Page Anger and Forgiveness in the Tempest and Cymbeline
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Teacher Resource Pack I, Malvolio
TEACHER RESOURCE PACK I, MALVOLIO WRITTEN & PERFORMED BY TIM CROUCH RESOURCES WRITTEN BY TIM CROUCH unicorntheatre.com timcrouchtheatre.co.uk I, MALVOLIO TEACHER RESOURCES INTRODUCTION Introduction by Tim Crouch I played the part of Malvolio in a production of Twelfth Night many years ago. Even though the audience laughed, for me, it didn’t feel like a comedy. He is a desperately unhappy man – a fortune spent on therapy would only scratch the surface of his troubles. He can’t smile, he can’t express his feelings; he is angry and repressed and deluded and intolerant, driven by hate and a warped sense of self-importance. His psychiatric problems seem curiously modern. Freud would have had a field day with him. So this troubled man is placed in a comedy of love and mistaken identity. Of course, his role in Twelfth Night would have meant something very different to an Elizabethan audience, but this is now – and his meaning has become complicated by our modern understanding of mental illness and madness. On stage in Twelfth Night, I found the audience’s laughter difficult to take. Malvolio suffers the thing we most dread – to be ridiculed when he is at his most vulnerable. He has no resolution, no happy ending, no sense of justice. His last words are about revenge and then he is gone. This, then, felt like the perfect place to start with his story. My play begins where Shakespeare’s play ends. We see Malvolio how he is at the end of Twelfth Night and, in the course of I, Malvolio, he repairs himself to the state we might have seen him in at the beginning. -
The Tempest: Synopsis by Jo Miller, Grand Valley Shakespeare Festival Dramaturg
The Tempest: Synopsis By Jo Miller, Grand Valley Shakespeare Festival Dramaturg Long ago and far away, Prospero, the Duke of Milan, pursued the contemplative life of study while turning the administration of his Dukedom over to his brother [in our play a sister, Antonia], who, greedy for power, made a deal with the King of Naples to pay tribute to the King in exchange for help in usurping Prospero’s title. Together they banished Prospero from Milan, thrusting him out to sea in a rotten, leaky boat with his infant daughter, Miranda. Miraculously, the father and daughter survived and were marooned on an island where Sycorax, an evil witch who died after giving birth to Caliban, had also been exiled. Caliban is thus the only native inhabitant of the isle besides the spirit, Ariel, and his fellow airy beings. For twelve years now, Prospero and Miranda have lived in exile on this island, with Prospero as its de facto king, ruling over Caliban and all the spirits as his slaves, while he has nurtured Miranda and cultivated his powerful magic. At the moment play begins, that same King of Naples and his son Prince Ferdinand, along with the King’s brother [here a sister, Sebastiana], Prospero’s sister, Antonia, and the whole royal court, are sailing home from having given the Princess Claribel in marriage to the King of Tunis. Prospero conjures up a mighty tempest, which wrecks the King’s boat on the island, separating the mariners from the royal party, and isolating Ferdinand so that the King believes him drowned. -
An Analysis of Shakespeare' S Recycling of Characters To
Articulāte Volume 10 Article 3 2017 Running Out of Sources (An analysis of Shakespeare' s recycling of characters to consciously or unconciously create a highly evolved final character in Prospero) Shikha Shah Denison University Follow this and additional works at: http://digitalcommons.denison.edu/articulate Part of the English Language and Literature Commons Recommended Citation Shah, Shikha (2017) "Running Out of Sources (An analysis of Shakespeare' s recycling of characters to consciously or unconciously create a highly evolved final character in Prospero)," Articulāte: Vol. 10 , Article 3. Available at: http://digitalcommons.denison.edu/articulate/vol10/iss1/3 This Article is brought to you for free and open access by Denison Digital Commons. It has been accepted for inclusion in Articulāte by an authorized editor of Denison Digital Commons. 14 15 Running Out of Sources (An analysis of Shakespeare' s recycling of characters to consciously or unconciously create a highly evolved final character achieving the golden mean of active and contemplative, similarities that are seen between the two, which furthers active in his control of his actions, yet contemplative in care- the possibility that Prospero, in part, is an advanced King in Prospero) fully planning them and trying to predetermine their conse- Lear, in whom we see that Lear's faults of resignation, shun- quences. ning of duty, and fatherhood are resolved. Shikha Shah '07 The possibility of Prospero, being in part an active Another Shakespearean character who pays a price and developed version of King Lear is further seen in the for neglecting his kingdom, and then handing over its run- parallel scenes of the storms. -
