted at the Barr Smit.h Líbrary of the University of Adelaide, and I must give particular t,hanks to reference librarian Ms. ElizabeEh Lee and to the highly professional sÈaff at the Inter-Library Loans desk, while the courteous and patient assistance I received at the Bodleian Library, Oxford, and the New York Public Library did credit Eo these famous institutions. v1 AN INTRODUCTORY NOTE In preparing this dissertation, I have followed the recommend- ations of Kate L. Turabian in A Manual for l.Jriters of Term Papers, Theses, and DisserÈations, 5th ed. (Chicago: UniversiEy of Chicago Press, 1987). lrrhere Turabian does not, offer advice on a particular matter, ï have consulted Joseph Gibaldi and tlalter S. Achtert, MLA Handbook for ldrit.ers of Research Papers, 2d ed. (New York: Modern Language Association, 1984), and Eheir MLA Stvle Manual (New York: Modern Language Association, 1985). A fourth and final reference has been the dictates of simplicity and common sense. Abbreviations for Shakespearean and Chaucerian titles are those recomnended in che MLA l{andbook, and I have used the abbreviated title of journals for which such abbreviations are commonly accepced. Unless indicated otherr¿ise, all quotations from Shakespeare are as given in G. Blakemore Evans, êd., The Riverside Shakespeare (Boston: Houghton Mifflin, I974) following Evansf act, scene, and line references, and his modern American spelling. In a sEudy such as this one, spelling is a difficult, and at t,imes vexing, problem. Both primary and secondary quotations are in Èhe original spelling, with Èhe exception of subsÈituting the modern "utl andtr¡trfor the olderttvtt and ttitt where appropriate. My own text ls in American spelling. I have reached the great majority of my conclusions by Èhe v]-1 Eraditional method of examining t,he EexEs of the plays and the critical and historical literat,ure, as well as by viewing the magnificent. collecEions of arns and armor at the Royal Armouries, H.M. Tower of London, and the Metropolitan Museum of Art, New York. Some conclusions, however, are Ehe result of personal experimentation: I was director of stage combat aE the Utah Shakespearean FesEival in 1966 and L967, and held the same post aE Lhe Ashland, Oregon, Festival in 1968 and 1969. I have also acted several Shakespearean roles for which some swordfighting is required. Deciding what would have occurred in Elizabethan t,imes by lookÍng at whaE appears Eo work best in the modern t,heat,re is a practice fraught with difficulti.es, even when working in a playhouse which is designed, as the Ashland stage is, with a view to simulating Elizabethan performance conditions. In Èhe absence of other textual or historical evidence, however, and with this caveat in mind, I will occasionally look to t.he modern theatre for indications of ElizabeEhan staging--although some conventions have changed since Shakespearets day, e.g. the use of female actors and controlled lighting, the most important dramatic conventions are, of course, conmon Eo all periods and genres of drama. vl-11 PART ONE AN OVERVIEI'J OF SI^IORDFIGHTING ON THE ELIZABETHAN STAGE CHAPTER I THE STYLE OF ELIZABETHAN THEATRICAL SIdORDFIGHTING The Pla vhousers AssociaEion with Comba t, Soort This study will begin with an attempt Èo establish the dominanE st.yle of presenEation of Shakespearean swordfights in the Elizabethan period.l Qne is faced, whenever investigat.ing the original s¡age business of shakespearers p1ays, wiÈh the necessity of reconstructing a theatrical ent.iEy without documentary evidence; sEage business is always ephemeral, but aE least in more recenE eras' as Ehe valuable work of Arthur Colby Sprague has shown, there are prompE-books and revie,¡s to consuIt.2 l¡Jithin the very few eyewitness accounts of Shakespearets plays in Elizabethan times, however, Lhere is not a single descriptive reference Eo any of the many swordfights therein' Generally, scholars point. to the well-known cornment in sidneyrs Defence of Poesie (c. 1583) as being the earliest published critical opinion of swordfighting on the ElizabeLhan stage: lAlthough the age of Shakespeare covers both late Elizabethan and early Jacobeãn times, the word 'rElizabethan'r will be used throughout this study, unless otherwise indicated' to cover not only Ehe reign of ElizabeÈh, Uut the years of Jamests reign during which Shakespeare vtas acLive. 2Arthur Colby Sprague, Shakespeare and the Actp¡q: The. Stage Business in hís Plays 1660- t@11 & Russell, 1963). 1 . whlle in the meanetime two Armies flie in, represenEed rriÈh foure swords & bucklers, and then whaÈ hard hart will not receive it for a pit,ched field?3 At flrst glance, it might appear that Sidney is decrying the lack of good, realistic stage swordfighting, hence giving the impression that the theatrical fighÈs of Elizabethan times were unconvincing.
