Shakespeare's Rome
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The Fine Art of Lying: Disguise, Dissimulation, and Counterfeiting in Early Modern Culture”
The Fine Art of Lying in Early Modern English Drama Selected Papers from the IASEMS Graduate Conference “The Fine Art of Lying: Disguise, Dissimulation, and Counterfeiting in Early Modern Culture” The British Institute of Florence Florence, 7 April 2017 Edited by Angelica Vedelago and Kent Cartwright 1 2 THE BRITISH INSTITUTE OF FLORENCE THE ITALIAN ASSOCIATION OF SHAKESPEAREAN AND EARLY MODERN STUDIES 3 IASEMS Advisory Board Giuliana Iannaccaro, Università degli Studi di Milano Maria Luisa De Rinaldis, Università del Salento Gilberta Golinelli, Università di Bologna “Alma Mater Studiorum” Iolanda Plescia, Università di Roma “La Sapienza” Luca Baratta, Università degli Studi di Firenze 4 The Fine Art of Lying in Early Modern English Drama Selected Papers from the “The Fine Art of Lying: Disguise, Dissimulation, and Counterfeiting in Early Modern Culture” Graduate Conference Florence, 7 April 2017 Edited by Angelica Vedelago and Kent Cartwright The British Institute of Florence 2019 5 The Fine Art of Lying in Early Modern English Drama. Selected Papers from the “The Fine Art of Lying: Disguise, Dissimulation, and Counterfeiting in Early Modern Culture” Graduate Conference. Florence, 7 April 2017 / edited by Angelica Vedelago and Kent Cartwright – Firenze: The British Institute of Florence, 2019. © The Contributors, 2019 ISBN (online): 978-88-907244-9-7 https://www.britishinstitute.it/en/library/harold-acton-library/events-in-the-harold- acton-library Graphic design by Angelica Vedelago and Kent Cartwright Front cover: emblem of Henry Peacham, 1612, “Sapientiam, Avaritia, et Dolus, decipiunt”, in Minerua Britanna, Or a Garden of Heroical Deuises Furnished, and Adorned with Emblemes and Impresa's of Sundry Natures, Newly Devised, Moralized, and Published, by Henry Peacham, Mr. -
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Original citation: Purcell, Stephen (2018) Are Shakespeare's plays always metatheatrical? Shakespeare Bulletin, 36 (1). pp. 19-35.doi:10.1353/shb.2018.0002 Permanent WRAP URL: http://wrap.warwick.ac.uk/97244 Copyright and reuse: The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available. Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Publisher’s statement: © 2018 The John Hopkins University Press. The article first appeared in Shakespeare Bulletin, 36 (1). pp. 19-35. March, 2018. A note on versions: The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher’s version. Please see the ‘permanent WRAP URL’ above for details on accessing the published version and note that access may require a subscription. For more information, please contact the WRAP Team at: [email protected] warwick.ac.uk/lib-publications Are Shakespeare’s plays always metatheatrical? STEPHEN PURCELL University of Warwick The ambiguity of the term “metatheatre” derives in part from its text of origin, Lionel Abel’s 1963 book of the same name. -
Romeo & Juliet TEACHER
Contents How to Use This Study Guide with the Text & Literature Notebook ......... 5 Notes & Instructions to Student ........................................................................ 7 Taking With Us What Matters .......................................................................... 9 Four Stages to the Central One Idea ............................................................... 13 How to Mark a Book ......................................................................................... 18 Introduction ....................................................................................................... 20 Basic Features & Background .......................................................................... 22 ACT 1 Pre-Grammar | Preparation ............................................................................ 29 Grammar | Presentation .................................................................................. 29 Logic | Dialectic ................................................................................................ 36 Rhetoric | Expression ....................................................................................... 38 ACT 2 Pre-Grammar | Preparation ............................................................................ 41 Grammar | Presentation .................................................................................. 41 Logic | Dialectic ................................................................................................ 46 ACT 3 Pre-Grammar | Preparation -
Melodrama and Metatheatre: Theatricality in the Nineteenth Century Theatre
