Shrew Around a Deep Thrust Stage—With Only Nine Rows Separating the Farthest Dramatis Personae 10 Who’S Who 11 Seat from the Stage
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Eacher Resource for the Taming of the Shrew by William Shakespeare Anchor Text
ANCHOR TEXT THE TAMING OF THE SHREW EACHER RESOURCE FOR THE TAMING OF THE SHREW BY WILLIAM SHAKESPEARE (Order Copies from CCS Book Warehouse) This resource with its aligned lessons and texts can be used as a tool to increase student SHORTER LITERARY TEXTS Available HERE mastery of Ohio’s Learning Standards. It should be used with careful consideration of INFORMATIONAL TEXTS Available HERE your students’ needs. The sample lessons are designed to target specific standards. These may or may not be the standards your students need to master or strengthen. MEDIA/VISUAL TEXTS Available HERE This resource should not be considered mandatory. OHIO’S LEARNING POWER STANDARDS RESOURCE FOCUS RL.8.2, RL.8.3, RL.8.7, W.8.1, W.8.2, W.8.3, SL.8.1, Student learning will center on the close reading of select sections of the comedy, focusing on theme SL.8.4 development and how particular inesl of dialogue propel action and reveal aspects of the characters. Students will also analyze how reading a play is different from watching it being acted out on a live stage and recorded video (such as a theatrical movie). SAMPLE LESSON 1 SAMPLE LESSON 2 SAMPLE LESSON 3 SAMPLE LESSON 4 Introduction Act I Act II Act III FINDING THEME OBJECTIVE SUMMARY THEMES & CENTRAL IDEAS PROPELLING ACTION ACT I VOCABULARY ACT II VOCABULARY ACT III VOCABULARY SAMPLE LESSON 5 SAMPLE LESSON 6 SAMPLE LESSON 7A AND 7B SAMPLE LESSON 8 Act IV Act V After Reading Extension of Standards to New Material DIALOGUE & CHARACTERIZATION DEBATE: VIDEO VS. -
Gledališki List Uprizoritve
1 Na vest, da vam je boljše, so prišli z vedro komedijo vaši igralci; zdravniki so tako priporočili: preveč otožja rado skrkne kri, čemernost pa je pestunja blaznila. Zato da igra vam lahko le hasne; predajte se veselju; kratkočasje varje pred hudim in življenje daljša. William Shakespeare, UKROČENA TRMOGLAVKA 2 3 4 5 William Shakespeare Ukročena trmoglavka La bisbetica domata avtorji priredbe so ustvarjalci uprizoritve adattamento a cura della compagnia režiser/ regia: Juš A. Zidar prevajalec/ traduzione: Milan Jesih dramaturginja/ dramaturg: Eva Kraševec scenografinja/ scene:Petra Veber kostumografinja/ costumi:Mateja Fajt avtor glasbe/ musiche: Jurij Alič lektorica/ lettore: Tatjana Stanič asistent dramaturgije/ assistente dramaturg: Sandi Jesenik Igrajo/ Con: Iva Babić Tadej Pišek Zdravniki so tako priporočili: Vladimir Jurc Tina Gunzek preveč otožja rado skrkne kri, Jernej Čampelj Ilija Ota čemernost pa je pestunja blaznila. Andrej Rismondo Vodja predstave in rekviziterka/ Direttrice di scena e attrezzista Sonja Kerstein Lo raccomandano i medici: Tehnični vodja/ Direttore tecnico Peter Furlan Tonski mojster/ Fonico Diego Sedmak l’amarezza ha congelato Lučni mojster/ Elettricista Peter Korošic Odrski mojster/ Capo macchinista Giorgio Zahar il vostro sangue e la malinconia Odrski delavec/ Macchinista Marko Škabar, Dejan Mahne Kalin Garderoberka in šivilja/ Guardarobiera Silva Gregorčič è nutrice di follia. Prevajalka in prirejevalka nadnapisov/ Traduzione e adattamento sovratitoli Tanja Sternad Šepetalka in nadnapisi/ Suggeritrice e sovratitoli Neda Petrovič Premiera: 16. marca 2018/ Prima: 16 marzo 2018 Velika dvorana/ Sala principale 6 prvih del (okoli leta 1592) odločil, da bo obravnaval ravno t.i. žensko In živela sta srčno esej 01 vprašanje, odnos, ki so ga imeli moški do žensk v elizabetinski družbi, še posebno v pojmovanju inštitucije poroke. -
Shakespeare's