Recommended publications
  • Plutarch, Machiavelli and Shakespeare's Coriolanus Patrick
    The Changing Faces of Virtue: Plutarch, Machiavelli and Shakespeare’s Coriolanus Patrick Ashby University of Bristol [email protected] Introduction: The hinges of virtue ‘Let it be virtuous to be obstinate’, says Caius Martius Coriolanus, shortly before the catastrophe of Shakespeare’s tragedy (Coriolanus, 5.3.26).1 In uttering these words, he articulates a moral hypothesis which is of central importance to Coriolanus: the supposition that steadfastness of principle is a fundamental good. This is a theory which the play puts to the test. The idea of ‘virtue’ — in a variety of guises — is a key focus of this essay, which identifies as crucial those moments at which definitions of virtue are unsettled, transformed, or confronted with a range of alternatives. Several commentators have connected Shakespeare’s Coriolanus with the political ideas of Niccolò Machiavelli, the Florentine theorist whose notoriety rests upon his recommendation of moral flexibility for political leaders. For Anne Barton, who reads the play in the context of Machiavelli’s Discourses on Livy’s history of early Rome, Coriolanus dramatises the futile persistence of obsolescent virtues (the valorisation of battlefield heroics) in an environment of subtler needs and growing political sophistication.2 In Shakespeare and the Popular Voice, Annabel Patterson hints at Shakespeare’s sympathy with the idea of popular political representation, proposing that ‘there is nothing in the play to challenge that famous interpretation of the tribunate which [. .] Machiavelli made a premise of Renaissance political theory’.3 John Plotz 1 William Shakespeare, Coriolanus, The Norton Shakespeare, ed. by Stephen Greenblatt, Katherine Eisaman Maus, Jean E.
    [Show full text]
  • Durham Research Online
    Durham Research Online Deposited in DRO: 12 August 2021 Version of attached le: Accepted Version Peer-review status of attached le: Peer-reviewed Citation for published item: Valladares, Susan (2013) '`For the sake of illustrating principles: Wordsworth, the Convention of Cintra, and Satirical Prints'.', European Romantic Review, 24 (5). pp. 31-54. Further information on publisher's website: https://doi.org/10.1080/10509585.2013.828400 Publisher's copyright statement: This is an Accepted Manuscript of an article published by Taylor Francis in European Romantic Review on 16 September 2013, available online: http://www.tandfonline.com/10.1080/10509585.2013.828400. Additional information: Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full DRO policy for further details. Durham University Library, Stockton Road, Durham DH1 3LY, United Kingdom Tel : +44 (0)191 334 3042 | Fax : +44 (0)191 334 2971 https://dro.dur.ac.uk Susan Valladares “For the sake of illustrating principles”: Wordsworth, the Convention of Cintra, and Satirical Prints Susan Valladares* Worcester College, University of Oxford, Oxford, UK Abstract Wordsworth’s pamphlet Concerning the Relations of Great Britain, Spain, and Portugal to each other, and to the common enemy; at this crisis, and specifically as affected by the Convention of Cintra (1809) is, arguably, one of Romanticism’s most nuanced examples of political prose.
    [Show full text]
  • POEMS for REMEMBRANCE DAY, NOVEMBER 11 for the Fallen
    POEMS FOR REMEMBRANCE DAY, NOVEMBER 11 For the Fallen Stanzas 3 and 4 from Lawrence Binyon’s 8-stanza poem “For the Fallen” . They went with songs to the battle, they were young, Straight of limb, true of eye, steady and aglow. They were staunch to the end against odds uncounted, They fell with their faces to the foe. They shall grow not old, as we that are left grow old: Age shall not weary them, nor the years condemn. At the going down of the sun and in the morning We will remember them. Robert Laurence Binyon Poem by Robert Laurence Binyon (1869-1943), published in by the artist William Strang The Times newspaper on 21st September 1914. Inspiration for “For the Fallen” Laurence Binyon composed his best-known poem while sitting on the cliff-top looking out to sea from the dramatic scenery of the north Cornish coastline. The poem was written in mid-September 1914, a few weeks after the outbreak of the First World War. Laurence said in 1939 that the four lines of the fourth stanza came to him first. These words of the fourth stanza have become especially familiar and famous, having been adopted as an Exhortation for ceremonies of Remembrance to commemorate fallen service men and women. Laurence Binyon was too old to enlist in the military forces, but he went to work for the Red Cross as a medical orderly in 1916. He lost several close friends and his brother-in-law in the war. .