Shakespeare's Cymbeline and the Mystical
International Journal of Transpersonal Studies Volume 32 | Issue 2 Article 13 7-1-2013 Shakespeare’s Cymbeline and the Mystical Particular: Redemption, Then and Now, for a Disassembled World Judy Schavrien Sofia University Follow this and additional works at: https://digitalcommons.ciis.edu/ijts-transpersonalstudies Part of the Philosophy Commons, Psychology Commons, Religion Commons, and the Sociology Commons Recommended Citation Schavrien, J. (2013). Schavrien, J. (2013). Shakespeare’s Cymbeline and the mystical particular: Redemption, then and now, for a disassembled world. International Journal of Transpersonal Studies, 32(2), 122–140.. International Journal of Transpersonal Studies, 32 (2). http://dx.doi.org/10.24972/ijts.2013.32.2.122 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Special Topic Article is brought to you for free and open access by the Journals and Newsletters at Digital Commons @ CIIS. It has been accepted for inclusion in International Journal of Transpersonal Studies by an authorized administrator of Digital Commons @ CIIS. For more information, please contact [email protected]. Shakespeare’s Cymbeline and the Mystical Particular: Redemption, Then and Now, for a Disassembled World Judy Schavrien Sophia University Palo Alto, CA, USA Cymbeline reflected Shakespeare’s late-in-life aspirations for a world redeemed. Those in baroque England, past the first burgeoning of Renaissance vision, were nevertheless making a literal New World abroad. Likewise, Shakespeare arrived at a vision both post-innocent and post-tragic. As they compared to tragic heroes, he down-sized the late play characters; still, he granted them a gentler end. -
Moving Through Time and Race: Othello and the Tempest Adapted for New Millennials
Master’s Degree programme in European, American and Postcolonial Language and Literature Second Cycle (D.M. 270/2004) Final Thesis Moving through Time and Race: Othello and The Tempest adapted for New Millennials Supervisor Ch. Prof. Laura Tosi Assistant supervisor Ch. Prof. Shaul Bassi Graduand Beatrice Boccardo Matriculation Number 987897 Academic Year 2017 / 2018 1 Contents INTRODUCTION…………………………………………………………………….3 CHAPTER 1. What is lost and gained in adaptation: Shakespeare and popular culture….7 1.1 Introducing Shakespeare to young adults………………………………………...7 1.1.1 Adapting for the young: some preliminary considerations on canonicity…………7 1.1.2 The strategies of Shakespearean adaptations……………………………………..12 1.1.3 Adopting and adapting Shakespeare for millennials: the role of Young Adult literature………………………………………………………………………………...18 1.2 Rewording Shakespeare: fanfiction as an act of re-creation of performing readers…………………………………………………………………………………27 1.2.1 Fantasies and fanfictions…………………………………………………………27 1.2.2 Shakespeare and his “Bardies”…………………………………………………...31 1.3 Educational applications and implications of adapting Shakespeare…………37 1.3.1 Shakespeare enters the classroom: adaptation as a didactic approach…………...37 1.3.2 The challenges of teaching and learning Shakespeare in the New Millennium….41 CHAPTER 2. Unsettled selves and multidimensional others in Tracy Chevalier’s New Boy, Grace Tiffany’s Ariel and Jacqueline Carey’s Miranda and Caliban……….48 2.1 Reforming and “reformatting” Othello and Caliban: the politics of equality..48 2.1.1 The black man’s burden: Othello’s and Caliban’s political bodies………………48 2.1.2 Plays and playgrounds: the “outcast” in Chevalier’s New Boy…………………..59 2.1.3 Adolescence and monstrosity: Tiffany’s and Carey’s Calibans………………….76 2.2 Adults’ weakness and cruelty in New Boy and Miranda and Caliban………….89 2.3 Feminist tempests: unruly Mirandas and Ariels………………………………..99 2 CHAPTER 3. -
Tempest in Literary Perspective| Browning and Auden As Avenues Into Shakespeare's Last Romance
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1972 Tempest in literary perspective| Browning and Auden as avenues into Shakespeare's last romance Murdo William McRae The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation McRae, Murdo William, "Tempest in literary perspective| Browning and Auden as avenues into Shakespeare's last romance" (1972). Graduate Student Theses, Dissertations, & Professional Papers. 3846. https://scholarworks.umt.edu/etd/3846 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. THE TEMPEST IN LITERAEY PERSPECTIVE: BRaWING AM) ADDER AS AVENUES INTO SHAKESPEARE'S LAST ROMANCE By Murdo William McRae B.A. University of Montana, 1969 Presented in partial fulfillment of the requirements for the degree of Master of Arts TJNIVERSITT OF MONTANA • 1972 Approved by; IAIcxV^><L. y\ _L Chairman, Board ox Exarainers tats UMI Number EP34735 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT MUiMng UMI EP34735 Copyright 2012 by ProQuest LLC. -
Environmental Indulgence in the Tempest Austin Harris
