The Rise and Fall of Elizabethan Theatre
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Shakespeare Oxford Fellowship Conference
Shakespeare Oxford Fellowship Conference Oakland Marriott City Center Hotel October 11–14, 2018 Table of Contents Schedule of Events ....................................................... 2 Biographies/Titles/Abstracts .............................. 6 —In order of presentation Dark Lady Essays .......................................................23 Dark Lady Sonnets ....................................................29 Page 1 SOF Conference—Schedule of Events THURSDAY: October 11, 2018 10:00—1:00 Conference Registration 1:00—1:15 Welcome, Introductions and Orientation. 1:15—2:00 Wally Hurst: Blame It on the Bard: Why the Author ‘Shakespeare’ is Responsible for World War I and World War II. 2:00—2:45 David Rains Wallace: Shakespeare, Beowulf, and Wilderness. 2:45—3:15 Coffee/Tea Break 3:15—4:00 Theresa Lauricella: “I Took Thee for thy Better”: The Prestige of Polonius. 4:00—4:45 Robert Detobel (Read by Don Rubin): The Soul of Nero. 4:45—5:30 Steven Sabel: Not to Modernize: Why the ‘translating’ of the Bard’s texts to modern language corrupts performance of the works and further conceals the true author. 5:30—7:00 Hosted Wine and Cheese reception. FRIDAY: October 12, 2018 8:30—9:15 Julie Bianchi: Twins Separated at Birth? A Cultural and Genealogical Investigation of Two Identities Set in Stone. 9:15—9:30 John Hamill: Shakespeare Oxford Fellowship Research Grants Report 9:30—10:15 Michael Delahoyde and Coleen Moriarty: De Veres di Venezia 10:15—10:45 Coffee/Tea Break 10:45—12:30 Panel: An Oxfordian Timeline for Dating Shakespeare’s Plays: Ramon Jiménez, Katherine Chiljan, and Kevin Gilvary 12:30—1:30 Lunch (on own). 1:30—2:15 W. -
3D Computer Modelling the Rose Playhouse Phase I (1587- 1591) and Phase II (1591-1606)
3D Computer Modelling The Rose Playhouse Phase I (1587- 1591) and Phase II (1591-1606) *** Research Document Compiled by Dr Roger Clegg Computer Model created by Dr Eric Tatham, Mixed Reality Ltd. 1 BLANK PAGE 2 Contents Acknowledgements…………………………………………………………………….………………….………………6-7 Foreword…………………………………………………………………………………………………………….9-10 1. Introduction……………………..………...……………………………………………………….............………....11-15 2. The plot of land 2.1 The plot………………………………………………..………………………….………….……….……..…17-19 2.2 Sewer and boundary ditches……………………………………………….……………….………….19-23 3. The Rose playhouse, Phase I (1587-1591) 3.1 Bridges and main entrance……………………..……………………………………,.……………….25-26 3.2 Exterior decoration 3.2.1 The sign of the Rose…………………………………………………………………………27-28 3.2.2 Timber frame…………………………………………………..………………………………28-31 3.3. Walls…………………………………………………………………………………………………………….32-33 3.3.1 Outer walls………………………………………………………….…………………………..34-36 3.3.2 Windows……………………………………………………………..…………...……………..37-38 3.3.3 Inner walls………………………………………………………………………………………39-40 3.4 Timber superstructure…………………………………………….……….…………….…….………..40-42 3.4.1 The Galleries………………………………………………..…………………….……………42-47 3.4.2 Jutties……………………………………………………………...….…………………………..48-50 3.5 The yard………………………………………………………………………………………….…………….50-51 3.5.1 Relative heights………………………………………………...……………...……………..51-57 3.5.2. Main entrance to the playhouse……………………………………………………….58-61 3.6. ‘Ingressus’, or entrance into the lower gallery…………………………..……….……………62-65 3.7 Stairways……………………………………………………………………………………………………....66-71 -
English Renaissance