    [Show full text]
  • Paris History Early History Julius Caesar Conquered Paris in 52 BC It
    Paris History Early History Julius Caesar conquered Paris in 52 B.C. It was then a fishing village, called Lutetia Parisiorum (the Parisii were a Gallic tribe), on the Île de la Cité. Under the Romans the town spread to the left bank and acquired considerable importance under the later emperors. The vast catacombs under Montparnasse and the baths (now in the Cluny Mus.) remain from the Roman period. Legend says that St. Denis, first bishop of Paris, was martyred on Montmartre (hence the name) and that in the 5th cent. St. Geneviève, the patron saint of Paris, preserved the city from destruction by the Huns. On several occasions in its early history Paris was threatened by barbarian and Norman invasions, which at times drove the inhabitants back to the Île de la Cité. Clovis I and several other Merovingian kings made Paris their capital; under Charlemagne it became a center of learning. In 987, Hugh Capet, count of Paris, became king of France. The Capetians firmly established Paris as the French capital. The city grew as the power of the French kings increased. In the 11th cent. the city spread to the right bank. During the next two centuries—the reign of Philip Augustus (1180–1223) is especially notable for the growth of Paris—streets were paved and the city walls enlarged; the first Louvre (a fortress) and several churches, including Notre-Dame, were constructed or begun; and the schools on the left bank were organized into the Univ. of Paris. One of them, the Sorbonne, became a fountainhead of theological learning with Albertus Magnus and St.
    [Show full text]
  • Masaryk University Faculty of Education
    Masaryk University Faculty of Education Department of English Language and Literature We, Band of Brothers in Arms Friendship and Violence in Henry V by William Shakespeare Bachelor thesis Brno 2016 Supervisor: Author: Mgr. Jaroslav Izavčuk Vladimír Ovčáček Prohlašuji, že jsem bakalářskou práci na téma ‘We, Band of Brothers in Arms - Friendship and Violence in Henry V by William Shakespeare’ vypracoval samostatně, s využitím pouze citovaných pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. Souhlasím, aby práce byla uložena na Masarykově univerzitě v Brně v knihovně Pedagogické fakulty a zpřístupněna ke studijním účelům. V Brně dne………………………….. Podpis………………………………. - 1 - I would like to express my gratitude to my parents and friends, without whose support I would never have a chance to reach this important point of my life. I would also like to thank Mgr. Jaroslav Izavčuk for his kind support, helpful advice, and patience. - 2 - Anotace Tato bakalářská práce analyzuje hru Jindřich V. od Wiliama Shakespeara, a to z hlediska násilí a přátelství, jakožto témat často se objevujících v této hře. Bakalářská práce je tvořena teoretickou a praktickou částí. V teoretické části je popsán děj hry a jsou zde také určeny cíle této práce. Dále jsou zde charakterizovány termíny násilí a přátelství a popsán způsob jakým bylo v renesančním dramatu vnímáno násilí. Dále jsem zde vytvořil hypotézu a definoval metody výzkumu. Na konci teoretické části je stručný popis historického kontextu, do kterého je tato hra včleněna.
    [Show full text]
  • Kingdom of Artemisia
    Kingdom of Artemisia Historical Combat Reproduction Standards Book in and for the Kingdom of Artemisia 1 Historical Combat Reproduction Standards Book in and for the Kingdom of Artemisia This Standards book has been issued by the Office of the Minister of Arts and Sci- ences after review and approval by the Crown of Artemisia as well as the Office of the Earl Marshal in and for the Kingdom of Artemisia. ISSUE DATE RESPONSIBLE PARTIES DESCRIPTION ___________ Ld. Marten Claessen van ORIGINAL Ruyssevelt READ AND APPROVED _____________________________ ______________________________ REX ARTEMISIA REGINA ARTEMISIA ___________________________ _____________________________ MINISTER OF ARTS AND EARL MARSHAL ARTEMISIA SCIENCES ARTEMISIA 2 Table of Contents Page number Provenance ……………………………………… 2 Table of Contents ……………………………………… 3 Overview ………………………………………. 4-5 Historical Combat Studies ……………………………………… 6- 15 Appendix (Terms) …………...…………………………… 16-17 3 The Society for Creative Anachronism provides, in its Mission Statement: The Society for Creative Anachronism provides a structure for enthusiasts of the Middle Ages and Renaissance to explore various aspects of the period in Europe to 1600 AD. As accurately as possible, the SCA’s members strive to adopt the lifestyle, culture, technology, clothing and accoutrements common to those liv- ing during the time under study. The SCA encourages members to learn by doing, to research period arts, sciences and activities, to share their knowledge with oth- ers, and to behave in a chivalrous manner in all their interactions. The goals of Historical Combat Study and Education in the Kingdom of Ar- temisia are summarized by the following Articles: ARTICLE 1 OBJECTIVE OF HISTORIAL COMBAT STUDIES Through study and training in the historical martial arts, members seek to build their character, enhance their sense of judgment, and become disciplined individu- als capable of making contributions to the further Glory of Artemisia and to pro- mote the mission of the SCA.
