The Aesthetics of Railing: Troilus and Cressida and Coriolanus
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Twelfth Night
SAMPLE – INCOMPLETE SCRIPT a Community Shakespeare Company edition of Twelfth Night original verse adaptation by Richard Carter 1731 Center Road Lopez Island, WA 98261 360.468.3516 [email protected] Enriching young lives, cultivating community” NOTES ABOUT PRODUCTION The author asks that anyone planning to stage one of his adaptations please contact him for permission, via the CSC website: www.communityshakespeare.org . There are no performance royalties due. He asks that scripts be purchased for every member of a cast. Frequently asked questions include, “What if my group is mostly girls?” Cross-casting (females playing male roles) is almost inevitable; once it is explained that males played all the female roles in Shakespeare’s time, this obstacle is easily overcome. Moreover, girls see that many of the “big” parts are male, so those wanting more stage time gravitate toward male roles. The author also encourages groups to take certain liberties, such as changing the sex of some roles. With little alteration of the text, a duke may become a duchess, an uncle may become an aunt. In answer to the question, “What if I have too many (or too few) students?” some parts may be divided amongst several actors (a messenger becomes two messengers), or actors may take on more than one role. In short, do what is necessary to make the play fun and accessible for young people; the author did! Synopsis of the play Orsino, Duke of Illyria, is in love with Olivia, a proud and beautiful countess. She spurns his suit, being in mourning for her late father and brother. -
Reimagining Shakespeare in the Young Adult Contemporary
REIMAGINING SHAKESPEARE IN THE YOUNG ADULT CONTEMPORARY NOVEL by Jodi Lyn Turchin A Thesis Submitted to the Faculty of Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Master of Arts Florida Atlantic University Boca Raton, FL December 2017 Copyright by Jodi Lyn Turchin 2017 ii ACKNOWLEDGEMENTS The author wishes to express sincere gratitude to her committee members for all of their guidance and support, and special thanks to my advisor for being with me every step of the way during the writing of this manuscript. iv ABSTRACT Author: Jodi Lyn Turchin Title: Reimaginging Shakespeare in the Young Adult Contemporary Novel Institution: Florida Atlantic University Thesis Advisor: Dr. Emily Stockard Degree: Master of Arts Year: 2017 This research focuses on how Young Adult (YA) novelists adapt Shakespeare’s plays to address the concerns of a contemporary teenage audience. Through the qualitative method of content analysis, I examined adaptations of the three most commonly read texts in the high school curriculum: Romeo and Juliet, Macbeth, and Hamlet. The research looked for various patterns in the adaptations and analyzed the choices made by the authors in aligning their texts to or deviating from the original plays. A final chapter addresses practical classroom application in using adaptations to teach the plays to high school students. v REIMAGINING SHAKESPEARE IN THE YOUNG ADULT CONTEMPORARY NOVEL INTRODUCTION ............................................................................................................. -
Book Review: Celia R. Daileader. <Em>Racism, Misogyny, and the Othello Myth</Em>