Shakespeare’s The Taming of the Shrew November 2014 These study materials are produced by Bob Jones University for use with the Classic Players production. AN EDUCATIONAL OUTREACH OF BOB JONES UNIVERSITY Philip Eoute as Petruchio and Annette Pait as Kate, Classic Players 2014 The Taming of the Shrew and Comic Tradition The Taming of the Shrew dates from the period of Shakespeare’s named Xantippa, who was Socrates’ wife and the traditional proto- early comedies, perhaps 1593 or 1594. In terms of the influences type of all literary shrews. The colloquy portrays her shrewishness as and sources that shaped the play, Shrew is a typical Elizabethan a defensive response to her husband’s bad character and behavior. comedy, a work that draws from multiple literary and folk traditions. Xantippa’s friend, an older wife named Eulalia, counsels her to Its lively, exuberant tone and expansive structure, for example, amend her own ways in an effort to reform her husband. In general, associate it with medieval English comedy like the mystery plays Shrew shows more kinship with such humanist works than with attributed to the Wakefield Master. the folktale tradition in which wives were, more often than not, beaten into submission. The main plot of Shrew—the story of a husband’s “taming” a shrewish wife—existed in many different oral and printed ver- Kate’s wit and facility with words also distinguish her from the sions in sixteenth-century England and Europe. Writings in the stock shrew from earlier literature. Shakespeare sketches her humanist tradition as well as hundreds of folktales about mastery character with a depth the typical shrew lacks. -
A Structural Approach to the Arabian Nights
AWEJ. Special Issue on Literature No.2 October, 2014 Pp. 125- 136 A Structural Approach to The Arabian Nights Sura M. Khrais Department of English Language and Literature Princess Alia University College Al-Balqa Applied University Amman, Jordan Abstract This paper introduces a structural study of The Arabian Nights, Book III. The structural approach used by Vladimir Propp on the Russian folktales along with Tzvetan Todorov's ideas on the literature of the fantastic will be applied here. The researcher argues that structural reading of the chosen ten stories is fruitful because structuralism focuses on multiple texts, seeking how these texts unify themselves into a coherent system. This approach enables readers to study the text as a manifestation of an abstract structure. The paper will concentrate on three different aspects: character types, narrative technique and setting (elements of place). First, the researcher classifies characters according to their contribution to the action. Propp's theory of the function of the dramatist personae will be adopted in this respect. The researcher will discuss thirteen different functions. Then, the same characters will be classified according to their conformity to reality into historical, imaginative, and fairy characters. The role of the fairy characters in The Arabian Nights will be highlighted and in this respect Vladimir's theory of the fantastic will be used to study the significance of the supernatural elements in the target texts. Next, the narrative techniques in The Arabian Nights will be discussed in details with a special emphasis on the frame story technique. Finally, the paper shall discuss the features of place in the tales and show their distinctive yet common elements. -
"A Midsummer Night's Dream" at Eastman Thratre; Jan. 21
of the University of Rochester Walter Hendl, Director presents THE EASTMAN OPERA THEATRE's PRODUCTION of A MIDSUMMER NIGHT'S DREAM by Benjamin Britten Libretto adapted from William Shakespeare by Benjamin Britten and Peter Pears LEONARD TREASH, Director EDWIN McARTHUR, Conductor THOMAS STRUTHERS, Designer Friday Evening, January 21, 1972, at 8:15 Saturday Evening, January 22, 1972, at 8:15 CAST (in order of appearance) Friday, January 21 Saturday, January 22 Cobweb Robin Eaton Robin Eaton Pease blossom Candace Baranowski Candace Baranowski Mustardseed Janet Obermeyer Janet Obermeyer Moth Doreen DeFeis Doreen DeFeis Puck Larry Clark Larry Clark Oberon Letty Snethen Laura Angus Tytania Judith Dickison Sharon Harrison Lysander Booker T. Wilson Bruce Bell Hermia Mary Henderson Maria Floros Demetrius Ralph Griffin Joseph Bias Helena Cecile Saine Julianne Cross Quince James Courtney James Courtney Flute Carl Bickel David Bezona Snout Bruce Bell Edward Pierce Starveling Tonio DePaolo Tonie DePaolo Bottom Alexander Stephens Alexander Stephens Snug Dan Larson Dan Larson Theseus Fredric Griesinger Fredric Griesinger Hippolyta '"- Laura Angus Letty Snethen Fairy Chorus: Edwin Austin, Steven Bell, Mark Cohen, Thomas Johnson, William McNeice, Gregory Miller, John Miller, Swan Oey, Gary Pentiere, Jeffrey Regelman, James Singleton, Marc Slavny, Thomas Spittle, Jeffrey VanHall, Henry Warfield, Kevin Weston. (Members of the Eastman Childrens Chorus, Milford Fargo, Conductor) . ' ~ --· .. - THE STORY Midsummer Night's Dream, Its Sources, Its Construction, -
