William Kerrigan, University of Massachusetts

Total Page:16

File Type:pdf, Size:1020Kb

William Kerrigan, University of Massachusetts Shakespearean Criticism: The Last Mystery - William Kerrigan, University of Massachusetts The Last Mystery - William Kerrigan, University of Massachusetts ©2010 eNotes.com, Inc. or its Licensors. Please see copyright information at the end of this document. The Last Mystery William Kerrigan, University of Massachusetts As I finished this book, I was visited by a friend of pragmatic temperament. "Yes, I suppose so," he said on hearing of my admiration for the scene between Hamlet and the gravedigger. "But I don't have the slightest idea what it means." What defeats my pragmatic friend, I think, is that the graveyard scene offers nothing but meaning. With respect to the battle between Hamlet and Claudius, it accomplishes nothing. Hamlet does not form a plan. He does not happen on useful information. Shakespeare, grandly at his leisure, finds time to bring Hamlet and Horatio, eventually the entire Danish court and the mortal remains of Ophelia, to the local graveyard—only the second scene in the play (the first is 4.2, its local unspecified) set outside Elsinore Castle. Two months or so before the play begins, Hamlet returned from Wittenberg to attend his father's funeral, which might have been held on this very ground.1 "Foul deeds will rise,/ Though all the earth o'erwhelm them, to men's eyes" (1.3.257-58). Hamlet is thinking of his father rising from the earth of his grave; when he first sees the ghost, he refers to it as a "dead corse" (I.4.52). Shakespeare reassembles his characters on the graveyard from which the foul deeds rose. It is where they are destined to go, and will go again when their dead bodies are heaped on a stage at the end of the play. The graveyard comes before the beginning, before the end, after the end. This scene does not advance the plot but stretches it out from dust to dust. When I remarked in [an earlier chapter] that 3.4 was the greatest scene in Hamlet, I may have been rash. Planted in the design of the graveyard scene are specific messages for the prince, delivered one after another like tolling bells that summon to his remembrance things past, from his birth to his current embroilments. Like the closet scene, the graveyard scene stamps seals of fated specificity on Hamlet's life. But here the horizons are the largest imaginable. The scene casts the life of the hero, all the lives of all the characters, tragedy itself, in the broadest and most reductive perspective. It completes the ideal-making self-education of the prince, countering the wish that opens his first soliloquy with hard fact: instead of melting, thawing, and resolving into a dew, his flesh, all flesh, will leak into the waters, dusts, and dirts of mother earth. Here as elsewhere, the Shakespearean drama of splitting requires concepts that level and plot devices that reunite, such as the bed-tricks of All's Well That Ends Well and Measure for Measure. The graveyard scene in Hamlet, into which all its characters and motives and themes are funneled, envelops the play in a powerful spirit of counter-splitting. "For this whole world," as Donne observes, "is but an universall church-yard, but our common grave" (Sermons 10:234). The peculiar structure of the revenge plot, in which a determining crime has taken place before the opening of the play, makes Hamlet itself seem like the conclusion of a tragedy already under way. In another structuring of the plot, closer to what we find in The Murder of Gonzago, Hamlet might be a character who appears in Act 4 of The Hystorie of Claudius to set the catastrophe in motion. He might appear even later in The Tragicall Hystorie of King Hamblet and Queene Gertrude. (Running parallel to Hamlet is a chronicle history, Fortinbras of Norway, in which the prince does not have a line.) Another way to describe this sense of a tragedy caught up in previous tragedies is "being under a curse." Claudius observes that his rank offense "hath The Last Mystery 1 Shakespearean Criticism: The Last Mystery - William Kerrigan, University of Massachusetts the primal eldest curse upon't—/ A brother's murder" (3.3.36-37). Cain is the first murderer, Abel the first corpse. Trying to wean Hamlet of excessive grief, Claudius takes him back to that very body: To reason most absurd, whose common theme Is death of fathers, and who still hath cried From the first corse till he that died today, "This must be so." (1.2.103-4) In the graveyard scene Shakespeare locates his tragedy in the same inclusive framework of "This must be so" that Claudius places