STUDY GUIDE Introductiontable of Contentspg
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Chapter 4: Acting
096-157 CH04-861627 12/4/03 12:01 AM Page 96 CHAPTER ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ 4 Acting No role is too small. In this scene from Julius Caesar, the varied responses of the crowd members to Caesar’s death give the scene more depth. One can see Mark Antony, played by Al Pacino, judging the crowd’s mood and planning how to manipulate it. cting is a question of absorbing other Apeople’s personalities and adding some of our own experience. —PAUL NEWMAN, ACTOR 96 096-157 CH04-861627 12/4/03 12:02 AM Page 97 SETTING THE SCENE Focus Questions What special terminology is used in acting? What are the different types of roles? How do you create a character? What does it mean to act? Vocabulary emotional or straight parts master gesture subjective acting character parts inflection technical or objective acting characterization subtext leading roles primary source substitution protagonist secondary sources improvisation antagonist body language paraphrasing supporting roles So now you’re ready to act! For most students of drama, this is the moment you have been waiting for. You probably share the dream of every actor to create a role so convincing that the audience totally accepts your character as real, for- getting that you are only an actor playing a part. You must work hard to be an effective actor, but acting should never be so real that the audience loses the theatrical illu- sion of reality. Theater is not life, and acting is not life. Both are illusions that are larger than life. -
HAMLET: PRESS RESPONSES Almeida & West End (2017) Shakespeare
HAMLET: PRESS RESPONSES Almeida & West End (2017) Shakespeare www.roberticke.com FINANCIAL TIMES Ian Shuttleworth ★★★★★ I have been privileged to see several first-class Hamlets this century: Simon Russell Beale, Samuel West, David Tennant, Rory Kinnear, Maxine Peake, arguably Lars Eidinger. Andrew Scott is at least as outstanding as any of those, and right now I’m inclined to rank him in front. His Prince is almost always self-aware, but not self-understanding; on the contrary, his keynote is a kind of bemused wonder at goings-on both within and beyond his skin. The great soliloquies seem new-minted, every word a separate question. The playfulness at which Scott so excels (most notably as Moriarty in BBC-TV’s Sherlock) is here kept under a rigorously tight rein. I did not see this production when it opened at the Almeida a few months ago, but my impression is that neither Scott’s nor anyone else’s performance has been ramped up for a venue two and half times the size; the consequent occasional intelligibility problems are far outweighed by the sense of human scale. For this is the glory of Robert Icke’s production. It does not consist of a superlative Prince Hamlet, a clutch of fine supporting performances and a number of sharp directorial ideas stitched together into a plausible fabric; rather, it is whole and entire of itself. Angus Wright’s cool, disciplined Claudius, Juliet Stevenson’s besotted-then-horrified Gertrude, Jessica Brown Findlay’s Ophelia (at first at sea like Hamlet, finally psychologically shattered in a wheelchair), David Rintoul’s doubling of the Ghost and the Player King . -
Much Ado About Nothing – Beatrice – Act IV, Scene I
Much Ado About Nothing – Beatrice – Act IV, Scene I BEATRICE Is he not approved in the height a villain, that hath slandered, scorned, dishonored my kinswoman? Oh, that I were a man! What, bear her in hand until they come to take hands and then, with public accusation, uncovered slander, unmitigated rancor—O God, that I were a man! I would eat his heart in the marketplace. Princes and counties! Surely, a princely testimony, a goodly count, Count Comfect, a sweet gallant, surely! Oh, that I were a man for his sake! Or that I had any friend would be a man for my sake! But manhood is melted into curtsies, valor into compliment, and men are only turned into tongue, and trim ones too. He is now as valiant as Hercules that only tells a lie and swears it. I cannot be a man with wishing, therefore I will die a woman with grieving. Summer 2020 Hamlet, Prince of Denmark – Hamlet – Act III, Scene I HAMLET To be, or not to be? That is the question— Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And, by opposing, end them? To die, to sleep— No more—and by a sleep to say we end The heartache and the thousand natural shocks That flesh is heir to—’tis a consummation Devoutly to be wished! To die, to sleep. To sleep, perchance to dream—ay, there’s the rub, For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause. -
