Macbeth on Three Levels Wrap Around a Deep Thrust Stage—With Only Nine Rows Dramatis Personae 14 Separating the Farthest Seat from the Stage
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Irish English in Early Modern Drama: the Birth of a Linguistic Stereotype
Irish English in early modern drama: The birth of a linguistic stereotype Raymond Hickey University of Duisburg-Essen A number of dramatic texts are scrutinised here for the linguistic analysis of Irish English in the early modern period. A broad range of different plays by authors from the late sixteenth to the eighteenth centuries are examined to determine if the non-standard spellings contained in these texts reflect genuine features of spoken Irish English at the time of writing. The analysis shows that some of the features which the textual record reveals have disappeared entirely while others have been confined to specific varieties in certain phonotactic environments while yet others persist in general Irish English today. The texts considered are furthermore useful when determining the earliest attestations for known features of Irish English. 1. Introduction At the very end of the sixteenth and throughout the seventeenth centuries, English authors began to produce dramas which contained portrayals of non-English individuals. These portrayals are generally negative, satirising individuals who were regarded as less cultivated than the English of the time with whom they were implicitly contrasted. Such writing is connected in no small part to Elizabethan and Jacobean notions of the value of English culture and the lower cultural status attached to those outside England. Elizabethan satire also rests on the notion of ‘Four Nations’ – England, Wales, Scotland and Ireland – and in particular uses characters from Scotland and Ireland in order to provide comic relief within English plays. Among the earliest writers to do this is Shakespeare in Henry V. In this play he created four characters, officers in the king’s army, and contrasted their personalities and speech in the Four Nations scene. -
Teaching Shakespeare: Text Clues 101
Teaching Romeo and Juliet Workshop Saturday, October 26, 2019 Instructor: Kevin Long Teaching Shakespeare: Text Clues 101 ...everyone according to his cue. A Midsummer Night’s Dream Definitions Know exactly what you are saying at all times. Use the Lexicons, Shakespeare’s Words, Shakespeare A to Z, Shakespeare’s Bawdy, and footnotes. Anoint two dueling “Lexicon Masters” each day. Make dictionary work COOL! Verse & Prose Shakespeare is about 75% verse (poetic line form) and 25% prose form. The form of writing might indicate a clue as to the type of character you are playing. Prose is sometimes an indication that the character might be of a lower class, comic or mad, while verse might indicate that your character is of higher class, intelligent, clever, etc. Pay particular attention to when a character switches from poetry to prose and visa versa. This is a major clue from Shakespeare. Verse PRINCE And for that offence Immediately we do exile him hence. I have an interest in your hearts’ proceeding: My blood for your rude brawls doth lie a-bleeding; But I’ll amerce you with so strong a fine That you shall all repent the loss of mine. I will be deaf to pleading and excuses, Nor tears nor prayers shall purchase out abuses: Therefore use none. Let Romeo hence in haste, Else, when he is found, that hour is his last. Bear hence this body, and attend our will: Mercy but murders, pardoning those that kill. Romeo and Juliet, Act 3, scene 1 Prose NURSE Well, you have made a simple choice, you know not how to choose a man: Romeo? no, not he; though his face be better than any man’s, yet his leg excels all men’s, and for a hand and a foot and a body, though they be not to be talked on, yet they are past compare. -
Gareth Owen Theatrical Sound Designer
Gareth Owen Theatrical Sound Designer Musical Theatre Sound Design Awards highlights include : Outer Critics Circle Award COME FROM AWAY Schoenfeld, New York Olivier Award MEMPHIS Shaftesbury Theatre, London Craig Noel Award COME FROM AWAY La Jolla Playhouse, San Diego Pro Sound Award MEMPHIS Shaftesbury Theatre, London Olivier Award MERRILY WE ROLL ALONG Comedy Theatre, London Olivier Nomination TOP HAT Aldwych Theatre, London Tony Nomination END OF THE RAINBOW Belasco Theatre, New York Olivier Nomination END OF THE RAINBOW Trafalgar Studios, London Tony Nomination A LITTLE NIGHT MUSIC Walter Kerr, New York Upcoming Sound Design highlights include : Susan Stroman’s YOUNG FRANKENSTEIN on London’s West End; Stephen Schwartz’s PRINCE OF EGYPT (World Premiere), and Des McAnuff’s DONNA SUMMER PROJECT both on Broadway; COME FROM AWAY in Toronto and on tour in the USA; Don Black’s THE THIRD MAN (World Premiere) in Vienna; BODYGUARD in Madrid; and the JERSEY BOYS International Tour. International Musical Sound Design highlights include : Lead Producer Director A BRONX TALE (World Première) Long Acre, Broadway Dodgers Theatrical Robert DeNiro COME FROM AWAY (World Première) Schoenfeld, Broadway Junkyard Dog Chris Ashley STRICTLY BALLROOM (European Première) Worldwide (2 versions) Global Creatures Drew McConie DISNEY’S HUNCHBACK OF NOTRE DAME Worldwide (5 versions) Disney Scott Schwartz SCHIKANEDER (World Premiere) Raimund, Vienna Stephen Schwartz & VBM Trevor Nunn CINDERELLA Rossia, Moscow Stage Entertainment Lindsay Posner SECRET GARDEN Lincoln -