grief. Significantly, it is not Abel who puts in an imaginative appearance, but Cain. There is a message for revengers in Hamlet's graveyard. It is obvious from the first that the gravedigger will make an excellent conversational partner for Hamlet. No one else in the play has been up to it, and the prince has won victory after victory on the battlefields of wit. The fellow may suffer here and there from the dyslexia Shakespeare habitually imposes on the lower orders, but he likes riddles, speaks ironically, and respects a good foil: "I like thy wit well in good faith" (5.1.45). His conversation moves from the questionable ruling on Ophelia's death to privilege itself: Gravediger. And the more pity that great folk should have countenance in this world to drown or hang themselves more than their even-Christen. Come, my spade. There is no ancient gentlemen but gardeners, ditchers, and gravemakers—they hold up Adam's profession. [He digs.] Other. Was he a gentleman? Gravedigger. A was the first that ever bore arms. Other. Why, he had none. Gravedigger. What, art a heathen? How does thou understand the Scripture? The Scripture says Adam digged. Could he dig without arms? I'll put another question to thee. If thou answerest me not to the purpose, confess thyself— (27-39) Like death, the sexton unmakes distinctions. The notion of "even-Christen" ought to abolish the exemptions given to "great folk." Adam bore arms, the sexton bears arms, and uses them as he speaks to dig Ophelia's grave. If Hamlet were around to hear him, he would receive a veiled message about the end of the play, where he will take arms against a sea of troubles in a sword fight. The piece of professional aggrandizement that makes Adam's tilling of the ground into the digging of graves serves as a grinning medieval introduction to Hamlet's forthcoming reflections. For the biblical digging has to do with agriculture, the food we fallen gentlemen labor in order to eat, whereas graves are made for corpses, the food we fallen gentlemen become. The transposition from farmer to grave-maker is of course appropriate inasmuch as Adam, the former gardener, made all our graves. The stage is set in large theological terms for Hamlet to encounter one last time the "rank unweeded garden" of his fallen world. Arriving on the scene, Hamlet is first taken with the rough irreverence of the sexton. "Has this fellow no feeling of his business a sings in grave-making?" But his is not a dainty job. The language throughout this scene has a sharp concussive physicality: "Cudgel thy brains no more," "How the knave jowls it to th' ground," "chapless, knocked about the mazzard with a sexton's spade," "knock him about the sconce with a William Kerrigan, University of Massachusetts 2 Shakespearean Criticism: The Last Mystery - William Kerrigan, University of Massachusetts dirty shovel." A nineteenth-century edition is eloquent on the second of these examples: "If proof were wanted of the exquisite propriety and force of effect with which Shakespeare uses words, and words of even homely fashion, there could hardly be a more pointed instance than the verb 'jowls' here. What strength it gives to the impression of the head and cheek-bone smiting against the earth! and how it makes the imagination feel the bruise in sympathy!"2 The speaker of these knockabout homely terms is Hamlet himself. He welcomes the impudent digging into his style. A long parade of Adam's progeny must have come to this burial ground. To bury one is to displace another.3 Out of the crowded earth a first skill is thrown up. Again Hamlet observes indignity, the low indifferent to the high: That skull had a tongue in it, and could sing once. How the knave jowls it to th' ground, as if 'twere Cain's jawbone, that did the first murder. This might be the pate of a fine politician which this ass now o'er-offices, one that would circumvent God, might it not? (74-79) The rough treatment might be justified if it were the skull of Cain, Claudius's great original. Hamlet will imagine many identities for the skulls in this graveyard, but Cain is the first message he gets: fratricides come to this, their transgressions covered like all transgressions in the general sentence of mortality. The killing of a brother is not the primal eldest curse. What is history but God's curse on human sin? Savoring the way he intends to transform Rosencrantz and Guildenstern's plot against him into a plot against them, Hamlet remarks, "O, 'tis most sweet / When in one line two crafts directly meet" (3.4.211-12). Those who would circumvent God come always to this most sweet end, buried by God's plot in a plot of earth.