Contemporary Opera Studio Presents "Socrates", "Christopher Sly"
Contemporary Opera Studio presents "Socrates", "Christopher Sly" April 7, 1972 Contemporary Opera Studio, developed jointly by the San Diego Opera Company and the University of California, San Diego, will present a double-bill program of "Socrates" by Erik Satie and the comic "Christopher Sly" by Dominick Argento on Friday and Saturday, April 21 and 22. To be held in the recently opened UCSD Theatre, Bldg. 203 an the Matthews Campus, the two performances will begin at 8:30 p.m. Tickets are $2.00 for general admission and $1.00 for students. The Opera Studio was formed in the winter of 1971 to perform unusual works, and innovative productions of standard works, which, because of their unusual nature, could not be profitably performed by the main opera company. The developers of this experimental wing of the downtown opera company hope it will become a training school, emphasizing the theatrical aspects of opera, for young professional singers. The two operas to be performed make use of a wide range of acting techniques and musical effects demonstrated in acting and movement classes of the Opera Studio. "Socrates," written in 1918, is a "symphonic drama" based on texts translated from Plato's "Dialogues." The opera is unusual in that women take the roles of Socrates and his companions. Director of "Socrates" is Mary Fee. Double cast in the role of Socrates are Beverly Ogdon and Cathy Campbell. Erik Satie, composer of "Socrates", is was very much a part of the artistic life of Paris near the beginning of the 20th century. His friends included Debussy, Ravel, Cocteau, and Picasso. -
Braggart Courtship from Miles Gloriosus to the Taming of the Shrew
2707 Early Theatre 19.1 (2016), 81–112 http://dx.doi.org/10.12745/et.19.1.2707 Philip D. Collington ‘A Mad-Cap Ruffian and a Swearing Jack’: Braggart Courtship from Miles Gloriosus to The Taming of the Shrew There is a generic skeleton in Petruchio’s closet. By comparing his outlandish behav- iour in Shakespeare’s The Taming of the Shrew (ca 1592–94) to that of Pyrgopo- linices in Plautus’s Miles Gloriosus (ca 200 BC), as well to that of English variants of the type found in Udall, Lyly, and Peele, I re-situate Petruchio as a braggart soldier. I also reconstruct a largely forgotten comic subgenre, braggart courtship, with distinctive poetic styles, subsidiary characters, narrative events, and thematic func- tions. Katherina’s marriage to a stranger who boasts of his abilities and bullies social inferiors raises key questions: What were the comic contexts and cultural valences of a match between a braggart and a shrew? Is there a generic skeleton in Petruchio’s closet? When he arrives in Padua in The Taming of the Shrew (ca 1592–94), he introduces himself to locals as old Antonio’s heir — and those who remember the father instantly embrace the son. ‘I know him well’, declares Baptista, ‘You are welcome for his sake’ (2.1.67–9).1 But when Petruchio begins beating his servant and boasting of his abilities, he may also have struck playgoers as a character type they knew well: the braggart soldier. By comparing Petruchio to the type’s most storied ancestor, Pyrgopo- linices in Plautus’s Miles Gloriosus [The Braggard Captain] (ca 200 BC), as -
Misinterpretations of the Taming of the Shrew: Adaptations and Their Emphasis on Gender
