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A TASTE of SHAKESPEARE: MACBETH a 52 Minute Video Available for Purchase Or Rental from Bullfrog Films
A TASTE OF SHAKESPEARE MACBETH Produced by Eugenia Educational Foundation Teacher’s Guide The video with Teacher’s Guide A TASTE OF SHAKESPEARE: MACBETH a 52 minute video available for purchase or rental from Bullfrog Films Produced in Association with BRAVO! Canada: a division of CHUM Limited Produced with the Participation of the Canadian Independent Film & Video Fund; with the Assistance of The Department of Canadian Heritage Acknowledgements: We gratefully acknowledge the support of The Ontario Trillium Foundation: an agency of the Ministry of Culture The Catherine & Maxwell Meighen Foundation The Norman & Margaret Jewison Foundation George Lunan Foundation J.P. Bickell Foundation Sir Joseph Flavelle Foundation ©2003 Eugenia Educational Foundation A Taste of Shakespeare: Macbeth Program Description A Taste of Shakespeare is a series of thought-provoking videotapes of Shakespeare plays, in which actors play the great scenes in the language of 16th and 17th century England, but comment on the action in the English of today. Each video is under an hour in length and is designed to introduce the play to students in high school and college. The teacher’s guide that comes with each video gives – among other things – a brief analysis of the play, topics for discussion or essays, and a short list of recom- mended reading. Production Notes At the beginning and end of this blood- soaked tragic play Macbeth fights bravely: loyal to his King and true to himself. (It takes nothing away from his valour that in the final battle King and self are one.) But in between the first battle and the last Macbeth betrays and destroys King, country, and whatever is good in his own nature. -
Macbeth on Three Levels Wrap Around a Deep Thrust Stage—With Only Nine Rows Dramatis Personae 14 Separating the Farthest Seat from the Stage
Weird Sister, rendering by Mieka Van Der Ploeg, 2019 Table of Contents Barbara Gaines Preface 1 Artistic Director Art That Lives 2 Carl and Marilynn Thoma Bard’s Bio 3 Endowed Chair The First Folio 3 Shakespeare’s England 5 Criss Henderson The English Renaissance Theater 6 Executive Director Courtyard-Style Theater 7 Chicago Shakespeare Theater is Chicago’s professional theater A Brief History of Touring Shakespeare 9 Timeline 12 dedicated to the works of William Shakespeare. Founded as Shakespeare Repertory in 1986, the company moved to its seven-story home on Navy Pier in 1999. In its Elizabethan-style Courtyard Theater, 500 seats Shakespeare's Macbeth on three levels wrap around a deep thrust stage—with only nine rows Dramatis Personae 14 separating the farthest seat from the stage. Chicago Shakespeare also The Story 15 features a flexible 180-seat black box studio theater, a Teacher Resource Act by Act Synopsis 15 Center, and a Shakespeare specialty bookstall. In 2017, a new, innovative S omething Borrowed, Something New: performance venue, The Yard at Chicago Shakespeare, expanded CST's Shakespeare’s Sources 18 campus to include three theaters. The year-round, flexible venue can 1606 and All That 19 be configured in a variety of shapes and sizes with audience capacities Shakespeare, Tragedy, and Us 21 ranging from 150 to 850, defining the audience-artist relationship to best serve each production. Now in its thirty-second season, the Theater has Scholars' Perspectives produced nearly the entire Shakespeare canon: All’s Well That Ends -
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. -
Macbeth Informational Text: the Real Story
Name ________________________________________ Period _______ Macbeth Informational Text: The Real Story It is interesting to note that Shakespeare‘s play Macbeth was based loosely on true stories about real people. In fact, it is believed that Shakespeare wrote the play for King James I and VI, who was king of both England and Scotland at the time. Allegedly using the Chronicles of England, Scotland, and Ireland (1587) by Raphael Holinshed as his source of information, Shakespeare set out to create a realistic fictional drama based on a true story. The real King Duncan I (Donnchad mac Crínáin), nicknamed ―the sick‖ was the King of Scotland (called Alba) from 1034 to 1040. He was the grandson of Malcolm II, who was killed in battle in 1034. Duncan had two sons, Malcolm III, and Donald III. According to records, Duncan was young and weak and was seen as a terrible and ineffective leader. His ascension to the throne at age 17 caused turmoil in the family, as the kingship was to have alternated between the two branches of the royal line. Many believed his cousin, Macbeth (Mac Bethad mac Findlaích), should have had claim to the throne through his mother. This caused strife in the family, which would continue for hundreds of years. After Duncan was killed in battle by Macbeth in 1040, Macbeth took the throne and became King of Scotland. Macbeth reigned successfully for 17 years, and he was said to be a powerful and strong leader. However, Duncan‘s son Malcolm wanted revenge against Macbeth, and felt that he should have inherited the throne after his father‘s death. -
From 'Scottish' Play to Japanese Film: Kurosawa's Throne of Blood