1 ENGLISH RENAISSANCE Unit Structure: 1.0 Objectives 1.1 The Historical Overview 1.2 The Elizabethan and Jacobean Ages 1.2.1 Political Peace and Stability 1.2.2 Social Development 1.2.3 Religious Tolerance 1.2.4 Sense and Feeling of Patriotism 1.2.5 Discovery, Exploration and Expansion 1.2.6 Influence of Foreign Fashions 1.2.7 Contradictions and Set of Oppositions 1.3 The Literary Tendencies of the Age 1.3.1 Foreign Influences 1.3.2 Influence of Reformation 1.3.3 Ardent Spirit of Adventure 1.3.4 Abundance of Output 1.4 Elizabethan Poetry 1.4.1 Love Poetry 1.4.2 Patriotic Poetry 1.4.3 Philosophical Poetry 1.4.4 Satirical Poetry 1.4.5 Poets of the Age 1.4.6 Songs and Lyrics in Elizabethan Poetry 1.4.7 Elizabethan Sonnets and Sonneteers 1.5 Elizabethan Prose 1.5.1 Prose in Early Renaissance 1.5.2 The Essay 1.5.3 Character Writers 1.5.4 Religious Prose 1.5.5 Prose Romances 2 1.6 Elizabethan Drama 1.6.1 The University Wits 1.6.2 Dramatic Activity of Shakespeare 1.6.3 Other Playwrights 1.7. Let‘s Sum up 1.8 Important Questions 1.0. OBJECTIVES This unit will make the students aware with: The historical and socio-political knowledge of Elizabethan and Jacobean Ages. Features of the ages. Literary tendencies, literary contributions to the different of genres like poetry, prose and drama. The important writers are introduced with their major works. With this knowledge the students will be able to locate the particular works in the tradition of literature, and again they will study the prescribed texts in the historical background. -
2. the Curtain (Built 1577): the Only Possible View Is
TIIE DATE OF THE PLAY +5 44 oRrcrN oF r HENRy vr. gives us no details of value for our purposes. We do not hear ably based largely on the Visscher view but cannot be denied some of the Curtain after 1627.64 measure of independent authority as containing some important 3. The Bear Garden (built 1583) : The Norden map details not included in the Visscher or any other known view, and (1593) clearly lacks indication of any superstructure. The back- which displays the Second Globe, the Swan, the Hope, and an ground of the Delaram portrait (1599-1605) clearly shows a otherwise unknown fourth house apparently on or near the site long gabled structure projecting above the wall, though whether (6) of the Rose; and Hollar's View of London oI 7647, showing on the southeast or the northwest side of the theatre yard it is, only the Second Globe and the Hope. on account of the point of view, difrcult to say. The Hondius The so-called "Ryther" map of 1630-40; tho inset on the title- map o{ 1610 is somewhat puzzling. The external lines of the page of Baker's Chronicle (1643), based on Hondius' map or its building seem to be continued far above the double cross lines original; Hollar's(?) Itieza of London published in Howell's that one would naturally take to mark the thatched roof, the Londino'polis (1657), based on Visscher through Merian; and the details between are vague, and the uppermost line is apparently Faithorne map of 1658 are, for our purposes, of very secondary somewhat dentated. -
The Globe Theatre Place of Birth: Stratford-Upon-Avon D.O.D: 23 April 1616 Shakespeare’S Plays Were Performed at the Globe Theatre
Y7 Performing Arts - Knowledge Organiser 3 Key Shakespeare Introduction Terminology Mat Key facts and key words Full Name: William Shakespeare D.O.B: April 1564 The Globe Theatre Place of birth: Stratford-upon-Avon D.O.D: 23 April 1616 Shakespeare’s plays were performed at the Globe Theatre. Theatre Roots: The King’s Men, formally known as The Lord This was a theatre like no other, it was an open air theatre, Chamberlain’s Men. with a large stage. Elizabethan Theatre Iambic Pentameter Groundlings Scene Originally built: 1599 —however in 1613, during Shake- Traveling Theatre Stage Direction Audience Genre speare’s play Henry VIII, a cannon set fire to the straw in the Audience Appreciation Shakespeare Playwright Act roof and it burnt down. It was quickly rebuilt the year after. Layout: The stage configuration is the stage layout and type of stage the play is performed on. The Globe theatre was a Genre Proscenium Arch stage. Performances: A flag was raised to All Shakespearean plays fall into one of 3 genres; Comedy, show a play was about to begin. Plays began at 2 in the after- Tragedy and history. Some may also have a romantic element. noon to ensure it was still light for the performance. Comedy History Tragedy All’s well that ends well Henry IV Anthony and Cleopatra Actors: In Shakespeare's time, there were no women actors. Women's parts were played by boys. For a time, child actors As you Like it Henry V Coriolanus Comedy of Errors Cymbeline were more popular than grown-actors. -