Book Reviews 149 Notes 1 Augustine Curio, A Notable Historie of the Saracens, trans. Thomas Newton (London, 1575), sigs C3v-C4r. 2 Public Record Office, London. State Papers 12/275/94. 3 See the examples in Matthew Dimmock, New Turkes: Dramatizing Islam and the Ottomans in Early Modern England (Aldershot: Ashgate, 2005). 4 Robert Wilson, A right excellent and famous Comedy called the three Ladies of Lon- don ... (London, 1584), sig. F1v. Celia R. Daileader. Racism, Misogyny, and the Othello Myth. Cambridge: Cambridge University Press, 2005. Pp x, 256. Celia R. Daileader’s lively and provocative discussion of Othello and inter- racial sexuality begins with her concept of ‘Othellophilia’: ‘the critical and cultural fixation in Shakespeare’s tragedy of inter-racial marriage to the exclu- sion of broader definitions, and more positive visions, of inter-racial eroti- cism’ (6). Why, she wonders, did the pattern of a sexual relationship between a black man and a white woman (as opposed to a black woman and a white man) come to be such a prevalent literary trope? Antony and Cleopatra is also a great Shakespearean tragedy featuring inter-racial sexuality—assuming one believes that the dramatist’s Cleopatra was meant to be black—but it has never achieved the universal appeal of Othello. Daileader finds the answer in the imbrication of racism with misogyny. Mutually reinforcing constructs, racism and misogyny work hand in hand to demonize not just black sexuality but female sexuality as well. Ever since the early modern period, which begins Daileader’s survey, the culture of white patriarchy, frightened of female sexual autonomy, has elided that fear with a horror of miscegenation. -
Cambridge University Press 978-1-108-49524-0 — Early Shakespeare, 1588–1594 Edited by Rory Loughnane , Andrew J
Cambridge University Press 978-1-108-49524-0 — Early Shakespeare, 1588–1594 Edited by Rory Loughnane , Andrew J. Power Index More Information Index Achelley, Thomas, 32 canon, 1–3, 5–14, 16, 21, 27, 28, 41, 43, 44–5, 47, 54, Admiral’s Men, 65, 73, 139, 179, 221, 262 60, 61, 64, 78, 87, 102, 103, 121, 135, 168, 169, Aeschylus 190, 200–1, 261, 263, 265–8, 270, 273–4, 277, Oresteia, 139 279, 286, 288 Alleyn, Edward, 65, 209, 211, 221, 232 Chamberlain’s Men, 4, 7, 18, 43, 47, 58, 60–1, 64, Anon 67, 167, 221–2, 233, 262–3, 267, 279, 286 Edmond Ironside, 108 Chapel Children, 179 The Famous Victories of Henry the Fifth, 275 Chapman, George, 5, 32, 37 King Leir and His Three Daughters, 25, 271, An Humorous Day’s Mirth, 108 273, 275 Monsieur D’Olive, 182 A Knack to Know a Knave, 271, 275 Sir Giles Goosecap, 139 Love and Fortune, 269 Chaucer, Geoffrey, 121–41, 168, 189 Palamon and Arcite, 139 Canterbury Tales, 14, 122, 139 The Second Report of Doctor John Faustus, 163 The Franklin’s Tale, 122, 139 Thomas Lord Cromwell, 108 The Shipman’s Tale, 140 The Troublesome Reigne of King John, 271, Troilus and Criseyde, 139 275 Chettle, Henry, 31, 39 The True Tragedy of Richard the Third, Green’s Groats-worth of Wit, attributed to, 5, 156–7, 271 56, 57 apprenticeship, 31, 141, 223–5, 227, 229, 231 Patient Grissil, with Thomas Dekker and Ariosto, Ludovico William Haughton, 139 Orlando Furioso, 183 Troilus and Cressida, with Thomas Dekker, Aristotle, 136, 138, 275 lost, 139 attribution, 7, 14, 16, 54, 56–7, 58, 60, 77–8, Children of the Queen’s Revels, 35, 221, -
Twelfth Night KEY CHARACTERS and SENSORY MOMENTS
Twelfth Night KEY CHARACTERS AND SENSORY MOMENTS Characters Viola Sebastian Olivia Malvolio Sir Andrew Sir Toby Feste Maria Orsino Antonio Sensory Moments Below is a chronological summary of the key sensory moments in each act and scene. Latex balloons are used onstage throughout the show. Visual, dialogue or sound cues indicating dramatic changes in light, noise or movement are in bold. PRESHOW • A preshow announcement plays over the loudspeaker and instruments tune onstage. ACT ONE SCENE ONE SENSORY MOMENTS • Feste begins to sing a song. When he puts DESCRIPTION a paper ship in the water, the storm begins. At Duke Orsino’s palace in Illyria, Cesario and There is frequent loud thunder, flickering others sing for Orsino. He’s in love with the lights and flashes of lightning via strobe countess Olivia, but it’s unrequited because she lights. Actors shout during the turmoil, is in mourning for her brother and won’t receive cymbals crash and drums rumble. his