Shakespeare's Cymbeline and the Mystical
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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. -
19Tf? Annual Colorado Shakespeare 5®Stii>A(
19tf? Annual Colorado Shakespeare 5®stii>a( The Comedy of Errors • The Tempest • King John DEPARTMENT OF THEATRE AND DANCE c n L n u a n o s rxjkesn«ciK« University of Colorado® Boulder, Colorado 80309 |Zc?sti'waL Summer 1976 Dear Lover of Shakespeare’s Works: Those who truly love Shakespeare in the theatre will be pleased to learn about the CSh A n nual, a scholarly journal devoted to the art of producing Shakespeare for contemporary audi ences. Eighteen years of experience performing all the Shakespeare plays in the Mary Rip- pon Theatre leave us with a vivid realization of the extent to which the full appreciation of Shakespeare’s content and craftsmanship is dependent on relating to his work in the context for which it was written—the artistic transaction of theatrical production. A significant part of Shakespeare’s greatness has been his capacity to speak meaningfully and movingly to successive generations and diverse cultures. On whatever pedestals we would put him, we must certainly maintain a place for him in our contemporary theatres. His work calls for actors and scenic artists, stages and audiences. It also warrants the attention of those whose scholarship can reflect their practice of his own theatrical art and their sharing of his commitment to make scripts come alive in the theatre. To stimulate such at tention and to make available to others the fruits of such attention—these are the goals of the CSF Annual. The A nnual will grow out of each Colorado Shakespeare Festival. Its basic format will consist of three sections. -
6. the Tudors and Jacobethan England
6. The Tudors and Jacobethan England History Literature Click here for a Tudor timeline. The royal website includes a history of the Tudor Monarchs [and those prior and post this period]. Art This site will guide you to short articles on the Kings and Queens of the Tudor Music Dynasty. Another general guide to Tudor times can be found here. Architecture Click here for a fuller account of Elizabeth. One of the principle events of the reign of Elizabeth was the defeat of the Spanish Armada (here's the BBC Armada site). Elizabeth's famous (and short) speech before the battle can be found here. England's power grew mightily in this period, which is reflected in the lives and achievements of contemporary 'heroes' such as Sir Francis Drake, fearless fighter against the Spanish who circumnavigated the globe, and Sir Walter Raleigh (nowadays pronounced Rawley), one of those who established the first British colonies across the Atlantic (and who spelt his name in over 40 different ways...). Raleigh is generally 'credited' with the commercial introduction of tobacco into England .about 1778, and possibly of the potato. On a lighter note, information on Elizabethan costume is available here (including such items as farthingales and bumrolls). Literature Drama and the theatre The Elizabethan age is the golden age of English drama, for which the establishment of permanent theatres is not least responsible. As performances left the inn-yards and noble houses for permanent sites in London, the demand for drama increased enormously. While some of the smaller theatres were indoors, it is the purpose-built round/square/polygonal buildings such as The Theatre (the first, built in 1576), the Curtain (late 1570s?), the Rose (1587), the Swan (1595), the Fortune (1600) and of course the Globe (1599) that are most characteristic of the period. -
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. -
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. -
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. -
CHARLES FUSSELL: CYMBELINE CHARLES FUSSELL B
CHARLES FUSSELL: CYMBELINE CHARLES FUSSELL b. 1938 CYMBELINE: DRAMA AFTER SHAKESPEARE (1984, rev. 1996) CYMBELINE [1] I. Prelude 4:03 [2] II. Duet: Imogen and Posthumus 3:26 [3] III. Interlude 1:39 [4] IV. Aria: Iachimo 1:10 [5] V. Imogen 3:39 [6] VI. Scene with Arias: Iachimo 10:19 [7] VII. Interlude 2:14 [8] VIII. Scene: Cloten 1:21 [9] IX. Song: Cloten 3:22 [10] X. Recitative and Arioso: Imogen and Belarius 3:04 ALIANA DE LA GUARDIA soprano [11] XI. Duet, Dirge: Guiderius and Arviragus 3:58 MATTHEW DiBATTISTA tenor [12] XII. Battle with Victory March 4:05 DAVID SALSBERY FRY narrator [13] XIII. Scene: Ghosts (Mother and Sicilius) and Jupiter 5:17 [14] XIV. Duet: Imogen and Posthumus 3:07 BOSTON MODERN