Assignment: to Be Or Not to Be
Assignment: To Be or Not to Be This is Hamlet’s famous soliloquy about life or death. He is contemplating suicide. Now, that is not what I want any of you to think about, so we will give this soliloquy a twist. Look back at Hamlet’s soliloquy To Be or Not To Be. As you read through this soliloquy, note the variations within the passage: First 10 lines: Live or die. Deal with life’s misfortunes or end them through death. Dying is really like sleeping, so let’s sleep to end all this pain. Sleeping makes one dream. To be, or not to be, that is the question, Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to, 'tis a consummation Devoutly to be wish'd. To die, to sleep; To sleep: perchance to dream: ay, there's the rub; Next ten lines: But what if nightmares come? One can never control what they dream of, and in death that is something to worry about. And who wants to deal with all of life’s humiliations: abusive superiors, rejection, rudeness, lawlessness in the legal system—maybe killing one’s self is a better solution. For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there's the respect That makes calamity of so long life; For who would bear the whips and scorns of time, The oppressor's wrong, the proud man's contumely, The pangs of despised love, the law's delay, The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make With a bare bodkin? Last section: Who would choose to sweat through life in hard work in pain, unless they feared the afterlife? No one knows what death is like and who knows what happens. -
Remembrance of Things Past: Shakespeare’S Comedies on French Television
Remembrance of Things Past: Shakespeare’s Comedies on French Television Sarah HATCHUEL and Nathalie VIENNE -GUERRIN This essay explores how Shakespeare’s comedies were adapted, appropriated and transformed by French television, with a focus on the early days of television. The first striking fact is that, if one is to except stage productions that were filmed and then broadcast, Shakespeare has not been adapted for French television since 1980. In other words, it has been twenty-eight years since a Shakespeare play was last translated, directed and performed for the exclusive benefit of TV viewers. Shakespeare on French television is not our contempor- ary 1. Through the documentary research for this essay, we went back to a time when the mingling of Shakespeare with television seemed to be less daunting and more economically viable than it is today. From the end of the fifties to the seventies, French television offered a substantial cycle: Twelfth Night was directed by Claude Loursais in 1957, then by Claude Barma in 1962; Othello (dir. Claude Barma) appeared on the TV screens in 1962, soon to be followed by Much Ado About Nothing (dir. Pierre Badel), The Merry Wives of Windsor (dir. Roger Iglesis) and The Taming of the Shrew (dir. Pierre Badel) in 1964, by King Lear (dir. Jean Kerchbron) in 1965, and by Antony and Cleopatra (dir. Jean Prat) in 1967. The seventies saw the broadcast of Measure for Measure (dir. Marcel Bluwal, 1971), As You Like It (dir. Agnès Delarive, 1972) and Romeo and Juliet (dir. Claude Barma, 1973). This cycle of French TV Shakespeare stopped short in 1980 _____ 1. -
Rosencrantz and Guildenstern Are Dead the Play
Rosencrantz and Guildenstern Are Dead The Play Act One Two ELIZABETHANS passing time in a place without any visible character. They are well-dressed - hats, cloaks, sticks and all. Each of them has a large leather money bag. Guildenstern's bag is nearly empty. Rosencrantz's bag is nearly full. The reason being: they are betting on the toss of a coin, in the following manner: Guildenstern (hereafter 'GUIL') takes a coin out of his bag, spins it, letting it fall. Rosencrantz (hereafter 'ROS') studies it, announces it as "heads" (as it happens) and puts it into his own bag. Then they repeat the process. They have apparently been doing it for some time. The run of "heads" is impossible, yet ROS betrays no surprise at all - he feels none. However he is nice enough to feel a little embarrassed attaking so much money off his friend. Let that be his character note. GUIL is well alive to the oddity of it. He is not worried about the money, but he is worried by the implications ; aware but not going to panic about it - his character note. GUIL sits. ROS stands (he does the moving, retrieving coins). GUIL spins. ROS studies coin. ROS: Heads. (He picks it up and puts it in his money bag. The process is repeated.) Heads. (Again.) ROS: Heads. (Again.) Heads. (Again.) Heads. GUIL (flipping a coin): There is an art to the building up of suspense. ROS: Heads. GUIL (flipping another): Though it can be done by luck alone. ROS: Heads. GUIL: If that's the word I'm after. -
