Spring 2009 PSF Newsletter
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The Low-Status Character in Shakespeare's Comedies Linda St
Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 5-1-1973 The Low-Status Character in Shakespeare's Comedies Linda St. Clair Western Kentucky University Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the English Language and Literature Commons Recommended Citation St. Clair, Linda, "The Low-Status Character in Shakespeare's Comedies" (1973). Masters Theses & Specialist Projects. Paper 1028. http://digitalcommons.wku.edu/theses/1028 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. ARCHIVES THE LOW-STATUS CHARACTER IN SHAKESPEAREf S CCiiEDIES A Thesis Presented to the Faculty of the Department of English Western Kentucky University Bov/ling Green, Kentucky In Partial Fulfillment of the Requirements for the Degree Master of Arts Linda Abbott St. Clair May, 1973 THE LOW-STATUS CHARACTER IN SHAKESPEARE'S COMEDIES APPROVED >///!}<•/ -J?/ /f?3\ (Date) a D TfV OfThesis / A, ^ of the Grafduate School ACKNOWLEDGEMENTS With gratitude I express my appreciation to Dr. Addie Milliard who gave so generously of her time and knowledge to aid me in this study. My thanks also go to Dr. Nancy Davis and Dr. v.'ill Fridy, both of whom painstakingly read my first draft, offering invaluable suggestions for improvement. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS iii INTRODUCTION 1 THE EARLY COMEDIES 8 THE MIDDLE COMEDIES 35 THE LATER COMEDIES 8? CONCLUSION 106 BIBLIOGRAPHY Ill iv INTRODUCTION Just as the audience which viewed Shakespeare's plays was a diverse group made of all social classes, so are the characters which Shakespeare created. -
Conversations with Bill Kristol
Conversations with Bill Kristol Guest: Paul Cantor Professor of English, University of Virginia Taped March 15, 2021 Table of Contents I. Comedy and Skepticism (0:15 – 13:05) II: Shakespeare's Comedy (13:05– 46:32) III: Love and Friendship (46:32 – 1:23:40) I. Comedy and Skepticism (0:15 – 13:05) KRISTOL: Hi, welcome back to CONVERSATIONS. I'm Bill Kristol, very pleased to be joined again by my friend Paul Cantor, Professor of Literature at the University of Virginia. He has been a guest on many conversations ranging in topics from Shakespeare to popular culture, to fiction, to Westerns in movies and novels. But today, we're going to talk about Shakespeare and comedy. Before we get into that, I should say that you can watch a whole series of lectures by Paul, excellent lectures on Shakespeare, at the Shakespeare and Politics page of Great Thinkers, www.thegreatthinkers.org. So, go to www.thegreatthinkers.org, click on Shakespeare and politics, and you'll get a very well curated page with Paul's lectures and actually, the earlier conversations we've had on Shakespeare, et cetera. But enough of the promotion, let's get to the topic, so Paul, thanks for being with me. CANTOR: Pleasure being here. I know it's virtual. KRISTOL: Yeah. I know, next time. Next time in — CANTOR: Yeah, I think so. KRISTOL: Next time in reality, but. So, Shakespeare and comedy. So you wanted to talk about comedy? With most people interested in Shakespeare, the tragedies come to mind first, and they're more serious and heavy and weighty and all that. -
Love's Labour's Lost
Love’s Labour’s Lost by William Shakespeare Know-the-Show Audience Guide researched and written by the Education Department of The Shakespeare Theatre of New Jersey Artwork: Scott McKowen The Shakespeare Theatre of New Jersey LOVE’S LABOUR’S LOST: Know-the-Show In This Guide – LOVE’S LABOUR’S LOST: An Introduction ............................................................................... 2 – The Life of William Shakespeare ............................................................................................... 3 – LOVE’S LABOUR’S LOST: A Synopsis ....................................................................................... 4 – Sources of the Play ................................................................................................................... 5 – Who’s Who in the Play ............................................................................................................. 6 – Changing Views of LOVE’S LABOUR’S LOST ............................................................................ 7 – The Language of LOVE’S LABOUR’S LOST ............................................................................... 8 – Food for Thought....................................................................................................................... 9 – Commentary & Criticism ........................................................................................................ 10 – In this Production .................................................................................................................. -