ORCHESTRA PROJECT [15] XV. Finale: Soothsayer and Cymbeline 4:14 Gil Rose, conductor TOTAL 55:02 COMMENT By Charles Fussell The idea of a musical depiction of this work came as a result of seeing the Hartford Stage productions of Shakespeare. Their Cymbeline, directed by Mark Lamos (who later moved to opera), ended with an unforgettable scene between Imogen and her husband: “Why did you throw your wedded lady from you? Think that you are upon a rock and throw me again.” His reply, “Hang there like fruit, my soul, till the tree die.” This exchange touched me deeply and really convinced me to try some music for the songs that appear in the play as well as this beautiful expression of love. I noticed the familiar “Hark, hark the lark” was sung by the frightful Cloten. -
2019 Seminar Abstracts: the King's Men and Their Playwrights
1 2019 Seminar Abstracts: The King’s Men and Their Playwrights Meghan C. Andrews, Lycoming College James J. Marino, Cleveland State University “Astonishing Presence”: Writing for a Boy Actress of the King’s Men, c. 1610-1616 Roberta Barker, Dalhousie University Although scholarship has acknowledged the influence of leading actors such as Richard Burbage on the plays created for the King’s Men, less attention has been paid to the ways in which the gifts and limitations of individual boy actors may have affected the company’s playwrights. Thanks to the work of scholars such as David Kathman and Martin Wiggins, however, it is now more feasible than ever to identify the periods during which specific boys served their apprenticeships with the company and the plays in which they likely performed. Building on that scholarship, my paper will focus on the repertoire of Richard Robinson (c.1597-1648) during his reign as one of the King’s Men’s leading actors of female roles. Surviving evidence shows that Robinson played the Lady in Middleton’s Second Maiden’s Tragedy in 1611 and that he appeared in Jonson’s Catiline (1611) and Fletcher’s Bonduca (c.1612-14). Using a methodology first envisioned in 1699, when one of the interlocutors in James Wright’s Historia Histrionica dreamt of reconstructing the acting of pre-Civil War London by “gues[sing] at the action of the Men, by the Parts which we now read in the Old Plays” (3), I work from this evidence to suggest that Robinson excelled in the roles of nobly born, defiant tragic heroines: women of “astonishing presence,” as Helvetius says of the Lady in The Second Maiden’s Tragedy (2.1.74). -
Background Notes William Shakespeare’S the English Renaissance
BACKGROUND NOTES WILLIAM SHAKESPEARE’S THE ENGLISH RENAISSANCE A. General Background 1. 1485-1660 2. Renaissance began in Italy 1. Shift away from medieval focus on religion and moved toward a focus on life here on earth 2. Growth of cities and towns; focus on international trade , not manor farms and villages 3. Focus on art, literature, nature and human impulses GENERAL BACKGROUND CONTINUED 4. Looked back on “pagan,”Greek and Roman texts and philosophies to base their achievements on 5. Emphasis on the individual and full development of human potential GENERAL BACKGROUND CONTINUED 3. Renaissance in England 1. Began in 1485 , after the War of the Roses 2. Henry VIII and Tudor family took the English throne B. THE ELIZABETHAN ERA 1. Queen Elizabeth the daughter of Henry VIII and Anne Boleyn 2. During her reign the Renaissance came into full swing. England enjoyed unprecedented prosperity and prestige 3. Greatest accomplishment-defeated Spanish Armada II. WILLIAM SHAKESPEARE A. Very little is known about his life 1. Born around April 26, 1564 in Stratford-Upon-Avon; died 1616 2. Did not go to university. This causes some of the debate over authorship of his works. 3. Married Anne Hathaway and had three children B. LITERARY ACCOMPLISHMENTS 1. Member of the Lord Chamberlain’s Men (later The King’s Men) 2. Queen Elizabeth herself came to see his plays 3. Early masterpieces include Richard III, Comedy of Errors, The Taming of the Shrew, Romeo and Juliet 4. Success allowed him to become part owner of Globe Theatre III. BACKGROUND ON MACBETH • A. -
1 Orson Welles' Three Shakespeare Films: Macbeth, Othello, Chimes At