Speak the Speech: Lessons in Projection, Clarity and Performance
Otterbein University Digital Commons @ Otterbein Masters Theses/Capstone Projects Student Research & Creative Work Spring 5-1-2020 Speak the Speech: Lessons in Projection, Clarity and Performance James Hagerman Otterbein University, [email protected] Follow this and additional works at: https://digitalcommons.otterbein.edu/stu_master Part of the Curriculum and Instruction Commons, Secondary Education Commons, and the Theatre and Performance Studies Commons Recommended Citation Hagerman, James, "Speak the Speech: Lessons in Projection, Clarity and Performance" (2020). Masters Theses/Capstone Projects. 47. https://digitalcommons.otterbein.edu/stu_master/47 This Thesis is brought to you for free and open access by the Student Research & Creative Work at Digital Commons @ Otterbein. It has been accepted for inclusion in Masters Theses/Capstone Projects by an authorized administrator of Digital Commons @ Otterbein. For more information, please contact [email protected]. SPEAK THE SPEECH: LESSONS IN PROJECTION, CLARITY AND PERFORMANCE James B. Hagerman Otterbein University MAE Program April 24, 2020 Submitted in partial fulfillment of requirements for a Masters of Arts in Education degree. Dr. Dee Knoblauch ____________________________ _____________ Advisor Signature Date Dr. Susan Millsap ___________________________ ______________ Second Reader Signature Date Dr. Bethany Vosburg-Bluem ___________________________ ______________ Third Reader Signature Date SPEAK THE SPEECH Copyright By James B. Hagerman 2020 ii SPEAK THE SPEECH Acknowledgements I would like to offer my sincere thanks to those individuals who inspired and helped me with this study. My professors Dr. Dee Knoblauch, Dr. Susan Millsap, Dr. Bethany Vosburg-Bluem, Dr. Daniel Cho, Dr. Clare Kilbane, Dr. Kristen Bourdage, and my family: Lori and James for supporting me in this endeavor during this year of the coronavirus. -
Activity Pack #4: Hamlet
HAMLET | FOOD FOR THOUGHT Shakespeare’s language can seem scary, but give it a try! Go at your own pace, and have fun! The Shakespeare The Translation SHAKESPEARE IN PRISON Hamlet Hamlet Speak the speech, I pray you, as I pronounc’d it to you, Perform the speech just as DETROIT PUBLIC THEATRE'S trippingly on the tongue, but if you mouth it, as many I taught you, musically and SIGNATURE COMMUNITY PROGRAM of our players do, I had as lief the town-crier spoke my smoothly. If you exaggerate lines. Nor do not saw the air too much with your hand, the words the way some thus, but use all gently, for in the very torrent, tempest, actors do, I might as well have some newscaster read and, as I may say, whirlwind of your passion, you must the lines. Don’t use too many hand gestures; just do a acquire and beget a temperance that may give it few, gently, like this. When you get into a whirlwind of smoothness. O, it offends me to the soul to hear a passion on stage, remember to keep the emotion robustuous periwig-pated fellow tear a passion to moderate and smooth. I hate it when I hear a blustery totters, to very rags, to spleet the ears of the actor in a wig tear a passion to shreds, bursting everyone’s eardrums so as to impress the audience on groundlings, who for the most part are capable of the lower levels of the playhouse, who for the most part nothing but inexplicable dumb shows and noise. -
Hamlet, Pirates, and Purgatory