    [Show full text]
  • 'Music and Remembrance: Britain and the First World War'
    City Research Online City, University of London Institutional Repository Citation: Grant, P. and Hanna, E. (2014). Music and Remembrance. In: Lowe, D. and Joel, T. (Eds.), Remembering the First World War. (pp. 110-126). Routledge/Taylor and Francis. ISBN 9780415856287 This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/16364/ Link to published version: Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] ‘Music and Remembrance: Britain and the First World War’ Dr Peter Grant (City University, UK) & Dr Emma Hanna (U. of Greenwich, UK) Introduction In his research using a Mass Observation study, John Sloboda found that the most valued outcome people place on listening to music is the remembrance of past events.1 While music has been a relatively neglected area in our understanding of the cultural history and legacy of 1914-18, a number of historians are now examining the significance of the music produced both during and after the war.2 This chapter analyses the scope and variety of musical responses to the war, from the time of the war itself to the present, with reference to both ‘high’ and ‘popular’ music in Britain’s remembrance of the Great War.
    [Show full text]
  • We the People Program 131 Anzac Day 2014 Way Back in 1869 a Boy
    We The People Program 131 Anzac Day 2014 Way back in 1869 a boy was born in Lancaster England the son of a clergyman and educated at St Paul’s School and Trinity College Landon. His name was Laurence Binyon. In 1904 he married historian Cicely Margaret Powell and the couple had three daughters. During those years, Binyon belonged to a circle of artists, as a regular patron of the Wiener Cafe of London. Moved by the opening of the Great War and the already high number of casualties of the British Expeditionary Force, in 1914 Laurence Binyon wrote his For the Fallen as he was visiting the cliffs on the north Cornwall coast. Today Binyon’s poem resonates with many people from different lands and has become an anthem for the wise memory and for those we owe so much. Listen now to his poem and while you may not be familiar with most of it no doubt it will stir many memories and especially toward the end. This is what it is to be an Australian and without the ties that bind our nation would be the less for it. This represents our multicultural roots and rejoices in the stable mono culture we must have. To do or say otherwise would mean the desecration of the fallen and Anzac Day represents the price of Freedom others have paid for us. For The Fallen With proud thanksgiving, a mother for her children, England mourns for her dead across the sea. Flesh of her flesh they were, spirit of her spirit, Fallen in the cause of the free.
    [Show full text]
  • The History of Scotland from the Accession of Alexander III. to The
    UNIVERSITY OF CALIFORNIA AT LOS ANGELES THE GIFT OF MAY TREAT MORRISON IN MEMORY OF ALEXANDER F MORRISON THE A 1C MEMORIAL LIBRARY HISTORY OF THE HISTORY OF SCOTLAND, ACCESSION OF ALEXANDEB III. TO THE UNION. BY PATRICK FRASER TYTLER, ** F.RS.E. AND F.A.S. NEW EDITION. IN TEN VOLUMES. VOL. X. EDINBURGH: WILLIAM P. NIMMO. 1866. MUEKAY AND OIBB, PUINTERS. EDI.VBUKOII V.IC INDE X. ABBOT of Unreason, vi. 64 ABELARD, ii. 291 ABERBROTHOC, i. 318, 321 ; ii. 205, 207, 230 Henry, Abbot of, i. 99, Abbots of, ii. 206 Abbey of, ii. 205. See ARBROATH ABERCORN. Edward I. of England proceeds to, i. 147 Castle of, taken by James II. iv. 102, 104. Mentioned, 105 ABERCROMBY, author of the Martial Achievements, noticed, i. 125 n.; iv. 278 David, Dean of Aberdeen, iv. 264 ABERDEEN. Edward I. of England passes through, i. 105. Noticed, 174. Part of Wallace's body sent to, 186. Mentioned, 208; ii. Ill, n. iii. 148 iv. 206, 233 234, 237, 238, 248, 295, 364 ; 64, ; 159, v. vi. vii. 267 ; 9, 25, 30, 174, 219, 241 ; 175, 263, 265, 266 ; 278, viii. 339 ; 12 n.; ix. 14, 25, 26, 39, 75, 146, 152, 153, 154, 167, 233-234 iii. Bishop of, noticed, 76 ; iv. 137, 178, 206, 261, 290 ; v. 115, n. n. vi. 145, 149, 153, 155, 156, 167, 204, 205 242 ; 207 Thomas, bishop of, iv. 130 Provost of, vii. 164 n. Burgesses of, hanged by order of Wallace, i. 127 Breviary of, v. 36 n. Castle of, taken by Bruce, i.