Twelfth Night and Shakespearian Comedy Milton Crane Shakespeare
Twelfth Night and Shakespearian Comedy Milton Crane Shakespeare Quarterly, Vol. 6, No. 1. (Winter, 1955), pp. 1-8. Stable URL: http://links.jstor.org/sici?sici=0037-3222%28195524%296%3A1%3C1%3ATNASC%3E2.0.CO%3B2-N Shakespeare Quarterly is currently published by Folger Shakespeare Library. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/folger.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Sat Feb 9 20:36:43 2008 Twelfth Night and Shakespearian Comedy MILTON CRANE HEN Dr. -
Romeo Juliet
The Connell Guide to Shakespeare’s Romeo and Juliet by Simon Palfrey Contents Introduction 4 What’s in a name? 69 A summary of the plot 8 How does Juliet speak her love? 75 What is the play about? 10 How does Shakespeare handle time in Romeo and Juliet? 80 How does Romeo and Juliet differ from Shakespeare’s comedies? 12 Why is Juliet so young? 91 Why is Romeo introduced to us How does Shakespeare show Juliet’s indirectly? 24 “erotic longing”? 100 What do we make of Romeo’s first Is there a moral in this play? 106 appearance? 28 NOTES How is Juliet introduced? 31 The characters 7 How Shakespeare changed his source 17 Why is Mercutio so important? 37 Benvolio 26 The critics on Romeo 22 How does Mercutio prepare us for Six key quotes from the play 53 The balcony scene 58 Juliet? 47 Ten facts about Romeo and Juliet 64 Cuts, censorings and performance versions 72 Why is Romeo’s first glimpse of Juliet so The Friar 86 important? 51 Four ways critics have seen the tragedy 98 How exceptional are the lovers? 108 What is it that makes the balcony scene A short chronology 116 so memorable? 55 Bibliography 120 Introduction: the world’s into: but the nature of their love is also born profoundly from it. greatest love story? In the first acts of the play, much of the energy and vitality comes from Romeo’s friend, Mercutio. Romeo and Juliet is routinely called “the world’s He is the most vehemently anti-romantic figure greatest love story”, as though it is all about imaginable. -
Hamlet - Spring Tour Study Guide
Kentucky Shakespeare Presents Hamlet - Spring Tour Study Guide Grades 6th - 12th Hear it. See it. Do it! Kentucky Shakespeare 323 West Broadway, Suite 401 Louisville, KY 40202 Dear Educator, Office 502-574-9900 Thank you for choosing Kentucky Shakespeare to enrich Fax 502-566-9200 your students’ lives with Art Education! We know that [email protected] the arts are essential to a child’s educational experience www.kyshakespeare.com Table of Contents and development. It is our object to keep the arts alive and thriving in our schools and communities. This comprehensive Study Guide includes essential •Synopsis………………………….…Page 3 background information on the Bard and his life, his written works, pre/post performance activities, and a list •William Shakespeare................Page 4 of applicable Academic Standards that are met with this performance. •Shakespeare’s Plays..................Page 5 While giving additional arts related experiences, these •Theatre Vocabulary...................Page 6 teacher-led activities are intended to broaden students’ understanding of the play as well as how Shakespeare can •Plot...........................................……Page 7 relate to our own lives. We hope that you and your students enjoy this 90 minute performance •Director’sHamlet............ Questions.................Page 8 Please contact us with any questions or need for further •About ...................Page 10 assistance. Thank you for supporting the Commonwealth’s largest in-school arts provider and the United States’ oldest, •Characters.....................................Page -
Trumbull, Connecticut SHAKESPEARE Grade 12 English Department 2017
TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut SHAKESPEARE Grade 12 English Department 2017 (Last revision date: 2000) Curriculum Writing Team Jessica Spillane English Department Chairperson, Trumbull High School Matthew Bracksieck English Teacher, Trumbull High School Jonathan S. Budd, Ph.D., Assistant Superintendent of Curriculum, Instruction, & Assessments Shakespeare Property of Trumbull Public Schools Shakespeare Grade 12 Table of Contents Core Values & Beliefs ............................................................................................... 2 Introduction & Philosophy ......................................................................................... 2 Course Goals ............................................................................................................... 3 Course Enduring Understandings ............................................................................... 