messengers. • The storm sequence lasts about 90 seconds. • After the storm, lights slowly illuminate SENSORY MOMENTS the stage. • Actors begin singing a song. Orsino enters the stage and picks up a balloon. When he walks to the center of the stage, the balloon SCENE TWO pops loudly. • When Orsino says, “Love-thoughts lie rich DESCRIPTION when canopied with bowers,” the actors Viola washes ashore in Illyria, saved by the leave the stage, suspenseful music plays and ship’s captain. She asks the captain to help her the lights go dark. disguise herself so she can get work in Orsino’s court. -
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. -
Proposed Core Literature Titles Twelfth Night, Or, What You Will
Proposed Core Literature Titles The following summary is provided by the California Department of Education’s “Recommended Literature List”, and the top three Google searches of the book title and author name that produced a description of the title. Twelfth Night, or, What You Will Proposed Grade Level: 8 Title: Twelfth Night, or, What You Will Author: William Shakespeare First Published: 2002 Lexile Level: 1140 Proposed Grade Level: 8 California Department of Education, Recommended Literature List: https://www.cde.ca.gov/ci/cr/rl/ This title is on the CDE Recommended Literature List. Annotation: On the island of Illyria, Duke Orsino pines away for the love of the beautiful, but unapproachable Olivia. A tempest occurs that brings Viola and Sebastian to the shores, and a renewed pursuing of affection begins among the island's inhabitants. (Circa 1600.) Copyright: 1992: Original Copyright: 1600 Grade Level Span: 9-12 Genre: Drama Classification: Classic Topic: English-Language Arts/General Discipline: English Language Arts/Vocabulary; Visual and Performing Arts Descriptions From Top 3 Google Searches: Search: "Twelfth Night or What You Will" by William Shakespeare https://en.wikipedia.org/wiki/Twelfth_Night Viola is shipwrecked on the coast of Illyria and she comes ashore with the help of a Captain. She has lost contact with her twin brother, Sebastian, whom she believes to be drowned, and with the aid of the Captain, she disguises herself as a young man under the name Cesario and enters the service of Duke Orsino. Duke Orsino has convinced himself that he is in love with Olivia, who is mourning the recent deaths of her father and brother. -
LAUGHTER and LANGUAGE in SHAKESPEARE's TWELFTH NIGHT by Kaitlyn Joy Blum a Thesis Submitted To
MADNESS AND MIMETIC VIOLENCE: LAUGHTER AND LANGUAGE IN SHAKESPEARE’S TWELFTH NIGHT By Kaitlyn Joy Blum A Thesis Submitted to the Faculty of The Wilkes Honors College in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in Liberal Arts and Sciences with a Concentration in English Literature Wilkes Honors College of Florida Atlantic University Jupiter, Florida May 2013 MADNESS AND MIMETIC VIOLENCE: LAUGHTER AND LANGUAGE IN SHAKESPEARE’S TWELFTH NIGHT By Kaitlyn Joy Blum This thesis was prepared under the direction of the candidate’s thesis advisor, Dr. Michael Harrawood, and has been approved by the members of her/his supervisory committee. It was submitted to the faculty of The Honors College and was accepted in partial fulfillment of the requirements for the degree of Bachelor of Arts in Liberal Arts and Sciences. SUPERVISORY COMMITTEE: __________________________ Dr. Michael Harrawood ________________________ Dr. Rachel Corr ________________________ Dean Jeffrey Buller, Wilkes Honors College ________________________ Date ii ACKNOWLEDGEMENTS I could never have done this project on my own, and must give many thanks to a multitude of superb individuals. First, I wish to say thank you to my family: to my mother, your never-ending support for me has always been my greatest source of encouragement; my father, for your words of wisdom; my brother Will for our true friendship with one another; my grandparents, for supporting my academic endeavors; my godparents for their kindness, especially during my college years. I want to thank the friends that I have met at the Honors College, especially my best friend Erica for your constant support and Dawn for your assistance in formatting this thesis. -