Recommended publications
  • View in Order to Answer Fortinbras’S Questions
    SHAKESPEAREAN VARIATIONS: A CASE STUDY OF HAMLET, PRINCE OF DENMARK Steven Barrie A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2009 Committee: Dr. Stephannie S. Gearhart, Advisor Dr. Kimberly Coates ii ABSTRACT Dr. Stephannie S. Gearhart, Advisor In this thesis, I examine six adaptations of the narrative known primarily through William Shakespeare’s The Tragedy of Hamlet, Prince of Denmark to answer how so many versions of the same story can successfully exist at the same time. I use a homology proposed by Gary Bortolotti and Linda Hutcheon that explains there is a similar process behind cultural and biological adaptation. Drawing from the connection between literary adaptations and evolution developed by Bortolotti and Hutcheon, I argue there is also a connection between variation among literary adaptations of the same story and variation among species of the same organism. I determine that multiple adaptations of the same story can productively coexist during the same cultural moment if they vary enough to lessen the competition between them for an audience. iii For Pam. iv ACKNOWLEDGMENTS I would like to thank my advisor, Stephannie Gearhart, for being a patient listener when I came to her with hints of ideas for my thesis and, especially, for staying with me when I didn’t use half of them. Her guidance and advice have been absolutely essential to this project. I would also like to thank Kim Coates for her helpful feedback. She has made me much more aware of the clarity of my sentences than I ever thought possible.
    [Show full text]
  • The Tragedy of Hamlet
    THE TRAGEDY OF HAMLET THE WORKS OF SHAKESPEARE THE TRAGEDY OF HAMLET EDITED BY EDWARD DOWDEN n METHUEN AND CO. 36 ESSEX STREET: STRAND LONDON 1899 9 5 7 7 95 —— CONTENTS PAGE Introduction ix The Tragedy of Hamlet i Appendix I. The "Travelling" of the Players. 229 Appendix II.— Some Passages from the Quarto of 1603 231 Appendix III. Addenda 235 INTRODUCTION This edition of Hamlet aims in the first place at giving a trustworthy text. Secondly, it attempts to exhibit the variations from that text which are found in the primary sources—the Quarto of 1604 and the Folio of 1623 — in so far as those variations are of importance towards the ascertainment of the text. Every variation is not recorded, but I have chosen to err on the side of excess rather than on that of defect. Readings from the Quarto of 1603 are occa- sionally given, and also from the later Quartos and Folios, but to record such readings is not a part of the design of this edition. 1 The letter Q means Quarto 604 ; F means Folio 1623. The dates of the later Quartos are as follows: —Q 3, 1605 161 1 undated 6, For ; Q 4, ; Q 5, ; Q 1637. my few references to these later Quartos I have trusted the Cambridge Shakespeare and Furness's edition of Hamlet. Thirdly, it gives explanatory notes. Here it is inevitable that my task should in the main be that of selection and condensation. But, gleaning after the gleaners, I have perhaps brought together a slender sheaf.
