Twelfth Night Background Info
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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. -
Shakespeare and Contagion – Abstracts
SAA2015 – Seminar 37 – Shakespeare and Contagion – Abstracts Seminar Leaders: Mary Floyd-Wilson (University of North Carolina) and Darryl Chalk (University of Southern Queensland) Sabina Amanbayeva University of Delaware [email protected] “Falstaff’s Poisonous Affects: Politics and Physiology in 1 Henry IV” My paper is focused on the formation of intimacy through laughter in Shakespeare’s 1 Henry IV (1597). Using the framework of historical phenomenology and affect studies, I show how Falstaff’s jokes about his own body can actually be read as physiological manipulation and a political act. Early modern texts consistently associate the formation of illicit attachments with the work of poison and the subtle cunning of underworld figures. For instance, Thomas Dekker’s cony-catching pamphlets The Belman of London (1608) and Lanthorn and Candle-light (1608) take it as their guiding principle that cony-catchers commit their villanies through “breathes” and “vapours” that insidiously spread everywhere. A similar tactic, I argue, is at work in 1 Henry IV, where Falstaff’s jokes, called “vain comparatives” in the play, re-structure the relationship between the body and its environment by his successive spinning of new metaphors and thus new ways to imagine relations between self and other. The word-play between Hal and Falstaff becomes then a sort of titillation, playing with the body, as their mutual witticisms and jokes successively touch and re-touch each other’s contours. The essay contributes to the on-going conversation on affect and intimacy by bringing to the fore the physicality of early modern laughter and its ability to work like “poison” or contagious “vapour” in its creation of illicit intimacies. -
The Aesthetics of Railing: Troilus and Cressida and Coriolanus
The Aesthetics of Railing:Troilus and Cressida and Coriolanus Maria Teresa Micaela Prendergast The College of Wooster Cet essai explore comment Shakespeare utilise la rhétorique des insultes cruelles et for- tement métaphoriques des débuts de la modernité afin de réaliser une rivalité agressive entre le déclinant idéal aristocratique élisabéthain du sang et du langage épique d’une part, et le théâtre satirique en émergence d’autre part. Ce type de théâtre se justifie en associant le guerrier aristocratique à un corps suintant, efféminé, et malade. Cet essai se concentre en particulier sur les pièces Troilus and Cressida et Coriolanus, qui éta- blissent un fort lien entre la manifestation de maladies internes sur la peau et la perte d’autonomie masculine. Dans Troilus and Cressida, Thersites, incarnant le personnage du fou, domine la pièce avec ses discours vicieux qui transforment sur le plan rhétorique le personnage héroïque de l’aristocrate masculin en une créature abjecte. Parallèlement, Coriolan, en fort contraste avec Thersites, est un guerrier autonome, qui néanmoins sou- tient l’opinion de Thersites que le spectacle théâtral, ainsi que la fréquentation des gens du peuple dégradent les idéaux guerriers aristocratiques. Les deux pièces suggèrent que c’est à travers une langue caustique et scatologique de l’insulte, de pair avec une destruction rhétorique des idéaux de l’aristocratie guerrière, que le théâtre britannique du début du dix-septième siècle remplace une esthétique traditionnelle de l’élite faite de sang héroïque par une célébration de la puissance rhétorique des croûtes et des éruptions cutanées. ike many of his Elizabethan and Jacobean contemporaries, Shakespeare was Lcaught up in the art of railing. -
The Fools of Shakespeare's Romances