La Salle University La Salle University Digital Commons HON499 projects Honors Program Spring 2019 Misinterpretations of The aT ming of the Shrew: Adaptations and Their mphE asis on Gender Brianna Reisenwitz [email protected] Follow this and additional works at: https://digitalcommons.lasalle.edu/honors_projects Part of the English Language and Literature Commons, Other Feminist, Gender, and Sexuality Studies Commons, Other Film and Media Studies Commons, and the Visual Studies Commons Recommended Citation Reisenwitz, Brianna, "Misinterpretations of The aT ming of the Shrew: Adaptations and Their mpE hasis on Gender" (2019). HON499 projects. 24. https://digitalcommons.lasalle.edu/honors_projects/24 This Honors Project is brought to you for free and open access by the Honors Program at La Salle University Digital Commons. It has been accepted for inclusion in HON499 projects by an authorized administrator of La Salle University Digital Commons. For more information, please contact [email protected]. Brianna Reisenwitz Dr. Vincent Kling Honors 499 25 April, 2019 Misinterpretations of The Taming of the Shrew: Adaptations and Their Emphasis on Gender Certain elements of Shakespeare’s The Taming of the Shrew lead it to be viewed as a misogynistic play. It focuses on Katherine, a “shrew” who needs to get married so that her younger sister, Bianca, can get married. While she comes from a wealthy family, Katherine is not the typical wife men seek; her sister Bianca has many suitors, and they convince another man, Petruchio, to marry Katherine. After they marry, Katherine gives a long, uncharacteristic retraction speech honoring her husband and preaching why women should be submissive. -
Teaching the Short Story: a Guide to Using Stories from Around the World. INSTITUTION National Council of Teachers of English, Urbana
DOCUMENT RESUME ED 397 453 CS 215 435 AUTHOR Neumann, Bonnie H., Ed.; McDonnell, Helen M., Ed. TITLE Teaching the Short Story: A Guide to Using Stories from around the World. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-1947-6 PUB DATE 96 NOTE 311p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 19476: $15.95 members, $21.95 nonmembers). PUB 'TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) Books (010) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Authors; Higher Education; High Schools; *Literary Criticism; Literary Devices; *Literature Appreciation; Multicultural Education; *Short Stories; *World Literature IDENTIFIERS *Comparative Literature; *Literature in Translation; Response to Literature ABSTRACT An innovative and practical resource for teachers looking to move beyond English and American works, this book explores 175 highly teachable short stories from nearly 50 countries, highlighting the work of recognized authors from practically every continent, authors such as Chinua Achebe, Anita Desai, Nadine Gordimer, Milan Kundera, Isak Dinesen, Octavio Paz, Jorge Amado, and Yukio Mishima. The stories in the book were selected and annotated by experienced teachers, and include information about the author, a synopsis of the story, and comparisons to frequently anthologized stories and readily available literary and artistic works. Also provided are six practical indexes, including those'that help teachers select short stories by title, country of origin, English-languag- source, comparison by themes, or comparison by literary devices. The final index, the cross-reference index, summarizes all the comparative material cited within the book,with the titles of annotated books appearing in capital letters. -
ELEMENTS of FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms That Indentify Components of Narratives “Fiction
Dr. Hallett ELEMENTS OF FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms that Indentify Components of Narratives “Fiction” is defined as any imaginative re-creation of life in prose narrative form. All fiction is a falsehood of sorts because it relates events that never actually happened to people (characters) who never existed, at least not in the manner portrayed in the stories. However, fiction writers aim at creating “legitimate untruths,” since they seek to demonstrate meaningful insights into the human condition. Therefore, fiction is “untrue” in the absolute sense, but true in the universal sense. Critical Thinking – analysis of any work of literature – requires a thorough investigation of the “who, where, when, what, why, etc.” of the work. Narrator / Narrative Voice Guiding Question: Who is telling the story? …What is the … Narrative Point of View is the perspective from which the events in the story are observed and recounted. To determine the point of view, identify who is telling the story, that is, the viewer through whose eyes the readers see the action (the narrator). Consider these aspects: A. Pronoun p-o-v: First (I, We)/Second (You)/Third Person narrator (He, She, It, They] B. Narrator’s degree of Omniscience [Full, Limited, Partial, None]* C. Narrator’s degree of Objectivity [Complete, None, Some (Editorial?), Ironic]* D. Narrator’s “Un/Reliability” * The Third Person (therefore, apparently Objective) Totally Omniscient (fly-on-the-wall) Narrator is the classic narrative point of view through which a disembodied narrative voice (not that of a participant in the events) knows everything (omniscient) recounts the events, introduces the characters, reports dialogue and thoughts, and all details. -
The Cea Forum 2019
Winter/Spring THE CEA FORUM 2019 Situated Interpretation: Teaching Shakespeare with Live Performance Jessica Winston Idaho State University Writing back in 1997, W.B. Worthen observed that “actual stage performance” had been largely “omitted from the catalogue of ‘discourses’ that inform criticism” (Shakespeare and 154). Now over twenty years later, the situation has changed: one of the liveliest areas of Shakespeare studies is performance criticism—that is, the study of Shakespeare-related theatrical production, performance, and reception. Just as important, actual performance has become an established part of pedagogical practice. As several recent articles attest, Shakespeare instructors routinely incorporate performance-related exercises in their classrooms (e.g. Bevington; Boyer; Costa; Esposito; Hartley, “Dialectical Shakespeare”). It is also relatively common to require or encourage students to attend a live production, such as one might see at a Shakespeare festival or professional theatre, for instance the Guthrie or Folger, or at a regional, university, or community stage. Yet despite this field-wide investment in performance, the viewing and analysis of live productions in teaching remains a curiously unexamined convention in Shakespeare pedagogy. Initially, this claim may sound counterintuitive, if not patently incorrect. Since the 1980s, publications in Shakespeare pedagogy have increasingly emphasized performance approaches to Shakespeare, presenting course and lesson plans with the foundational idea that a Shakespeare play -
Edward De Vere and the Two Shrew Plays
The Playwright’s Progress: Edward de Vere and the Two Shrew Plays Ramon Jiménez or more than 400 years the two Shrew plays—The Tayminge of a Shrowe (1594) and The Taming of the Shrew (1623)—have been entangled with each other in scholarly disagreements about who wrote them, which was F written first, and how they relate to each other. Even today, there is consensus on only one of these questions—that it was Shakespeare alone who wrote The Shrew that appeared in the Folio . It is, as J. Dover Wilson wrote, “one of the most diffi- cult cruxes in the Shakespearian canon” (vii). An objective review of the evidence, however, supplies a solution to the puz- zle. It confirms that the two plays were written in the order in which they appear in the record, The Shrew being a major revision of the earlier play, A Shrew . They were by the same author—Edward de Vere, 17th Earl of Oxford, whose poetry and plays appeared under the pseudonym “William Shakespeare” during the last decade of his life. Events in Oxford’s sixteenth year and his travels in the 1570s support composition dates before 1580 for both plays. These conclusions also reveal a unique and hitherto unremarked example of the playwright’s progress and development from a teenager learning to write for the stage to a journeyman dramatist in his twenties. De Vere’s exposure to the in- tricacies and language of the law, and his extended tour of France and Italy, as well as his maturation as a poet, caused him to rewrite his earlier effort and pro- duce a comedy that continues to entertain centuries later.