Globe Theatre
Episode 25 Teacher Resource 4th September 2018 Globe Theatre Students will explore the history of 1. Before you watch the BTN Globe Theatre story, record what you the Globe Theatre. Students will know about William Shakespeare. explore the meaning, use and form 2. When was the Globe Theatre first built? of Shakespeare’s language. 3. Where was it built? Locate using Google Maps. 4. What happened to the original Globe Theatre? 5. Name a play written by William Shakespeare. 6. About how many people can the Globe Theatre can hold? 7. How many storeys high is the Globe? English – Year 5 8. What is at the base of the stage? Understand that the pronunciation, 9. Illustrate an aspect of the Globe Theatre story. spelling and meanings of words have histories and change over 10. Which film is based on one of Shakespeare’s plays? time. a. Hotel Transylvania b. Trolls Understand that patterns of language interaction vary across c. Gnomeo & Juliet social contexts and types of texts and that they help to signal social roles and relationships. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented Discuss the BTN Globe Theatre story as a class. What questions were in texts students have experienced. raised in the discussion (what are the gaps in their knowledge)? The following KWLH organiser provides students with a framework to explore English – Year 6 Experiment with text structures their knowledge on this topic and consider what they would like to know and and language features and their learn. effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word What do I choice. -
A Noise Within Study Guide Shakespeare Supplement
A Noise Within Study Guide Shakespeare Supplement California’s Home for the Classics California’s Home for the Classics California’s Home for the Classics Table of Contents Dating Shakespeare’s Plays 3 Life in Shakespeare’s England 4 Elizabethan Theatre 8 Working in Elizabethan England 14 This Sceptered Isle 16 One Big Happy Family Tree 20 Sir John Falstaff and Tavern Culture 21 Battle of the Henries 24 Playing Nine Men’s Morris 30 FUNDING FOR A NOISE WITHIN’S EDUCATIONAL PROGRAMS IS PROVIDED IN paRT BY: The Ahmanson Foundation, Alliance for the Advancement of Arts Education, Supervisor Michael D. Antonovich, Employees Community Fund of Boeing California, The Capital Group Companies, Citigroup Foundation, Disney Worldwide Outreach, Doukas Family Foundation, Ellingsen Family Foundation, The Herb Alpert Foundation, The Green Foundation, Kiwanis Club of Glendale, Lockheed Federal Credit Union, Los Angeles County Arts Commission, B.C. McCabe Foundation, Metropolitan Associates, National Endowment for the Arts, The Kenneth T. and Eileen L. Norris Foundation, The Steinmetz Foundation, Dwight Stuart Youth Foundation, Waterman Foundation, Zeigler Family Foundation. 2 A Noise Within Study Guide Shakespeare Supplement Dating Shakespeare’s Plays Establishing an exact date for the Plays of Shakespeare. She theorized that authorship of Shakespeare’s plays is a very Shakespeare (a “stupid, ignorant, third- difficult task. It is impossible to pin down rate play actor”) could not have written the exact order, because there are no the plays attributed to him. The Victorians records giving details of the first production. were suspicious that a middle-class actor Many of the plays were performed years could ever be England’s greatest poet as before they were first published. -
Selected Contemporary Allusions