    [Show full text]
  • Hamlet on the Screen Prof
    Scholars International Journal of Linguistics and Literature Abbreviated Key Title: Sch Int J Linguist Lit ISSN 2616-8677 (Print) |ISSN 2617-3468 (Online) Scholars Middle East Publishers, Dubai, United Arab Emirates Journal homepage: https://saudijournals.com/sijll Review Article Hamlet on the Screen Prof. Essam Fattouh* English Department, Faculty of Arts, University of Alexandria (Egypt) DOI: 10.36348/sijll.2020.v03i04.001 | Received: 20.03.2020 | Accepted: 27.03.2020 | Published: 07.04.2020 *Corresponding author: Prof. Essam Fattouh Abstract The challenge of adapting William Shakespeare‟s Hamlet for the screen has preoccupied cinema from its earliest days. After a survey of the silent Hamlet productions, the paper critically examines Asta Nielsen‟s Hamlet: The Drama of Vengeance by noting how her main character is really a woman. My discussion of the modern productions of Shakespeare begins with a critical discussion of Lawrence Olivier‟s seminal production of 1948. The Russian Hamlet of 1964, directed by Grigori Kozintsev, is shown to combine a psychological interpretation of the hero without disregarding its socio-political context. The action-film genre deployed by Franco Zeffirelli in his 1990 adaptation of the play, through a moving performance by Mel Gibson, is analysed. Kenneth Branagh‟s ambitious and well-financed production of 1996 is shown to be somewhat marred by its excesses. Michael Almereyda‟s attempt to present Shakespeare‟s hero in a contemporary setting is shown to have powerful moments despite its flaws. The paper concludes that Shakespeare‟s masterpiece will continue to fascinate future generations of directors, actors and audiences. Keywords: Shakespeare – Hamlet – silent film – film adaptations – modern productions – Russian – Olivier – Branagh – contemporary setting.
    [Show full text]
  • “I Will Never Play the Dane”: Shakespeare and the Performer's Failure
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by MURAL - Maynooth University Research Archive Library DOI: 10.1111/lic3.12470 ARTICLE “I will never play the Dane”: Shakespeare and the performer's failure Richard O'Brien University of Birmingham Abstract Correspondence Richard O'Brien, Department of Film and The cultural prestige accorded to Shakespeare's great roles Creative Writing, University of Birmingham, has made them high watermarks for ‘great acting’ in general. Birmingham, UK. Email: [email protected] They are therefore also uniquely capable of channelling a performer's sense of his own failure. The 1987 film Withnail &Ifamously ends with its title character, an out‐of‐work actor and self‐destructive alcoholic, delivering Hamlet's “What a piece of work is a man” to an audience of unre- sponsive wolves. And in 2014's The Trip to Italy, Steve Coogan plays a fictionalised version of himself: a comedian who fears he will never be remembered as a serious artist. On a visit to Pompeii, Coogan's delivery of Hamlet's speech to Yorick's skull similarly becomes a way of channelling the series's wider reflections on fame, mortality, and the value of the actor's art. Drawing on Marvin Carlson's argument that the role of Hamlet is unusually densely ghosted by its previous occupants, this article will explore how these two contemporary depictions of struggling performers evoke the received idea of the great Shakespearean role as the pinnacle of the actor's art to respond to the dilemma of how to cope with creative failure.
    [Show full text]
  • Understanding Shakespeare
    !1 SHAKESPEARE! The Briefest Introduction Why do we still read Shakespeare? Before Shakespeare, plays were usually about morals, and were supposed to give strict lessons on how people should live their lives. Shakespeare’s plays were among the first to explore human psychology—why we do the things we do—and people loved it because it spoke to their own individual experiences. His plays were the blockbusters of his time, and everybody Who was Shakespeare? went to see them (and they got to eat Elizabethan popcorn and candy too!). His William Shakespeare lived from plays have hilarious jokes, biting insults, 1564-1616, and was a British actor, playwright, and poet. He wrote 154 touching romances, gory deaths, and sonnets, 2 long poems, and 38 plays that epic sword fights. Plus, Shakespeare was are still being performed 400 years after the master of slang: he invented over his death. Many people consider him one 1700 brand new words, many of which of the greatest writers of all time! we still use today! Understanding Shakespeare These handouts and exercises are designed to increase students’ understanding of Shakespeare, particularly when tackling the material on their own. It can be applied to reading homework or performance, and will help students in English and Drama classes alike. In this packet are: 1. Basic Elizabethan lingo handout (p. 2). 2. Iambic pentameter handout (p. 3-5). 3. In-class or at-home student exercises (p. 6). ! Kirin McCrory !2 Elizabethan Slang Folks living in the Elizabethan Era (1558-1603) had their own contemporary slang. Much like they would need a cheat sheet to talk to anyone in 2016 (“Did you see that eyebrows-on-fleek meme? I LOL’d and had to share it on Instagram!”), this cheat sheet will help when you read words you don’t recognize.