Hamlet, Pirates, and Purgatory tom rutter University of Sheffield Hamlet’s abduction by pirates during his voyage to England is an episode that does not appear in the main narrative source of Shakespeare’s play, Belleforest’s Histoires tragiques. This essay surveys the various sources that have been proposed, including the Ur-Hamlet, Plutarch’s “Life of Julius Caesar,” and an event in the biography of Martin Luther, before proposing a further possibility in the form of a sermon by the Swiss theologian Heinrich Bullinger where purgatory is compared to pirate capture. It discusses the likelihood of Shakespeare encountering this sermon directly or indirectly, and then argues that reading Hamlet in the light of it has important implications for our understanding of the relationship between the prince, his father, and Claudius. L’enlèvement d’Hamlet par des pirates durant son voyage vers l’Angleterre est un épisode n’ appa- raissant pas dans les Histoires tragiques de Belleforest, la principale source narrative de l’œuvre de Shakespeare. Dans cet article, on revoit les différentes sources possibles de cet épisode, incluant le Ur-Hamlet, la « Vie de Jules César » de Plutarque et un événement de la biographie de Martin Luther. On propose enfin une autre possibilité : un sermon du théologien suisse Heinrich Bullinger, dans lequel le purgatoire est comparé à un enlèvement par des pirates. On y discute de la possibilité que Shakespeare ait pu prendre connaissance de ce sermon, directement ou indirectement, et on y avance que la lecture de Hamlet à la lumière de cette source possible entraîne plusieurs conséquences quant à notre compréhension des liens entre le prince, son père, et Claude. -
To Be Or Not to Be Soliloquy
Name: Class: 'To Be Or Not To Be' Soliloquy By William Shakespeare c. 1599 William Shakespeare (1564-1616) was an English poet, playwright, and actor, widely regarded as the greatest writer in the English language and the world’s pre-eminent dramatist. Hamlet is one of Shakespeare’s most famous tragedies. The play dramatizes the revenge Prince Hamlet is instructed to enact on his uncle Claudius, who murdered Hamlet’s father. In this soliloquy from Act III, Scene I, a despondent Prince Hamlet contemplates death and suicide while waiting for Ophelia, his love interest. As you read, make notes about the way Shakespeare describes life and death. [1] HAMLET: To be, or not to be — that is the question: Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles [5] And by opposing end them. To die, to sleep — No more — and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to. ‘Tis a consummation1 Devoutly to be wished. To die, to sleep — [10] To sleep — perchance to dream: ay, there’s the rub, For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause. There’s the respect That makes calamity2 of so long life. [15] For who would bear the whips and scorns of time, Th’ oppressor’s wrong, the proud man’s contumely3 The pangs of despised love, the law’s delay, The insolence4 of office, and the spurns That patient merit of th’ unworthy takes, 5 "Hamlet, The Philosopher" by Andrew Smith is licensed under CC [20] When he himself might his quietus make BY-SA 2.0. -
Tom Stoppard's "Rosencrantz and Guildenstern Are Dead" As a Creative Reading of "Hamlet"
The Seen and the Unseen in: Tom Stoppard's "Rosencrantz and Guildenstern are Dead" as a Creative Reading of "Hamlet" ا و ا م رد " روز !ا و ن اد ا " آ&اءة إا " ه()" Prepared by: Kavita Jagtap Supervised by: Dr. Sabbar S. Sultan A Thesis Submitted in Partial Fulfillment of the Requirements for Master of Arts in English Language and Literature Department of English Language and Literature Faculty of Arts and Sciences Middle East University July, 2012 IV Acknowledgement All praise and thanks are due to Allah, the Almighty, for supporting me in this work. Without His support, grace and mercy, I would not have finished my thesis. I greatly appreciate the effort, dedication, and support of my advisor Dr. Sabbar S. Sultan. I thank him for his continuous guidance, support and help in completing this thesis. Finally, I would like to express my gratitude to the examining committee members and to the panel of experts for their invaluable inputs and encouragement. Thanks are also extended to the faculty members of the Department of English at the Middle East University. V Dedication I would like to dedicate this work to my father's soul, whose dream was for his children to gain as much knowledge and high degree of education as possible, to my beloved mother, my siblings, my son and my daughter who are a symbol of hope to me. I would specially like to dedicate this work to a very special person, Mohammad Jarrar. Finally, I would like to dedicate this work to every teacher who taught me, because they are distinguished in their specialities.