This Thing of Darkness: Environmental Indulgence in The Tempest Austin Harris This paper was written for Dr. Brevik’s Shakespeare course. “O brave new world that has such people in’t” (V. i. 1241), Miranda exclaims in the final act of Shakespeare’s The Tempest. “Tis new to thee” (V. i. 1241), her father, Prospero replies, and, indeed, the presence of civilized men on the island is new to Miranda. However, the world in which the setting of The Tempest exists is one of unreality in which nature and art collide to create an environment of mystery. An island described as “uninhabitable,” “desolate,” “inaccessible,” “lush,” and “green,” it is an island of shifting time, space, and vegetation. The Tempest is a play of indefinite setting, and for that reason lends itself to uncommon transportability (Vaughn 73). The poet John Keats once described the work of Shakespeare as having great “negative capability,” meaning his work has “the ability to remain in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason” (Leher 197). The Tempest, more than any other of Shakespeare’s plays, possesses this quality, and for this reason lends itself to nearly unlimited interpretation. This paper will examine the ecological aspects of The Tempest and present an ecocritical interpretation of nature and man’s role and use of natural resources on the island. The mysterious and supernatural nature of the island is reinforced by the “subtleties o’ the isle” (Sherwood 67), these subtleties being Prospero’s magic, nature, and the environmental conditions of the island. Much of what we learn about the ecological aspects of the island are from descriptions by the characters: “this most desolate isle” (Ariel, III. -
The Tempest Entire First Folio
First Folio Teacher Curriculum Guide The Tempest by William Shakespeare directed by Kate Whoriskey March 22 — May 22, 2005 First Folio Teacher Curriculum Guide Table of Contents Page Number Welcome to The Shakespeare Theatre’s production of The Tempest by William Shakespeare! A Brief History of the Audience…………………….1 Each season, The Shakespeare Theatre presents About the Playwright five plays by William Shakespeare and other On William Shakespeare…………………………………3 classic playwrights. The Education Department Elizabethan England……………………………………….4 continues to work to deepen understanding, appreciation and connection to these plays and Shakespeare’s Works……………………………………….5 classic theatre in learners of all ages. One Shakespeare’s Verse and Prose……………………..7 approach is the publication of Teacher A Timeline of Western World Events…….……...9 First Folio: Curriculum Guides. About the Play In the 2004-05 season, the Education Synopsis of The Tempest.……………………………..10 Department will publish Teacher A Whole New World…………………………………….11 First Folio: Curriculum Guides for our productions of It’s a Long, Long Road………………………………….14 Macbeth, Pericles and The Tempest. The Guides Elizabethan Masters and Servants.……………..16 provide information and activities to help She Blinded Me with Science………………………17 students form a personal connection to the play Tell Me about Your Mother………………….………21 before attending the production at The Shakespeare Theatre. First Folio guides are full of Classroom Connections material about the playwrights, their world and • Before the Performance……………………………23 the plays they penned. Also included are Stormy Weather approaches to explore the plays and Love at First Sight productions in the classroom before and after Be a Sound Designer the performance. -
The Tempest by William Shakespeare
The Tempest by William Shakespeare Audience Guide researched and written by the Education Department of The Shakespeare Theatre of New Jersey Cover art by Scott McKowen The Shakespeare Theatre of New Jersey THE TEMPEST: Audience Guide InThis Guide – Shakespeare’s Romances ..................................................................................................................... 2 –The Tempest: A Synopsis ....................................................................................................................... 3 –The Tempest: Sources and History of the Play ....................................................................................... 5 – John Clements on The Tempest ............................................................................................................ 6 – Who’s Who in The Tempest .................................................................................................................. 7 – Glossary of Words and Phrases ............................................................................................................ 8 – Commentary and Criticism .................................................................................................................. 9 – In This Production .............................................................................................................................. 10 – Food for Thought................................................................................................................................ 11 – Explore -