arts Article From ‘Scottish’ Play to Japanese Film: Kurosawa’s Throne of Blood Dolores P. Martinez Emeritus Reader, SOAS, University of London, London WC1H 0XG, UK; [email protected] Received: 16 May 2018; Accepted: 6 September 2018; Published: 10 September 2018 Abstract: Shakespeare’s plays have become the subject of filmic remakes, as well as the source for others’ plot lines. This transfer of Shakespeare’s plays to film presents a challenge to filmmakers’ auterial ingenuity: Is a film director more challenged when producing a Shakespearean play than the stage director? Does having auterial ingenuity imply that the film-maker is somehow freer than the director of a play to change a Shakespearean text? Does this allow for the language of the plays to be changed—not just translated from English to Japanese, for example, but to be updated, edited, abridged, ignored for a large part? For some scholars, this last is more expropriation than pure Shakespeare on screen and under this category we might find Kurosawa’s Throne of Blood (Kumonosu-jo¯ 1957), the subject of this essay. Here, I explore how this difficult tale was translated into a Japanese context, a society mistakenly assumed to be free of Christian notions of guilt, through the transcultural move of referring to Noh theatre, aligning the story with these Buddhist morality plays. In this manner Kurosawa found a point of commonality between Japan and the West when it came to stories of violence, guilt, and the problem of redemption. Keywords: Shakespeare; Kurosawa; Macbeth; films; translation; transcultural; Noh; tragedy; fate; guilt 1. -
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. -
Macbeth in World Cinema: Selected Film and Tv Adaptations
International Journal of English and Literature (IJEL) ISSN 2249-6912 Vol. 3, Issue 1, Mar 2013, 179-188 © TJPRC Pvt. Ltd. MACBETH IN WORLD CINEMA: SELECTED FILM AND TV ADAPTATIONS RITU MOHAN 1 & MAHESH KUMAR ARORA 2 1Ph.D. Scholar, Department of Management and Humanities, Sant Longowal Institute of Engineering and Technology, Longowal, Punjab, India 2Associate Professor, Department of Management and Humanities, Sant Longowal Institute of Engineering and Technology, Longowal, Punjab, India ABSTRACT In the rich history of Shakespearean translation/transcreation/appropriation in world, Macbeth occupies an important place. Macbeth has found a long and productive life on Celluloid. The themes of this Bard’s play work in almost any genre, in any decade of any generation, and will continue to find their home on stage, in film, literature, and beyond. Macbeth can well be said to be one of Shakespeare’s most performed play and has enchanted theatre personalities and film makers. Much like other Shakespearean works, it holds within itself the most valuable quality of timelessness and volatility because of which the play can be reproduced in any regional background and also in any period of time. More than the localization of plot and character, it is in the cinematic visualization of Shakespeare’s imagery that a creative coalescence of the Shakespearean, along with the ‘local’ occurs. The present paper seeks to offer some notable (it is too difficult to document and discuss all) adaptations of Macbeth . The focus would be to provide introductory information- name of the film, country, language, year of release, the director, star-cast and the critical reception of the adaptation among audiences. -
Ernest Bloch Studies Flyer
20% Discount on this title Expires 28 February 2021 Ernest Bloch Studies Edited by Alexander Knapp School of Oriental and African Studies, University of London and Norman Solomon The Oriental Institute, University of Oxford Ernest Bloch left his native Switzerland to settle in the United States in 1916. One of the great twentieth-century composers, he was influenced by a range of genres and styles - Jewish, American and Swiss - and his works reflect his lifelong struggle with his identity. Drawing on firsthand recollections of relatives and others who knew and worked with the composer, this collection is the most comprehensive study to date of Bloch’s life, musical achievement and reception. Contributors present the latest research on Bloch’s works and compositional practice, including February 2020 studies of his Avodath Hakodesh (Sacred Service), violin pieces such as 244 x 170 mm c.311pp 12 b/w illus. 1 Nigun, the symphonic Schelomo, and the opera Macbeth. Setting the table 34 music examples quality and significance of Bloch’s output in its historical and cultural contexts, this book provides scholarly analyses as well as a full chronology, list of online resources, catalogue of published and unpublished works, and Paperback 978-1-108-79262-2 selected further reading. Original price Discount price £22.99 £18.39 Foreword: reminiscences of my grandfather; Chronology; Alphabetical list of Bloch's $29.99 $23.99 published and unpublished works; Bloch resources: recordings in the age of the Internet; Introduction; 1. From Geneva to New York: radical changes in Ernest Bloch's view of himself as a ‘Jewish composer' during his twenties and thirties; 2. -
Macbeth by William Shakespeare
Macbeth by William Shakespeare Study Guide NAME _____________________ Period ____ Act I 1. The opening scene of Macbeth is one of the most highly compressed in dramatic literature. All the expositionary elements are present including the suggestion of a theme. Identify each of these elements. a. setting: __________________________________________________________________ b. protagonist: ______________________________________________________________ c. preliminary situation: _______________________________________________________ ___________________________________________________________________________ d. theme: ___________________________________________________________________ ___________________________________________________________________________ 2. What mood is established from the very beginning of the play? _________________________ ___________________________________________________________________________ 3. Act I, scene 2 includes accounts of three separate battles. In the first battle Macbeth and Banquo, his fellow Scot, do battle against an army led by whom? What is the outcome of this battle? _____________________________________________________________________ ___________________________________________________________________________ 4. The second and third battles are fought between the Scots and the Norwegians. In the second Macbeth and Banquo defeat a portion of the Norwegian army near Forres in Northern Scotland. The third battle, fought near Fife, about a 100 miles southeast of Forres is fought between what armies? -