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. -
“Kiss Today Goodbye, and Point Me Toward Tomorrow”
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Missouri: MOspace “KISS TODAY GOODBYE, AND POINT ME TOWARD TOMORROW”: REVIVING THE TIME-BOUND MUSICAL, 1968-1975 A Dissertation Presented to The Faculty of the Graduate School At the University of Missouri In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy By BRYAN M. VANDEVENDER Dr. Cheryl Black, Dissertation Supervisor July 2014 © Copyright by Bryan M. Vandevender 2014 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled “KISS TODAY GOODBYE, AND POINT ME TOWARD TOMORROW”: REVIVING THE TIME-BOUND MUSICAL, 1968-1975 Presented by Bryan M. Vandevender A candidate for the degree of Doctor of Philosophy And hereby certify that, in their opinion, it is worthy of acceptance. Dr. Cheryl Black Dr. David Crespy Dr. Suzanne Burgoyne Dr. Judith Sebesta ACKNOWLEDGEMENTS I incurred several debts while working to complete my doctoral program and this dissertation. I would like to extend my heartfelt gratitude to several individuals who helped me along the way. In addition to serving as my dissertation advisor, Dr. Cheryl Black has been a selfless mentor to me for five years. I am deeply grateful to have been her student and collaborator. Dr. Judith Sebesta nurtured my interest in musical theatre scholarship in the early days of my doctoral program and continued to encourage my work from far away Texas. Her graduate course in American Musical Theatre History sparked the idea for this project, and our many conversations over the past six years helped it to take shape. -
Post-War English Literature 1945-1990
Post-War English Literature 1945-1990 Sara Martín Alegre P08/04540/02135 © FUOC • P08/04540/02135 Post-War English Literature 1945-1990 Index Introduction............................................................................................... 5 Objectives..................................................................................................... 7 1. Literature 1945-1990: cultural context........................................ 9 1.1. The book market in Britain ........................................................ 9 1.2. The relationship between Literature and the universities .......... 10 1.3. Adaptations of literary works for television and the cinema ...... 11 1.4. The minorities in English Literature: women and post-colonial writers .................................................................... 12 2. The English Novel 1945-1990.......................................................... 14 2.1. Traditionalism: between the past and the present ..................... 15 2.2. Fantasy, realism and experimentalism ........................................ 16 2.3. The post-modern novel .............................................................. 18 3. Drama in England 1945-1990......................................................... 21 3.1. West End theatre and the new English drama ........................... 21 3.2. Absurdist drama and social and political drama ........................ 22 3.3. New theatre companies and the Arts Council ............................ 23 3.4. Theatre from the mid-1960s onwards ....................................... -
Playing Shakespeare with Deutsche Bank Production of Twelfth Night
2016 shakespeare’s globe Annual review contents Welcome 5 Theatre: The Globe 8 Theatre: The Sam Wanamaker Playhouse 14 Celebrating Shakespeare’s 400th Anniversary 20 Globe Education – Inspiring Young People 30 Globe Education – Learning for All 33 Exhibition & Tour 36 Catering, Retail and Hospitality 37 Widening Engagement 38 How We Made It & How We Spent It 41 Looking Forward 42 Last Words 45 Thank You! – Our Stewards 47 Thank You! – Our Supporters 48 Who’s Who 50 The Playing Shakespeare with Deutsche Bank production of Twelfth Night. Photo: Cesare de Giglio The Little Matchgirl and Other Happier Tales. Photo: Steve Tanner WELCOME 2016 – a momentous year – in which the world celebrated the richness of Shakespeare’s legacy 400 years after his death. Shakespeare’s Globe is proud to