    [Show full text]
  • Henry V Plays Richard II
    Colby Quarterly Volume 26 Issue 2 June Article 6 June 1990 "I will...Be like a king": Henry V Plays Richard II Barbara H. Traister Follow this and additional works at: https://digitalcommons.colby.edu/cq Recommended Citation Colby Quarterly, Volume 26, no.2, June 1990, p.112-121 This Article is brought to you for free and open access by Digital Commons @ Colby. It has been accepted for inclusion in Colby Quarterly by an authorized editor of Digital Commons @ Colby. Traister: "I will...Be like a king": Henry V Plays Richard II "I will . .. Be like a king": Henry V Plays Richard II by BARBARA H. TRAISTER N BOTH RichardII and Henry v, the first and last plays ofthe second tetralogy, I kings engage in highly theatrical activity. Each play, however, has a very different metadramatic focus. In Richard II acting becomes a metaphor for the way Richard sees himself. The focus of audience attention is the narcissistic royal actor whose principal concern is his own posturing and who is his own greatest, and eventually only, admirer. Richard is an actor and dramatist, the embodiment of Elizabeth I's comment: "We Princes, I tell you, are set on stages, in the sight and view of all the world duly observed" (quoted in Neale 1957,2:19). However, his self-ab­ sorption and blindness to the world around him lead the audience to make few, if any, connections between him and the actor-dramatist who created him. The play is nearly empty of self-reflexive dramatic overtones despite its complex portrait of a player king.
    [Show full text]
  • Monday Matinée Study Guide
    Zoellner Arts Center 420 East Packer Avenue Lehigh University Bethlehem, PA 2016-17 Season Monday Matinée Study Guide Alice in Wonderland Tout à Trac Monday, March 20, 2017 at 10 a.m. Baker Hall, Zoellner Arts Center, Lehigh University 420 E Packer Ave, Bethlehem, PA 18015 12/27/16 Study Guide: Tout à Trac Alice in Wonderland, page 1 Using This Study Guide On Monday, March 20 your class will attend a performance of Alice in Wonderland at Lehigh University’s Zoellner Arts Center in Baker Hall. You can use this study guide to engage your students and enrich their Zoellner Arts Center field trip. Materials in this guide include information about the performance, what you need to know about coming to a show at Zoellner Arts Center and interesting and engaging activities to use in your class room prior to, as well as after the performance. These activities are designed to connect with disciplines in addition to arts including: Physical activities Communication (verbal and non-verbal) Leadership Architecture Trust building Physics Teamwork Physical Sciences Before attending the performance, we encourage you to: • Review with your students the Know Before You Go items on page 4. • Discuss with your students the information on pages 5-8: About the Story and About the Company. • Check out the definitions & explanations in Elements of Stagecraft on page 9. • Engage your class in two or more activities on pages 10-16. At the Performance • Encourage your students to stay focused on the performance. • Encourage the students to remember what they know or learned about the story.
    [Show full text]
  • CYMBELINE" in the Fllii^Slhi TI CENTURY
    "CYMBELINE" IN THE fllii^SLHi TI CENTURY Bennett Jackson Submitted in partial fulfilment for the de ree of uaster of Arts in the University of Birmingham. October 1971. University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. SYNOPSIS This thesis consists of an Introduction, followed by Part I (chapters 1-2) in which nineteenth- century criticism of the play is discussed, particular attention being paid to Helen Faucit's essay on Imogen, and its relationship to her playing of the role. In Part II the stags-history of Oymbcline in London is traced from 1785 to Irving's Lyceum production of 1896. Directions from promptbooks used by G-.P. Cooke, W.C. Macready, Helen Eaucit, and Samuel ±helps are transcribed and discussed, and in the last chapter the influence of Bernard Shaw on Ellen Terry's Imogen is considered in the light of their correspondence and the actress's rehearsal copies of the play. There are three appendices: a list of performances; transcriptions of two newspaper reviews (from 1843 and 1864) and one private diary (Gordon Crosse's notes on the Lyceum Gymbeline); and discussion of one of the promptbooks prepared for Charles Kean's projected production.
    [Show full text]