Sede Amministrativa: Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari (DISLL) SCUOLA DI DOTTORATO DI RICERCA IN: Scienze Linguistiche, Filologiche e Letterarie INDIRIZZO: Filologie e Letterature Classiche e Moderne CICLO XXVI “Armine... thou art a foole and knaue”: The Fools of Shakespeare’s Romances Direttore della Scuola : Ch.ma Prof.ssa Rosanna Benacchio Supervisore : Ch.ma Prof.ssa Alessandra Petrina Dottoranda : Alice Equestri Abstract La mia tesi propone un’analisi dettagliata dei personaggi comici nei romances Shakespeariani (Pericles, Cymbeline, The Winter’s Tale e The Tempest) in particolare quelli creati appositamente per Robert Armin, attore comico di punta dei King’s Men in quel periodo. Nel primo capitolo traccio la presenza di Armin nei quattro testi, individuando cioè gli indizi che rimandano alla sua figura e alla tipologia di comicità tipica dei suoi personaggi precedenti in Shakespeare e di quelli presenti nelle sue stesse opere. I quattro personaggi creati per lui da Shakespeare vengono analizzati in profondità nei seguenti capitoli, raggruppandoli a seconda dei loro ruoli sociali o professioni. Nel secondo capitolo mi occupo dei fools criminali, considerando Pericles e The Winter’s Tale, dove i personaggi di Boult e Autolycus sono rispettivamente un ruffiano di bordello e un delinquente di strada. Nel terzo capitolo mi concentro invece sui personaggi che esibiscono o vengono discriminati per una reale od imputata deficienza congenita (natural folly): il principe Cloten in Cymbeline e Caliban in The Tempest. Per ciascun caso discuto il rapporto del personaggio con le fonti shakespeariane ed eventualmente con la tradizione comica precedente o contemporanea a Shakespeare, il ruolo all’interno del testo, e il modo in cui il personaggio suscita l’effetto comico. -
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. -
View a PDF of the Program with Actor Bios
Cast List VIOLA, later disguised as CESARIO – Katherine Berryhill CAPTAIN – Sylvia Sammon-Burns DUKE ORSINO, duke of Illyria – Noah Saltzman CURIO, his attendant – E. Grace Viveiros (Understudy) OLIVIA, a wealthy countess – Elizabeth Larabee MARIA, Olivia’s gentlewoman – Ursula Talbot MALVOLIO, her steward – Jonathan Baran SIR TOBY BELCH, Olivia’s uncle – Mack Meaders SIR ANDREW AGUECHEEK, friend of Sir Toby – Jalil Neal CLOWN, a jester in Olivia’s house – Noah Saltzman PRIEST – E. Grace Viveiros (Understudy) SEBASTIAN, Viola’s twin brother – Sylvia Sammon-Burns ANTONIO, sea captain and friend to Sebastian – Ursula Talbot OFFICER – E. Grace Viveiros (Understudy) Production Team Director – Anna Basile Assistant Director & Administrative Intern – E. Grace Viveiros Director of Education & Accessibility – Jordan Butterfield Associate Education Director – Matthew Tibbs School Partnerships & Professional Development Manager – Natalie Dreyer Costume Pieces – Amanda Downing-Carney Poster Design by – Lindsey Jenkins Special Thanks Rhode Island Department of Education, Berkeley Investments, City of Providence Art, Culture + Tourism, URI Child Development Center, Marianne Apice, Kaii Almeida, Shawn Williams, Amanda Downing Carney, buses, family, friends, and you for joining us! Jonathan Baran (Malvolio) is appearing in his first Shakespeare play, but is no stranger to the stage. He played Bill in Mamma Mia at LaSalle Academy and Santa Claus in Elf Jr. at Stadium Theatre. He also starred as private eye Warren G. Smugeye in the world premiere play, The Whale in the Hudson through YASI Players. Jonathan loves baguettes. Noah Saltzman (Duke Orsino/Clown) has been at YASI for seven years. He appeared on the Trinity Rep mainstage as Fleance in Macbeth and was Puck in A Midsummer Night’s Dream through YASI Shakes. -
Grotesque Transformations and the Discourse of Conversion in Robert Greene's Works and Shakespeare's Falstaff