CHRISTMAS COMES but ONCE a YEAR by George Zahora
PRESENTS CHRISTMAS COMES BUT ONCE A YEAR by George Zahora Directed by Peter Garino Assistant Director: Brynne Barnard Sound Design & Original Music: George Zahora ________________________ A PROGRAM OF HOLIDAY MUSIC Featuring Hannah Mary Simpson and Camille Cote 25th Anniversary Season December 10, 13, 14, 2019 Elmhurst Public Library Niles-Maine District Library Newberry Library THE SHAKESPEARE PROJECT OF CHICAGO IS PROUD TO * Actors appearing in this performance are members of Actors' Equity ANNOUNCE the lineup for our 25th Anniversary Season. “Hamlet” by Association, the union of professional actors and stage managers. William Shakespeare, directed by J.R. Sullivan (Oct. 11-17, 2019); “Richard III” by William Shakespeare, directed by Peter Garino (Jan. 10- www.shakespeareprojectchicago.org 17, 2020); “Romeo and Juliet” by William Shakespeare, directed by P.O. Box 25126 Michelle Shupe (Feb. 21-27, 2020); “Measure for Measure” by William Chicago, Illinois 60625 Shakespeare, directed by Erin Sloan (May 15-21, 2020). For venues and 773-710-2718 show times, visit: www.shakespeareprojectchicago.org The Shakespeare Project gratefully acknowledges all of the generous contributions made by its valued patrons over the past 24 years. With heartfelt thanks, we recognize contributors to our 2019-2020 season: Ameer Ali, Catherine Alterio, Anonymous, Charles Berglund, Henry Bernstein, Bindy Bitterman, Albertine N. Burget, Alice D. Blount, Lilian F. Braden, Joan Bransfield, An Shih Cheng, Ronald & Earlier this season… Gail Denham, Linda Dienberg, A. Carla Drije, Joyce Dugan, Janet M. Erickson, Jacqueline Fitzgerald, Holly & Brian Forgue, James & Martha Fritts, Gerald Ginsburg, Charlotte Glashagel, Scott Gordon & Amy Cuthbert, Barbara Hayler, Ora M. Jones, Susan Spaford Lane, Carol Lewis, David R. -
Troilus and Cressida the Articles in This Study Guide Are Not Meant to Mirror Or Interpret Any Productions at the Utah Shakespeare Festival
Insights A Study Guide to the Utah Shakespeare Festival Troilus and Cressida The articles in this study guide are not meant to mirror or interpret any productions at the Utah Shakespeare Festival. They are meant, instead, to be an educational jumping-off point to understanding and enjoying the plays (in any production at any theatre) a bit more thoroughly. Therefore the stories of the plays and the interpretative articles (and even characters, at times) may differ dramatically from what is ultimately produced on the Festival’s stages. The Study Guide is published by the Utah Shakespeare Festival, 351 West Center Street; Cedar City, UT 84720. Bruce C. Lee, communications director and editor; Phil Hermansen, art director. Copyright © 2011, Utah Shakespeare Festival. Please feel free to download and print The Study Guide, as long as you do not remove any identifying mark of the Utah Shakespeare Festival. For more information about Festival education programs: Utah Shakespeare Festival 351 West Center Street Cedar City, Utah 84720 435-586-7880 www.bard.org. Cover photo: Cameron McNary (left) and Tyler Layton in Troilus and Cressida, 1999. Contents TroilusInformation and on William Cressida Shakespeare Shakespeare: Words, Words, Words 4 Not of an Age, but for All Mankind 6 Elizabeth’s England 8 History Is Written by the Victors 10 Mr. Shakespeare, I Presume 11 A Nest of Singing Birds 12 Actors in Shakespeare’s Day 14 Audience: A Very Motley Crowd 16 Shakespeare Snapshots 18 Ghosts, Witches, and Shakespeare 20 What They Wore 22 Information on the Play Synopsis 23 Characters 24 Scholarly Articles on the Play An “Iliad” Play 26 Where Are the Heroes and Lovers? 28 Utah Shakespeare Festival 3 351 West Center Street • Cedar City, Utah 84720 • 435-586-7880 Shakespeare: Words, Words, Words By S. -