1 Orson Welles’ three Shakespeare films: Macbeth, Othello, Chimes at Midnight Macbeth To make any film, aware that there are plenty of people about who’d rather you weren’t doing so, and will be quite happy if you fail, must be a strain. To make films of Shakespeare plays under the same constraint requires a nature driven and thick-skinned above and beyond the normal, but it’s clear that Welles had it. His Macbeth was done cheaply in a studio in less than a month in 1948. His Othello was made over the years 1949-1952, on a variety of locations, and with huge gaps between shootings, as he sold himself as an actor to other film- makers so as to raise the money for the next sequence. I’m going to argue that the later movie shows evidence that he learned all kinds of lessons from the mistakes he made when shooting the first, and that there is a huge gain in quality as a consequence. Othello is a minor masterpiece: Macbeth is an almost unredeemed cock-up. We all know that the opening shot of Touch of Evil is a virtuoso piece of camerawork: a single unedited crane-shot lasting over three minutes. What is not often stressed is that there’s another continuous shot, less spectacular but no less well-crafted, in the middle of that film (it’s when the henchmen of Quinlan, the corrupt cop, plant evidence in the fall-guy’s hotel room). What is never mentioned is that there are two shots still longer in the middle of Macbeth . -
Twelfth Night (C
Twelfth Night (c. 1602) Contextual information Quotes from Twelfth Night The earliest reference to Twelfth Night is in the diary of a law student, John Manningham. He saw the play performed on 2 February 1602 in Middle Temple Hall, in the legal Inns of Court in London at the Christian feast of Candelmas. The candle- lit hall in winter might have highlighted the play’s themes of darkness and illumination. View a photograph of Middle Temple Hall, the location for the first recorded performance of Twelfth Night The play’s title refers to a Christian festival twelve days after Christmas on January 5– 6. Before Henry VIII’s reforms to the English church, ‘twelfth night’ was celebrated with a period of carnival. Social hierarchies were temporarily re-arranged to become ‘topsy-turvy’ and a ‘Lord of Misrule’ was appointed. This 1559 painting by Pieter Bruegel the Elder represents the opposing forces of View The Fight between Carnival and Lent Carnival and Lent – raucous excess and religious restraint – which some see reflected in Twelfth Night. John Manningham compared Twelfth Night to other plays involving confusion between twins, including Shakespeare’s Comedy of Errors and an Italian drama called Gl’ Ingannati (1531) or ‘The Deceived’. In both Twelfth Night and Gl’Ingannati the twins are boy/girl pairs. But on the Italian stage, women were played by female actors, while in Shakespeare’s England they were played by men. Shakespeare had twins, Hamnet and Judith, born in 1585. Hamnet died in 1596, five years before Twelfth Night was first performed. Explore Gl’Ingannati, an Italian play about twins and mistaken identity The British Library | www.bl.uk/shakespeare 1 In his Symposium, the ancient Greek philosopher Plato, includes a fable explaining the origins of love, gender and sexuality: Humans were originally two joined creatures, but we grew overconfident, and Zeus punished us by splitting us down the middle. -
Othello: a Teacher's Guide
A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S OTHELLO By DEBRA (DEE) JAMES, University of North Carolina at Asheville SERIES EDITORS: W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Othello 2 INTRODUCTION Othello, like all of Shakespeare’s plays, particularly the tragedies, is complex and subtly nuanced. Through its complexities and subtleties, Shakespeare makes us care about the characters who people this story. We understand their weaknesses and their strengths, their passions and their nobility. In our engagement in their lives and our pondering over what has gone wrong and why, we are given the opportunity to analyze human life both in the abstract and in the particular of our own lives. Shakespeare’s ability to involve us in the lives and fortunes of his characters is one of the best reasons for reading, rereading, and teaching Othello. Othello has particular gifts to offer to teenagers. It is a play about passion and reason. Intense feelings are exhibited here: love, hate, jealousy, envy, even lust. Teenagers struggling with their own passions can empathize with both Roderigo’s and Othello’s plight. It is also a play that examines, as do Shakespeare’s other works, human relationships and interactions. For teenagers in the first rush of attempting to understand how romantic relationships work and when and why they might fail, this text provides much to ponder. In addition, studying the play gives young people a rich literary vehicle for developing their critical thinking and analytical reading skills.