Shakespeare's Romance of Knowing
Quidditas Volume 9 Article 11 1988 Shakespeare's Romance of Knowing Maurice Hunt Baylor University Follow this and additional works at: https://scholarsarchive.byu.edu/rmmra Part of the Comparative Literature Commons, History Commons, Philosophy Commons, and the Renaissance Studies Commons Recommended Citation Hunt, Maurice (1988) "Shakespeare's Romance of Knowing," Quidditas: Vol. 9 , Article 11. Available at: https://scholarsarchive.byu.edu/rmmra/vol9/iss1/11 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Quidditas by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. JRMMRA 9 (1988) Shakespeare's Romance of Knowing by Maurice Hunt Baylor University From time to time literary cnucs have claimed that Shakespeare's undisputed last plays-Cymbeline, The Winter's Tale, and The Tempest-are, to varying degrees, concerned with the main characters' learning experiences. These claims range, for example, from Stephen Orgel's argument that adver• sity schools Alonso and Prospero in humility to Northrop Frye's assertion that education provides the means for the protagonists of the last plays to recover some sort of paradise. 1 In other words, critics over the years have claimed in different ways that the last plays are either educational or epistemological romances. And yet no one, to my knowledge, has tried to explain why Shakespeare was inclined to make dramatic romance so especially concerned with various and complex ways of knowing. In this essay I argue that Shakespeare, in his last plays, established a kind of play-a "romance of knowing"-previously not seen in a fully articulated form on either the Elizabethan or the Jacobean stage. -
The Tempest Seminar Abstracts
SAA 2013: The Tempest seminar abstracts “Dukedom large enough”: The Prospero Trap Al Cacicedo Writing about Miranda, Jessica Slights argues that one can consider the character as her own agent and at the same time acknowledge her “embeddedness in a formative social and political community.”1 Slights is in part reacting to a reading of Miranda—and from the point of view of other discursive frameworks, of Caliban and Ariel and the gentlemen who find themselves shipwrecked on the island as well—as a victimized puppet, controlled by grand master Prospero. Prospero, it seems, stands above the ideological apparatus that he wields as he controls the other characters, and his control is, as my students almost invariably assert, make him a kind of god. As a sort of transcendental subject, then, Prospero seems to be an entirely unembedded character. I want to consider the embeddedness of Prospero, not only in the community of the island, which of course is an important component of his representation, but also in the larger European community from which he is exiled. That community, I think, is the universe defined by the liberal arts, of which Prospero tells us he is “the prime duke” (1.2.72).2 To that end, I want to consider the function of a liberal education in the Renaissance, and situate Prospero in relation to the learning outcomes of that educational system.3 I will be using some secondary sources, but primarily want to think about Renaissance ideas about the liberal arts and their purpose. So here are a couple of the texts I’ll be considering: Elyot, Thomas. -
The Winter's Tale and Shakespeare's Late Romances
POEM UNLIMITED: THE WINTER’S TALE AND SHAKESPEARE’S LATE ROMANCES By Lily Wolff, Alley Theatre Literary Manager David Huynh and Elizabeth Bunch in Twelfth Night. Photo by Lynn Lane. Chris Hutchison in As You Like It. Photo by John Everett. The Genre The Winter’s Tale was originally included in the Comedies section of the First Folio of 1623, but since the 19th century it has been categorized as one of Shakespeare’s romances. Written later in his career, the romance plays are among his final works Dylan Godwin and Melissa Pritchett in Twelfth and consist of Pericles, Cymbeline, The Night. Photo by Lynn Lane. Winter’s Tale, and The Tempest. Frequently referred to as tragicomedies, these plays imminent life change gives us some insight are, for the most part, tragedies with into the motivation behind these genre- happy endings. defying masterpieces and Shakespeare’s Lovers and concerns of love do feature in desire to reunite families torn asunder. the late romances, however the romances The History aren’t strictly love stories but rather epic The shift in Shakespeare’s writing from the tales of redemption and reconciliation, period of high tragedy to romance signals faith and family, vice and virtue, in which a shift in the British monarchy from the reign love is the impetus for a great journey of Elizabeth I (1558-1603) to James I (1603- leading to an emotional reunion. The slings 1625). In Shakespeare’s time, the reigning and arrows as well as the unparalleled monarch had enormous influence over joy of familial love take narrative center the art that was produced.