Appendix A Selected Contemporary Allusions 1. Robert Greene, Groats- Worth of Witte ( 1592). Quoted and discussed above, pp. 1-6, 53-4. See also Appendix B. 2. Henry Chettle, Kind-Harts Dreame (1592; SR 8 Dec. 1592), from the Epistle, 'To the Gentlemen Readers'. Discussed pp. 7, 21. he that offendes being forst, is more excusable than the wilfull faultie ... lie shew reason for my present writing, and after proceed to sue for pardon. About three moneths since died M. Robert Greene, leauing many papers in sundry Booke sellers hands, among other his Groats worth of wit, in which a letter written to diuers play-makers, is offensiuely by one or two of them taken, and because on the dead they cannot be auenged, they wilfully forge in their conceites a liuing Author: and after tossing it two and fro, no remedy, but it must light on me. How I haue all the time of my conuersing in printing hindred the bitter inueying against schollers, it hath been very well knowne, and how in that I dealt I can sufficiently prooue. With neither of them that take offence was I acquainted, and with one of them I care not if I neuer be: The other (i.e. Shakespeare], whome at that time I did not so much spare, as since I wish I had, for that as I haue moderated the heate of liuing writers, and might haue vsde my owne discretion (especially in such a case) the Author beeing dead, that I did not, I am as sory, as if the originall fault had beene my fault, because my selfe haue seene his demeanor no !esse ciuill than he exelent in the qualitie he professes: Besides, diuers of worship haue reported, his vprightnes of dealing, which argues his honesty, and his facetious grace in writting, that aprooues his Art. -
SESSION DE JUIN 2018 / Du 4 Au 15 Juin 2018
SESSION DE JUIN 2018 / Du 4 au 15 juin 2018 EXAMEN : Civilisation B/EN .......................................... NUM. : BT0274 ........ TITULAIRE : Stuart Coe ................................................................................ ___________________________________________________________ There are TWO parts to this exam. Part One (40 marks) Answer one of the questions below. Please give examples and your opinion where appropriate. 1. How has invasion affected the history of Britain? 2. Was the Elizabethan era a golden age for England? 3. How does the education system in England differ from that of your own country? Do you think it is better? Why/Why not? 4. How does class affect the lives of British people? 5. What were the consequences for the British of winning the Second World War? 6. Who are the most important British prime ministers of the 20th century? Why? Part Two (20 marks) Put a tick or a cross next to the right answer. 1. Which Roman emperor conquered Britain? o Augustus o Nero o Caligula o Claudius 2. The Romans almost lost Britain as a province following an uprising led by: o Boudicca o Calgacus o Vercingetorix o Asterix 3. Who is the only English king to be given the title of 'the Great'? o Alfred o Canute o Egbert o Edward 4. Who instructed the waves to go back? o King Canute o King Henry V o Queen Victoria o King Alfred the Great 5. William the Conqueror defeated King Harold at the: o battle of Bosworth o battle of Marston Moor o battle of Crecy o battle of Hastings 6. In 1215 King John signed the Magna Carta, which stated that no free man could be: o tried by a jury o executed by the king o punished except through the law of the land o arrested by the sheriff of Nottingham if dressed as a chicken 7. -
The Appearance of Blacks on the Early Modern Stage: Love's
Early Theatre 17-2 (2014), 77–94 DOI: http://dx.doi.org/10.12745/et.17.2.1206 matthieu a. chapman The Appearance of Blacks on the Early Modern Stage: Love’s Labour’s Lost’s African Connections to Court While scholarship is certain that white actors did appear in blackface on the Eliza- bethan stages, this paper argues for the additional possibility of actual moors and blacks appearing on stage in early modern London. Examining the positive social, political, and economic implications of using in performance these bodies per- ceived as exotic, I argue for the appearance of blacks in Love’s Labour’s Lost as a display of courtly power in its 1597–8 showing for Elizabeth I. Building on this precedent, Queen Anna’s staging of herself as black in the 1605 Masque of Black- ness, I argue, worked to assert the new Jacobean court’s power. In the year 