have played a part in those celebrations in 197 countries and led the festivities in London, where Shakespeare wrote and worked. Our Globe to Globe Hamlet tour travelled 193,000 miles before coming home for a final emotional performance in the Globe to mark the end, not just of this phenomenal worldwide journey, but the artistic handover from Dominic Dromgoole to Emma Rice. A memorable season of late Shakespeare plays in the Sam Wanamaker Playhouse and two outstanding Globe transfers in the West End ran concurrently with the last leg of the Globe to Globe Hamlet tour. On Shakespeare’s birthday, 23 April, we welcomed President Obama to the Globe. Actors performed scenes from the late plays running in the Sam Wanamaker Playhouse at Southwark Cathedral, a service which was the only major civic event to mark the anniversary in London and was attended by our Patron, HRH the Duke of Edinburgh. -
Koel Chatterjee Phd Thesis
Bollywood Shakespeares from Gulzar to Bhardwaj: Adapting, Assimilating and Culturalizing the Bard Koel Chatterjee PhD Thesis 10 October, 2017 I, Koel Chatterjee, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: 10th October, 2017 Acknowledgements This thesis would not have been possible without the patience and guidance of my supervisor Dr Deana Rankin. Without her ability to keep me focused despite my never-ending projects and her continuous support during my many illnesses throughout these last five years, this thesis would still be a work in progress. I would also like to thank Dr. Ewan Fernie who inspired me to work on Shakespeare and Bollywood during my MA at Royal Holloway and Dr. Christie Carson who encouraged me to pursue a PhD after six years of being away from academia, as well as Poonam Trivedi, whose work on Filmi Shakespeares inspired my research. I thank Dr. Varsha Panjwani for mentoring me through the last three years, for the words of encouragement and support every time I doubted myself, and for the stimulating discussions that helped shape this thesis. Last but not the least, I thank my family: my grandfather Dr Somesh Chandra Bhattacharya, who made it possible for me to follow my dreams; my mother Manasi Chatterjee, who taught me to work harder when the going got tough; my sister, Payel Chatterjee, for forcing me to watch countless terrible Bollywood films; and my father, Bidyut Behari Chatterjee, whose impromptu recitations of Shakespeare to underline a thought or an emotion have led me inevitably to becoming a Shakespeare scholar. -
Shakespeare on Film, Video & Stage
William Shakespeare on Film, Video and Stage Titles in bold red font with an asterisk (*) represent the crème de la crème – first choice titles in each category. These are the titles you’ll probably want to explore first. Titles in bold black font are the second- tier – outstanding films that are the next level of artistry and craftsmanship. Once you have experienced the top tier, these are where you should go next. They may not represent the highest achievement in each genre, but they are definitely a cut above the rest. Finally, the titles which are in a regular black font constitute the rest of the films within the genre. I would be the first to admit that some of these may actually be worthy of being “ranked” more highly, but it is a ridiculously subjective matter. Bibliography Shakespeare on Silent Film Robert Hamilton Ball, Theatre Arts Books, 1968. (Reissued by Routledge, 2016.) Shakespeare and the Film Roger Manvell, Praeger, 1971. Shakespeare on Film Jack J. Jorgens, Indiana University Press, 1977. Shakespeare on Television: An Anthology of Essays and Reviews J.C. Bulman, H.R. Coursen, eds., UPNE, 1988. The BBC Shakespeare Plays: Making the Televised Canon Susan Willis, The University of North Carolina Press, 1991. Shakespeare on Screen: An International Filmography and Videography Kenneth S. Rothwell, Neil Schuman Pub., 1991. Still in Movement: Shakespeare on Screen Lorne M. Buchman, Oxford University Press, 1991. Shakespeare Observed: Studies in Performance on Stage and Screen Samuel Crowl, Ohio University Press, 1992. Shakespeare and the Moving Image: The Plays on Film and Television Anthony Davies & Stanley Wells, eds., Cambridge University Press, 1994. -
Shakespeare's Macbeth Act 2, Scene 3 a Porter Goes to Answer the Door