Study Questions Troilus and Cressida D R a F T
2012 Suggestions for Teaching Troilus and Cressida by William Shakespeare Before seeing/reading the play 1. Research the Trojan War? What was the source of the conflict? Who fought against whom? Who were the major players? How long did it last? What was the outcome? Who famously wrote about events in The Trojan War? These and other websites provide information: http://www.stanford.edu/~plomio/history.html http://www.timelessmyths.com/classical/trojanwar.html http://www.ancienthistory.about.com/cs/troyilium/a/trojanwar.htm 2. The Iliad is an epic poem written by Homer. What events are recounted in The Iliad? Who are the major characters in The Iliad? These and other websites provide information: http://www.en.wikipedia.org/wiki/Iliad http://www.timelessmyths.com/classical/trojanwar.html#Iliad 3. Read Chaucer’s Troilus and Criseyd, one of Shakespeare's sources for this play. These and other websites provide information: http://www.tkline.pgcc.net/PITBR/English/Chaucerhome.htm http://www.omacl.org/Troilus 4. According to the Random House Webster’s dictionary, status is “the position or rank of an individual in relation to others.” Describe some of the factors that determine an individual’s status. When and how can one’s status change? Describe situations in which status is important. Under what circumstances is status unimportant? What is the relationship of reputation to status? 5. I maintain that this question has nothing to do with the play. I would delete it, but I defer to someone else. Which members of the House of Atreus are associated with the Trojan War? Describe the part each plays. -
Plague, Print and Providence in Early Seventeenth Century London Philip
Plague, Print and Providence in Early Seventeenth Century London Philip Wootton 28000852 1 Master’s Degrees by Examination and Dissertation Declaration Form. 1. This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. Signed…….……………P. Wootton………………………………………………... Date …………………18/09/13……………………..…………………………... 2. This dissertation is being submitted in partial fulfilment of the requirements for the degree of MTh Church History…………………………………................. Signed …………P. Wootton………………………………………………………. Date …………….18/09/13…………………………………………..…………... 3. This dissertation is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged by footnotes giving explicit references. A bibliography is appended. Signed candidate: ...… P. Wootton .………………………….………………. Date: …………………… 18/09/13………………….………………………. 4. I hereby give consent for my dissertation, if accepted, to be available for photocopying, inter- library loan, and for deposit in the University’s digital repository Signed (candidate)……P. Wootton…………………….………….…………... Date………………18/09/13……………….…………….…………….. Supervisor’s Declaration. I am satisfied that this work is the result of the student’s own efforts. Signed: ………………………………………………………………………….. Date: ……………………………………………………………………………... 2 Plague and Providence in Popular Print in Early Seventeenth Century London AIM: To consider how contemporary understanding of divine providence is reflected in and expressed through selected popular printed material concerning outbreaks of plague in early seventeenth century London, with particular reference to the pamphlets of Thomas Dekker. Contents Abstract Summary page 4 Note on the Location of Sources page 5 Abbreviations page 5 1. Introduction page 6 2. Plague Pamphlets and Historiography page 8 2.1 Characterising the Church of England, c.1600 page 8 2.2 Cheap Print and Popular Belief page 11 2.3 Accessibility of Plague Pamphlets page 13 2.4 Currents of Providentialism page 15 3.