Grotesque Transformations and the Discourse of Conversion in Robert Greene's Works and Shakespeare's Falstaff Item Type text; Electronic Dissertation Authors DiRoberto, Kyle Louise Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 28/09/2021 08:47:04 Link to Item http://hdl.handle.net/10150/203437 GROTESQUE TRANSFORMATIONS AND THE DISCOURSE OF CONVERSION IN ROBERT GREENE'S WORK AND SHAKESPEARE'S FALSTAFF by Kyle DiRoberto _____________________ Copyright © Kyle DiRoberto A Dissertation Submitted to the Faculty of the THE DEPARTMENT OF ENGLISH In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2011 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kyle DiRoberto entitled Grotesque Transformations and the Discourse of Conversion in Robert Greene's Work and Shakespeare's Falstaff. and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________________________ Date: 11/8/11 Dr. Meg Lota Brown _______________________________________________________________________ Date: 11/8/11 Dr. Tenney Nathanson _______________________________________________________________________ Date: 11/8/11 Dr. Carlos Gallego Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. -
TWELFTH NIGHT by William Shakespeare
TWELFTH NIGHT by William Shakespeare THE AUTHOR William Shakespeare (1564-1616) was born into the family of a prosperous tradesman in Stratford-upon-Avon, England. While in his mid-teens, he was forced to leave school because his family fell into a period of poverty, so that he had only a rudimentary education. In 1582, he married Anne Hathaway, eight years his senior and already three months pregnant. The marriage produced three children in three years, but in 1585, Shakespeare left Stratford to go to London to seek his fortune in the big city. In London, he embarked upon a career on the stage, becoming a popular actor by the early fifteen nineties. In 1591, he penned his first play, Love’s Labour’s Lost. His early plays were comedies, and show nothing of the depth that characterized his later works. His plots were borrowed from a variety of sources, both ancient and contemporary. During his career, he wrote 37 plays, three narrative poems, and 154 sonnets. His writing brought him fame and popularity, but he continued to act as well as write (critics love to speculate about which of the characters in his plays would have been played by the author). He eventually became a shareholder in the Lord Chamberlain’s Men (later the King’s Men when James I ascended the throne). Most of his plays were performed at local theaters like the Rose, the Globe, and the indoor Blackfriars. When the Globe burned to the ground in 1613 (a cannon misfired during a performance of Henry VIII), Shakespeare retired, and died in Stratford three years later on his fifty-second birthday. -
Twelfth Night First Folio
1 TWELFTH NIGHT CURRICULUM GUIDE Consistent with the Shakespeare Theatre Company’s central mission to be the leading force in producing and preserving the Table of Contents highest quality classic theatre, the Education Department challenges learners of all ages to explore the ideas, emotions Synopsis 3 and principles contained in classic texts and to discover the Who’s Who in Twelfth Night 4 connection between classic theatre and our modern William Shakespeare 5 perceptions. We hope that this Curriculum Guide will prove useful to you while preparing to attend Twelfth Night. Elizabethan England 6 Shakespeare’s Genres 7 This curriculum guide provides information and activities to Shakespeare’s Language 8 help students form a personal connection to the play before attending the production. It contains material about the Topsy-Turvy, or The Feast of 12 playwright, their world and their works. Also included are Epiphany approaches to explore the play in the classroom before and The Heroine’s Journey 14 after the performance. What You Will: A Note on Gender 15 We encourage you to photocopy these articles and activities Diversity and use them as supplemental material to the text. Theatre Design 17 Classroom Activity: Design a Set 18 Enjoy the show! Discussion & Essay Questions 19 Resource List 20 The First Folio Curriculum Guide for the 2017-2018 Theatre Etiquette 21 Season was developed by the Shakespeare Theatre Company Education Department: Founding Sponsors Miles Gilburne and Nina Zolt Director of Education Samantha Wyer Bello Presenting Sponsors Beech Street Foundation Associate Director of Education Dat Ngo Suzanne and Glenn Youngkin Audience Enrichment Manager Hannah Hessel Ratner Leadership Support Community Engagement Manager Jared Shortmeier D.C.