    [Show full text]
  • Metacriticism in Salman Rushdie's Short Story Yorick*
    Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi Hacettepe University Journal of Faculty of Letters Cilt/Volume: 35 Sayı/Number:1 Haziran/June 2018 doi:10.32600/huefd.438142 Metacriticism in Salman Rushdie’s Short Story Yorick* Salman Rushdie’nin Yorick Adlı Kısa Öyküsünde Üsteleştiri Seda ARIKAN** Abstract Salman Rushdie is mostly known for his usage of new techniques especially those of postmodernism. In his short story collection East, West, besides many postmodern techniques such as pastiche, parody, and metafiction, his focus on metacriticism is apparent in the short story titled “Yorick”. Rushdie’s “Yorick” that is based on an invented story about the character Yorick, the dead clown whose skull Prince Hamlet handles and makes his famous speech in Hamlet, appears as an example of creative metacriticism that depicts the place and function of literary criticism in a fictional work. Referring to theoretical criticisms of Hamlet, such as psychoanalysis and social theories, Rushdie uses criticism of literary criticism in his short story “Yorick”. Thus, he adds his postmodern interpretation into the analyses of literary criticism since antiquity. This study will firstly focus on the theoretical background of metacriticism, in general, and creative metacritcism, in particular. Later on, it will try to find out the traces of creative metacriticism in Rushdie’s short story “Yorick” in which he also deals with metafiction, the role of the writer, the function of the reader, writer- critic-reader collaboration, the objectivity or subjectivity of literary criticism, creative writing or creative reading, and the truth in storytelling. Analysing how metacriticism operates in the story, finally Rushdie’s ideas on what literary criticism is and should be will be clarified.
    [Show full text]
  • Alas Poor Yorick. Hamlet and Kristeva's Maginary Father
    E. Denbo / PsyArt 21 (2017) 143–158 ‘Alas Poor Yorick!’: Hamlet and Kristeva’s Imaginary Father Elise Denbo Queensborough Community College City University of New York Most psychological approaches interpret Shakespeare’s Hamlet within a Lacanian/Oedipal revenge narrative. This paper, however, explores Shakespeare’s Hamlet through theories of Julia Kristeva, who develops a term called ‘the imaginary father,’ which she revisions from Freud’s ‘father of individual prehistory.’ The notion of an archaic/imaginary father as a hybrid locus (a mother-father amalgam) within the semiotic domain not only introduces new perspectives to consider the role of fatherhood but also the affective (and material) nature of transference/countertransference in Shakespeare’s plays. The dramatization of Hamlet’s “inner mystery” as opposed to his outer “show” has not been explored as an intrapsychic activity regarding an archaic father of imaginary ambivalence. Despite the scene’s brevity (5.1), considering Yorick as Hamlet’s father of individual prehistory reconfigures symbolic mastery to explore the unfolding development of Shakespearean character as a metaphorical process, a presymbolic activity rather than fixed representation, dramatizing the corporeal struggle for psychic and creative space. To cite as Denbo, E., 2017, ‘‘Alas Poor Yorick!’: Hamlet and Kristeva’s Imaginary Father’, PsyArt 21, pp. 143–158. Most playgoers are familiar with the unique encounter between Hamlet and Yorick, the long departed court jester unearthed from his grave, that Shakespeare positions in counterpoint to the early appearance of King Hamlet’s ghost, an event which combined with his mother’s sudden marriage to his uncle sets the play in motion.