6 Course Essential Questions ......................................................................................... 7 Course Knowledge & Skills........................................................................................ 7 Course Syllabus ......................................................................................................... 8 Unit 1: Introduction to Shakespeare – The Person and the Plays .............................. 10 Unit 2: The History Plays .......................................................................................... 14 Unit 3: The Comedy Plays ........................................................................................ -
The Characterisation in Shakespearean Comedies
CHARACTERIZATION IN SHAKESPEAREAN COMEDIES & ITS APPLICATION Curso monográfico Literatura Inglesa “Shakespeare in Performance” Academic Year 2006/2007 By PLANNING TEAM PLANNING TEAM MEMBERS ARE: • Ayala Ruíz, ALBERTO • Ayanoglu, AYSE • Bordas del Prado, ANA ISABEL • Cabrales Morant, RAQUEL • Cantero Laserna, EDUARDO • Carbonell Rico, ALFREDO • Clares Arrimada, ÓSCAR • Onur, IPEK INDEX 0. INTRODUCTION 1. SHAKESPEAREAN COMEDY 1.1 Defining the terms “comedy” and “humour”. 1.2 Comedy conventions. 1.3 Features of the Shakespearean comedy. 1.4 Application. 2. STEREOTYPES IN SHAKESPEAREAN COMEDY 2.1 Stock characters. 2.2 Application. 3. CHARACTERIZATION 3.1 Costumes in Shakespearean plays. 3.1.1 Elizabethan clothing. 3.1.2 Men and women dress in Shakespearean plays. 3.1.2.1 Men’s garments. 3.1.2.2 Women’s garments. 3.1.3 Decoration / Materials. 3.2 Hairstyle and make-up in Shakespearean times and comedies. 3.2.1 Hairstyle in Shakespearean times and comic characters. 3.2.1.1 Men’s hairstyle. 3.2.1.2 Women’s hairstyle. 3.2.2 The importance of make-up in theatre. 3.3 Voice in Shakespearean comedies. 3.3.1 Importance of voice in Shakespearean comedies. 3.3.2 Voice and gender. 3.3.3 Talking to the audience. 3.4 Application. 4. CONCLUSION 5. REFERENCES 6. NOTES ON THE ORAL PRESENTATION 0 – INTRODUCTION The purpose of developing this paper is to witness different aspects of Shakespearean comedies. This paper is divided into three main parts: 1) Shakespearean Comedy (general definition, conventions and characteristics), 2) Stereotypes in Shakespearean comedies, and 3) Characterization (costumes, hairstyle, make-up and voices). -
Ell 1E5 570 ' CS 20 5 4,96;
. MC0111117 VESUI17 Ell 1E5 570 ' CS 20 5 4,96; AUTHOR McLean, Ardrew M. TITLE . ,A,Shakespeare: Annotated BibliographiesendAeaiaGuide 1 47 for Teachers. .. INSTIT.UTION. NIttional Council of T.eachers of English, Urbana, ..Ill. .PUB DATE- 80 , NOTE. 282p. AVAILABLe FROM Nationkl Coun dil of Teachers,of Englishc 1111 anyon pa., Urbana, II 61.801 (Stock No. 43776, $8.50 member, . , $9.50 nor-memberl' , EDRS PRICE i MF011PC12 Plus Postage. DESCRIPTORS Annotated Biblioal7aphies: *Audiovisual Aids;'*Dramt; +English Irstruction: Higher Education; 4 *InstrUctioiral Materials: Literary Criticism; Literature: SecondaryPd uc a t i on . IDENTIFIERS *Shakespeare (Williaml 1 ABSTRACT The purpose of this annotated b'iblibigraphy,is to identify. resou'rces fjor the variety of approaches tliat teachers of courses in Shakespeare might use. Entries in the first part of the book lear with teaching Shakespeare. in secondary schools and in college, teaching Shakespeare as- ..nerf crmance,- and teaching , Shakespeare with other authora. Entries in the second part deal with criticism of Shakespearear films. Discussions of the filming of Shakespeare and of teachi1g Shakespeare on, film are followed by discu'ssions 'of 26 fgature films and the,n by entries dealing with Shakespearean perforrances on televiqion: The third 'pax't of the book constituAsa glade to avAilable media resources for tlip classroom. Ittries are arranged in three categories: Shakespeare's life'and' iimes, Shakespeare's theater, and Shakespeare 's plam. Each category, lists film strips, films, audi o-ca ssette tapes, and transparencies. The.geteral format of these entries gives the title, .number of parts, .grade level, number of frames .nr running time; whether color or bie ack and white, producer, year' of .prOduction, distributor, ut,itles of parts',4brief description of cOntent, and reviews.A direCtory of producers, distributors, ard rental sources is .alst provided in the 10 book.(FL)- 4 to P . -
Peter Saccio