The Historical Context of Macbeth
The Historical Context of Macbeth EXPLORING Shakespeare, 2003 Shakespeare wrote Macbeth sometime between 1605 and 1606, shortly after the ascension of King James of Scotland to the English throne. The new monarch brought Scotland—previously known to the English only as a mysterious, conquered neighbor—into the public limelight. The period of James' reign was further marked by political and religious conflict, much of which focused the kingdom's attention on the danger of regicide. Events in History at the Time of the Play Sources Following the process used in the creation of many of his plays, Shakespeare drew the plot for Macbeth from historical sources—particularly Raphael Holinshed's Chronicles of England, Scotland, and Ireland (1577), the authoritative historical text of the period. Although Holinshed contains the story of Macbeth and Duncan, Shakespeare did not rely on this only; rather, he combined different stories and different versions of the same story to create his drama. The Chronicles include an account of King Malcolm II (reigned 1005-34), whose throne passed first to Duncan I (reigned 1034-40) and then to Macbeth (reigned 1040-57), both of whom were his grandsons. For his portrayal of the murder through which Macbeth took Duncan's throne, Shakespeare mined another vein of the Chronicles—King Duff's death at the hands of one of his retainers, Donwald. In combining the two events, Shakespeare crafted a specific tone for the tale of regicide. When King Malcolm II of Scotland died in 1034, his last command was that the throne should pass to his oldest grandson, Duncan. -
Learning Guide
LEARNING GUIDE Pre-Performance Activity pg. 2-6 • Introducing the Opera • Synopsis + Listening Links • Who’s Who in the Opera Performance-Day Activity pg. 7-8 • About the Opera TOC • Verdi: Maestro of Macbeth Classroom Extensions pg. 9 Table of Contents • Activate with Arts: Act it Out! • Reflecting on the Opera Experience General Information pg. 10-11 • About The Belk Theater • About Opera Carolina INTRODUCINGPre-Performance THE OPERA Consider This... These famous lines from Shakespeare’s famous play made it into the opera. Circle the lines from Macbeth that you’ve heard before. Double, double toil and trouble. Out, damned spot! Out, I say! And This... Full of sound and fury. Have you ever let your desire for power (maybe not political, but social or interpersonal?) negatively influence your decisions? The Setting + Historical Context Scotland, 11th Century This was a turbulent time in Scotland, at that time known as Alba, in which various groups were constant- ly fighting for power. Succession of kings at that time did not stay within families but went to the conquerors. Macbeth was a real king, though not a murderer like the fictional character, who ruled for seventeen years. The opera is based on the famous Shakespeare play and follows the original text very closely. SYNOPSISPre-Performance Note: The listening pieces have been integrated into the synopsis to allow students to listen to the pieces in context of what is happening in the opera. Make sure you have the “Who’s Who in Macbeth” handout (on pg. 7) handy so you can explore it while you read the synopsis! The Story in Short A power-hungry wife pushes her husband to kill the king and overtake the throne of Scotland which throws them into a spiral of shame, lunacy and more murder. -
Shakespeare's Macbeth Act 4, Scene 3 in England, Near the Palace of King Edward, Macduff Urges Malcolm to Quickly Raise an Army Against Macbeth
Shakespeare's Macbeth Act 4, scene 3 In England, near the palace of King Edward, Macduff urges Malcolm to quickly raise an army against Macbeth. But Malcolm says Macduff might actually be working for Macbeth, a suspicion heightened by the fact that Macduff left his family behind and unprotected in Scotland. Malcolm then adds that he delays attacking Macbeth because he hears that he himself would perhaps be even a worse ruler. Malcolm describes himself as so lustful, vicious, and greedy that he makes Macbeth look kind. Macduff cries out in horror, and says he will leave Scotland forever since there is no man fit to rule it. Malcolm then reveals that none of his selfdescription was true: it was a trick to test Macduff's loyalty. Malcolm now believes that Macduff is loyal to Scotland and not Macbeth, and that he has an army of ten thousand men commanded by the English Lord Siward, ready to invade Scotland. Just then, and English doctor enters. Malcolm speaks with the doctor, then tells Macduff that King Edward of England is so saintly that he can cure disease. Ross enters. He tells Malcolm that if he invaded the Scottish people would line up to join his army against Macbeth. Finally, Ross tells Macduff his family has been murdered. Macduff cries out in anguish. Malcolm tells him to fight it like a man. Macduff responds that he must also "feel it like a man" (line 223). But they agree that Macduff's anger and grief should be used to fuel his revenge.