    [Show full text]
  • Literature and Film: Midterm Study Guide
    Literature and Film: Midterm Study Guide On the midterm, you will answer two essay questions: one on Hamlet and one on “Ball of Fat,” “Last Stage to Lordsburg,” and “Stagecoach.” For each essay question, you choose two of the three works to analyze. You may bring a list of characters for each work to the midterm. Your essay must be clear, organized and reasonably correct grammatically. You should refer specifically to the written texts and movies (but do not retell the story). You may consult your list of characters but not the books or your notes. Possible questions on Hamlet: 1. Shakespeare, Olivier, and Almereyda interpret the relationships of characters differently. Choose one of the following relationships; discuss how two of these three (Shakespeare, Olivier, Almereyda) present that relationship. a. Hamlet and Ophelia b. Hamlet and Gertrude c. Gertrude and Claudius d. Ophelia, Laertes, and Polonius e. Hamlet and Horatio 2. Shakespeare, Olivier, and Almereyda present the characters differently. Choose one of the following characters; discuss how two of these three (Shakespeare, Olivier, Almereyda) characterize that individual. a. Hamlet b. Claudius c. The Ghost d. Ophelia e. Gertrude. 3. Discuss at least three differences between Olivier’s Hamlet and Almereyda’s Hamlet and the significance of those differences, that is, how they affect characterization, theme, etc. 4. In what ways does Olivier’s shooting in black and white and Almereyda in color affect their films? 5. Discuss the importance of setting, costuming, and/or lighting in Olivier’s Hamlet and Ametreyda’s Hamlet. 6. Almereyda transforms Shakespeare’s Kingdom of Denmark into the Denmark Corporation.
    [Show full text]
  • Gertrude's Role in <I>Hamlet</I>
    Eastern Michigan University DigitalCommons@EMU Senior Honors Theses Honors College 2013 Gertrude's Role in Hamlet Emily Graf Follow this and additional works at: http://commons.emich.edu/honors Part of the English Language and Literature Commons Recommended Citation Graf, Emily, "Gertrude's Role in Hamlet" (2013). Senior Honors Theses. 359. http://commons.emich.edu/honors/359 This Open Access Senior Honors Thesis is brought to you for free and open access by the Honors College at DigitalCommons@EMU. It has been accepted for inclusion in Senior Honors Theses by an authorized administrator of DigitalCommons@EMU. For more information, please contact lib- [email protected]. Gertrude's Role in Hamlet Abstract Typically, Gertrude's character in productions of Hamlet has been limited by her guilt and sexuality. However, lacking the social and political conventions that confined Elizabethan England, it would seem that there is another possible interpretation of Hamlet's mother. Degree Type Open Access Senior Honors Thesis Department English Language and Literature First Advisor Craig Dionne Keywords Queen Elizabeth, Patriarchy, Gertrude's Guilt, Independent and Moral Being, Elizabethan Law Subject Categories English Language and Literature This open access senior honors thesis is available at DigitalCommons@EMU: http://commons.emich.edu/honors/359 GERTRUDE'S ROLE IN HAMLET By Emily Graf A Senior Thesis Submitted to the Eastern Michigan University Honors College In Partial Fulftllment of the Requirements for Graduation With Honors in English Language, Literature, and Writing Approved at Ypsilanti, Michigan, on this date: fVl 'J.:{ 1-- ~ 1 1,c:? IJ 2 Table of Contents Introduction 3 How are women regarded in Elizabethan England? 5 Part One: How is Gertrude read and why? 16 Part Two: What is Gertrude actually guilty of? 25 Part Three: How should Gertrude be read? 32 Conclusion 46 Bibliography 47 3 Introduction Although much has changed in the way that we read, v1ew, and understand literature in the past 400 years, it often seems as though some things have stayed the same.