Shakespeare's Macbeth Act 2, scene 3 A porter goes to answer the door, joking to himself that he is the doorkeeper at the mouth of hell, and mocking whoever might be knocking to get into hell. At the door are Macduff and Lennox. Macduff goodnaturedly asks what took so long. The porter blames drunkenness, and makes a series of jokes about alcohol and its effects on men. Macbeth enters, pretending to have just woken up. Macduff asks if the King has woken yet. Duncan had asked to see Macduff early that morning. Macbeth points out where Duncan is sleeping, and Macduff goes to wake him. As they wait for Macduff to return, Lennox describes the terrible storm that raged the previous night and sounded like "strange screams of death" (line 52). Macduff cries out in horror and runs onstage. Macbeth and Lennox ask what happened, then run to Duncan's chamber. Banquo, Malcolm, and Donalbain wake. Lady Macbeth enters, pretending not to know what happened, and expressing horror when Macduff tells her of the murder. Macbeth returns, and wishes he had died rather than to have to see such a such a thing. Malcolm and Donalbain enter and ask what's happened. Lennox tells them that Duncan was murdered by his drunken attendants. Macbeth wishes aloud that he hadn't killed the attendants. When Macduff asks why Macbeth did kill the attendants, Macbeth says he was so furious that they had murdered Duncan that he couldn't control himself. Lady Macbeth faints. The thanes agree to meet in the hall to discuss what's happened. -
"I Could Not Say 'Amen'": Prayer and Providence in Macbeth Robert S
CHAPTER 4 "I Could Not Say 'Amen'": Prayer and Providence in Macbeth Robert S. Miola Though ancient playwrights believed in different deities and ethical sys- tems, they too depicted human beings struggling with the gods, with fate and free will, crime and punishment, guilt and suffering. Sophocles (5th c. BC) portrays Oedipus, solver of the Sphinx's riddle and King of Thebes, who discovers that all along he has been fulfilling, not fleeing, the curse of Apollo and its dread predictions: "Lead me away, O friends, the utterly lost (ton meg' olethrion), most accursed (ton kataratotaton), and the one among mortals most hated (exthrotaton) by the gods!" (1341-43). In several plays that provided models for Macbeth, Seneca (d. 65 AD) presents men and women saying the unsayable, doing the unthinkable and suffering the unimaginable. The witch Medea slays her own children in a horrifying act of revenge. In contrast to Euripides Medea, which ends in a choral affirmation of Zeus's justice and order, Seneca's play concludes with Medea's transformation into something inhuman: she leaves the scene of desolation in a chariot drawn by drag- ons, bearing witness, wherever she goes, that there are gods, testare nullos esse, qua veheris, deos (1027). Driven mad by the goddess Juno, Seneca's Hercules in Hercules Furens kills his children, then awakens to full recognition of his deed in suicidal grief and remorse. These tragic heroes struggle against the gods and themselves. Such classical archetypes inform tragedy in the West, with Seneca especially shaping Elizabethan tragedy. Medea and Hercules Furens partly account for the child-killing so prominent in Macbeth. -
Killing Shakespeare's Children: the Cases of Richard III and King John Joseph Campana
Campana, J. (2007). Killing Shakespeare’s Children: The Cases of Richard III and King John. Shakespeare, 3(1), 18–39. doi:10.1080/17450910701252271 Killing Shakespeare's Children: The Cases of Richard III and King John Joseph Campana This essay explores a series of affective, sexual and temporal disturbances that Shakespeare's child characters create on the early modern stage and that lead these characters often to their deaths. It does so by turning to the murdered princes of Richard III and the ultimately extinguished boy-king Arthur of King John. A pervasive sentimentality about childhood shapes the way audiences and critics have responded to Shakespeare's children by rendering invisible complex and discomfiting erotic and emotional investments in childhood innocence. While Richard III subjects such sentimentality to its analytic gaze, King John explores extreme modes of affect and sexuality associated with childhood. For all of the pragmatic political reasons to kill Arthur, he is much more than an inconvenient dynastic obstacle. Arthur functions as the central node of networks of seduction, the catalyst of morbid displays of affect, and the signifier of future promise as threateningly mutable. King John and Richard III typify Shakespeare's larger dramatic interrogation of emergent notions of childhood and of contradictory notions of temporality, an interrogation conducted by the staging of uncanny, precocious, and ill-fated child roles. Keywords: Children; childhood; seduction; sexuality; affect; temporality; Richard III; King John If it is fair to say that Shakespeare included in his plays more child roles than did his contemporaries (Ann Blake counts thirty; Mark Heberle counts thirty-nine), it is also fair to say Shakespeare provided a wide range of parts for those children: from pivotal roles in royal succession to trace presences as enigmatic markers of symbolic equations never perhaps to be solved.