1501, Spanish princess Catherine of Aragon arrived in England to marry Arthur, eldest son of Henry VII. The English greeted Catherine with much fanfare and were impressed with the pageantry of her entrance, which, as Sir Thomas More wrote, ‘thrilled the hearts of everyone’.1 In spite of the fanfare, not everything about Catherine’s entrance was entirely positive. The Spanish princess’s arrival brought not only a wife for the prince of Wales, but also attention to a confusion prevalent in English culture, the simultan- eous visibility and invisibility of blacks. Of the fifty-one members of Cath- erine of Aragon’s household to make the trip to England with her, two were black.2 Describing these individuals -
It Would, to Put It Mildly, Be Nice to Know More About the Backstage Oper- Ations of a Playing Company Like the Chamberlain’S Men Or the Admiral’S in the Later 1590S
Early Theatre 10.1 (2007) ANDREW GURR The Work of Elizabethan Plotters, and 2 The Seven Deadly Sins It would, to put it mildly, be nice to know more about the backstage oper- ations of a playing company like the Chamberlain’s Men or the Admiral’s in the later 1590s. About the company that Shakespeare joined in 1594 we are unlikely ever to know much more than the few hard facts now current can tell us. But given Henslowe’s Diary with its intricate records of the day-by- day operations of Edward Alleyn and his company, there is better reason to hope for some clarification of the extraordinary processes that helped fifteen or more players to put six different plays on stage every week and to run a repertory consisting of more than thirty plays each year. Regrettably little about that uniquely high-speed process has come out so far, and this study of the backstage book-keeper and stage management will not take it very much further. But, as the chronic optimists say, every little helps. The Admiral’s company must have had several helpers for the staging of their plays besides the costumiers, to whom the Henslowe papers note pay- ments, and the property men. The difficulties of reading the Diary start there. Were the backstage workers employed by Henslowe himself as owner of the playhouse the company rented, or were they members of the company, hired and paid by the sharers? None of the stage hands is named in the accounts, though there are some bonds signed by hired men who were players. -
Masaryk University Faculty of Education Department of English Language and Literature
MASARYK UNIVERSITY FACULTY OF EDUCATION DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Renaissance theatre in England and its comparison with the theatre in the Czech Lands in the Renaissance period Bachelor Thesis Brno 2016 Supervisor: Author: Mgr. Lucie Podroužková, Ph.D. Lucie Pupalová Prohlášení Prohlašuji, že jsem bakalářskou práci vypracovala samostatně, s využitím pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. Brno, 25. března 2016 …….………………… Lucie Pupalová Acknowledgement In the first place, I would like to thank my supervisor Mgr. Lucie Podroužková, Ph.D. for her valued help, patience and kind advice. Secondly, I would like to thank my parents as well as my dear classmates and friends for motivation and support, namely Magdalena Kyzlinková and Kateřina Zadinová. Abstract This Bachelor thesis focuses on the development of theatre in the period of Renaissance in England and in the Czech Lands as well as on their comparison. The thesis is divided into four main chapters. The first chapter briefly describes the theatre development in Europe prior to the Renaissance period. The following two chapters outline the theatre development of Renaissance theatre in both compared countries. The last chapter provides a comparison of these two theatre developments and seeks for similarities and differences between them. Key words theatre, drama, Renaissance, development, history, England, Czech Lands Anotace Tato bakalářská práce se zabývá vývojem renesančního divadla v Anglii a v Českých zemích a jejich porovnáním.