    [Show full text]
  • Touring Spring 2020 Across the State of Washington by William Shakespeare | Directed by Ana María Campoy
    Touring Spring 2020 Across The State of Washington By William Shakespeare | Directed by Ana María Campoy All original material copyright © 2020 Seattle Shakespeare Company CONTENT HAMLET Welcome Letter..........................................................................1 Plot and Characters...................................................................2 Articles Why Bilingual Shakespeare?................................................................3 About William Shakespeare.................................................................4 Theater Audiences: Then and Now.....................................................5 Educator Resource Guide Resource Educator At a Glance Modern Shakespeare Adaptations......................................................7 About the Play.......................................................................................8 Themes in Hamlet.................................................................................9 Soliloquies....................................................................................11 Our Production Director’s Notes..................................................................................12 Central Components of a Día de los Muertos Ofrenda/Altar............14 Activities Cross the Line: Quotes........................................................................15 Compliments and Insults...................................................................16 Cross the Line: Themes......................................................................17
    [Show full text]
  • Shakespeare in Rushdie/Shakespearean Rushdie
    ATLANTIS. Journal of the Spanish Association of Anglo-American Studies. 31.2 (December 2009): 9–22 ISSN 0210-6124 Shakespeare in Rushdie/Shakespearean Rushdie Geetha Ganapathy-Doré University of Paris 13 [email protected] Postcolonial readers situate Shakespeare at the starting point and Salman Rushdie at the other end of the spectrum of multicultural authors who have laid claims to universality. While the fact that Rushdie’s epoch-making novel Midnight’s Children adapted for the theatre by Tim Supple, was produced by the Royal Shakespeare Company in 2003 would have come as a surprise to many, the Bard himself, his birthplace, allusions to and quotations from his work, parodic rewriting of his plots and brilliant recasting of his characters have always punctuated Rushdie’s fiction and non-fiction. The linguistic inventiveness of Shakespeare and Rushdie and the Ovidian intertext in both bring them even closer. This paper argues that the presence of Shakespeare in Rushdie may be viewed not so much as an attempt to deconstruct and subvert the canon like Angela Carter’s but rather as an unconscious effort to rival and reinvent his genius in the novel form. Rushdie’s project of tropicalizing London seems to be an ironic translation of the Shakespearean idea of “making Britain India”. Keywords: Shakespeare; Rushdie; intertextuality; postcolonial rewriting; inventiveness; fatherly text Shakespeare en Rushdie/Rushdie shakesperiano Los manuales sobre postcolonialismo ubican a Shakespeare al comienzo y a Salman Rushdie al final del espectro
    [Show full text]
  • STUDY GUIDE to Producing Excellent Shakespeare Productions and Education Access When the Words Lived Only on the Page
    THE MISSION OF THE PHILADELPHIA SHAKESPEARE THEATRE IS “TO BE A WORLD-CLASS SHAKESPEARE COMPANY, AND TO BRING OUR EDUCATION PROGRAMS TO EVERY HIGH SCHOOL STUDENT IN THE REGION.” Each year, our education program, The Open Door Project, SCHOOL TOUR reaches 5,000–6,000 students in over 70 campuses in the Greater Our school tour brings live theatre into auditoriums, cafeterias, Philadelphia area. In the last twenty years over 80,000 high school and gymnasiums. Our 75-minute adaptations of Hamlet and HAMLET and middle school students have been served. Our curriculum is Macbeth are performed by four professional actors and are approved by 10 area school districts and complies with the common followed by a discussion with the actors. Many students say core curriculum. The Theatre received a Resolution from the City seeing the play performed live helps them to not only understand Council of Philadelphia honoring the theatre for its commitment the plot and language, but to feel emotions that they could not STUDY GUIDE to producing excellent Shakespeare productions and education access when the words lived only on the page. programming, and making both accessible to all. We also received the Excellence in Theatre Education and Community Service Award, TEACHER WORKSHOP sponsored by the Virginia and Harvey Kimmel Arts Education Fund Each fall (November) we partner with The Folger Shakespeare for The Open Door Project. Library to present The Shakespeare Set Free Workshop to demonstrate a new way of teaching Shakespeare and offer a wealth STUDENT MATINEES of practical resources for teachers. The workshop provides teachers Each school year, we offer 50 full-scale matinee performances with ACT 48 Credits, free tickets to our shows, a Page to Stage (Spring and Fall productions) complete with original music, sets Handbook, DVDs, and a flash drive loaded with teaching resources.
    [Show full text]