William Shakespeare: Comedies, Histories, and Tragedies Part I Professor Peter Saccio THE TEACHING COMPANY ® Peter Saccio, Ph.D. Leon D. Black Professor of Shakespearean Studies Dartmouth College Peter Saccio has taught at Dartmouth College since 1966. He chaired the English department from 1984 to 1988; in addition, he has won Dartmouth’s J. Kenneth Huntington Memorial Award for Outstanding Teaching. He has served as visiting professor at Wesleyan University and at University College in London. He received a B.A. from Yale University and a Ph.D. from Princeton. He is the author of The Court Comedies of John Lyly (1969) and Shakespeare's English Kings (1977), the latter a classic in its field. He edited Middleton’s comedy A Mad World, My Masters for the Oxford Complete Works of Thomas Middleton (1996). He has published or delivered at conferences more than twenty papers on Shakespeare and other dramatists. Professor Saccio has directed productions of Twelfth Night, Macbeth, and Cymbeline. He has devised and directed several programs of scenes from Shakespeare and from modern British drama, and he served as dramaturg for the productions of his Dartmouth colleagues. He has acted the Shakespearean roles of Casca, Angelo, Bassanio, and Henry IV as well as various parts in the ancient plays of Plautus and the modern plays of Harold Pinter, Tom Stoppard, and Peter Shaffer. ©1999 The Teaching Company Limited Partnership i Table of Contents William Shakespeare: Comedies, Histories, and Tragedies Part I Professor Biography ........................................................................................... i Foreword .......... ................................................................................................. 1 Lecture One Shakespeare Then and Now...................................... 3 Lecture Two The Nature of Shakespeare’s Plays.......................... -
A Midsummer Night's Dream
A NOISE WITHIN SPRING 2021 STUDY GUIDE William Shakespeare’s A Midsummer Night’s Dream Edu STUDY GUIDES FROM A NOISE WITHIN A rich resource for teachers of English, reading, arts, and drama education. Dear Reader, We’re delighted you’re interested in our study guides, designed to provide a full range of information on our plays to teachers of all grade levels. A Noise Within’s study guides include: • General information about the play (characters, synopsis, timeline, and more) • Playwright biography and literary analysis • Historical content of the play • Scholarly articles • Production information (costumes, lights, direction, etc.) • Suggested classroom activities • Related resources (videos, books, etc.) • Discussion themes • Background on verse and prose (for Shakespeare’s plays) Our study guides allow you to review and share information with students to enhance both lesson plans and pupils’ theatrical experience and appreciation. They are designed to let you extrapolate articles and other information that best align with your own curricula and pedagogic goals. Pictured: Carolyn Ratteray, Evan Lewis Smith, and Veralyn Jones, Gem of the Ocean More information? It would be our pleasure. We’re 2019. PHOTO BY CRAIG SCHWARTZ. here to make your students’ learning experience as rewarding and memorable as it can be! All the best, Alicia Green DIRECTOR OF EDUCATION TABLE OF CONTENTS Special thanks to our Dinner On Stage donors who kept the arts thriving this year by Character Map ......................................4 supporting our Student Matinees (SMATs): Synopsis ...........................................5 SMAT PERFORMANCE SPONSOR About the Author: William Shakespeare ...............6 ($5,000 AND ABOVE) Richard Green Sheila & Alan Lamson Timeline of William Shakespeare’s Life. -
English and French Theories of Tragedy and Comedy
'Jo my Mother and Father 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. ENGLISH AND FRENCH THEORIES OF TRAGEDY AMD COMEDY Based on the appreciation of Shakespeare in France With special reference to * "Hamlet" "The Taming of the Shrew* "Othello" "A Midsummer Night's Dream" "Macbeth" The Pal staff Plays "King Lear" "As You Like It" "Measure for Measure" by Peter Platt Thesis offered for the Degree of Ph»D, in the Faculty of Arts at the University of Birmingham 1st. October 1957 Synopsis This work discusses the theory of the Tragic and the Comic as revealed in the French approach to Shakespeare's tragedy and comedy, with particular reference to certain examples of eac& genre. In part I, chapters 1-4 inclusive examine questions which are basic to the understanding of Shakespeare in France. Chapter I considers some of \he chief difficulties of translating Shakespeare's English into written French. Chapter 2 is concerned with the reception of Shakespeare's plays by the French critics. The following chapter will show the extent of the gulf between Shakespeare and the French mind, while the last part of this introductory quartet prepares the way for the later chapters by discussing why it should be necessary to separate comedy from tragedy when dealing with "Shakespeare and France".