Spring 1997 85 Melodrama and Metatheatre: Theatricality in the Nineteenth Century Theatre Katherine Newey Metatheatricality has always been an important feature of the English theatre.1 In the case of melodrama on the nineteenth century popular stage, the genre as a whole is strongly marked by a metatheatrical awareness, and the self- referential nature of melodrama is one of its key modes of communication. The highly coded conventions of melodrama performance, with its over-determined practices of characterisation, acting, and staging, constitute a self-referential sign system which exploits the playfulness and artfulness of the theatre to a high degree. Such artfulness assumes that the spectator understands and accepts these codes and conventions, not simply as theatrical ploys, but as an approach to theatrical representation which is deliberately self-conscious and self-reflexive. Clearly, these theatrical practices extend the significance of metatheatricality beyond just those plays which fit easily into the obvious metatheatrical categories such as the play within the play, the framed play, or the play about the theatrical profession.2 It is the argument of this essay that what is melodramatic is also metatheatrical; that metatheatricality in melodrama is a result of the extremity of expression in character and structure which is established by nineteenth century melodrama. Metatheatrical plays of the popular stage challenge the usual distinctions made between high and popular culture, both in the nineteenth century and now. Metatheatrical theatre has generally been seen as a part of high culture, not popular culture. Discussions of metatheatricality in nineteenth century popular theatre either express surprise at its 'modernity,'3 or dismiss its existence at all.4 The self-consciousness and self-reflexivity of theatre which refers to itself, to its making or performing, or to its dramatic and theatrical illusions, is regarded as essentially literary: complex, and aesthetically informed. -
Metatheatre in Aeschylus' Oresteia
Athens Journal of Philology - Volume 2, Issue 1 – Pages 9-20 Metatheatre in Aeschylus’ Oresteia By Robert Lewis Smith Lionel Abel coined the word ‗metatheatre‘ in his 1963 book, Metatheatre: A New View of Dramatic Form, claiming he had discovered a new type of theatre, and cited Shakespeare‘s Hamlet as the first metatheatrical play. Over the intervening decades, various scholars have pushed the incidence of the earliest metatheatrical play back beyond Hamlet. Richard Hornby, in his 1986 book, Drama, Metadrama, and Perception, found instances of metatheatrical elements in many plays before Shakespeare and likewise found it in the theatre of other cultures. Despite that, he did not accept classical drama as being ‗fully‘ metatheatrical. However, Hornby provided the fullest taxonomy of metatheatrical characteristics: ceremony within the play, literary and real-life reference, role playing within the role, play within the play, and self- reference. Since then, Old Comedy has been accepted as fully metatheatrical, primarily because of the inclusion of the parabasis. For many, Greek tragedies have not been accepted as fully metatheatrical. An earlier paper by the author advanced the claim that Euripides‘ Medea was a metatheatrical play. Now a point-by- point comparison with Hornby‘s metatheatre taxonomy and Aeschylus‘ Oresteia posits that the Oresteia is also a fully metatheatrical play. The conclusion is that each day‘s plays by the tragic playwrights at Athens‘s City Dionysia, particularly with the inclusion of the satyr play, makes those plays fully metatheatrical. Hence, we should accept that metatheatricalism is a characteristic of all drama, not just of plays from a particular period. -
Identity and Role-Playing in Shakespeare's Hamlet
The Mask of Madness: Identity and Role-playing in Shakespeare’s Hamlet Treball de Fi de Grau Grau en Estudis Anglesos Supervisor: Dr Jordi Coral Escola Anna Fluvià Sabio June 2016 Acknowledgments Throughout the writing of this TFG, I have benefited from the advice of Dr Jordi Coral Escola. I am very grateful for his constant support, suggestions and corrections. I would also like to thank my family and friends for having been extremely supportive and encouraging during this process. Table of Contents Introduction ...................................................................................................................... 2 Madness as a Key Theme in Elizabethan Drama.......................................................... 3 The Spanish Tragedy and Hamlet ................................................................................. 4 Chapter 1: Madness .......................................................................................................... 6 1.1 Origins of his Madness ........................................................................................... 6 1.2 Assuming the Role of the Madman ...................................................................... 10 Chapter 2: Theatricality .................................................................................................. 13 2.1 Hamlet’s Role ....................................................................................................... 13 2.2 Metadramatic Elements in the Play ..................................................................... -
1. Alliteration, Consonance and Assonance 2. Allusion 3. Analogy 4. Apostrophe
A Few Literary and Poetic Devices: (words underlined in bold represent “figurative” language) 1. Alliteration, consonance and assonance • The repetition of sounds where consonance uses consonants and assonance uses vowels Ex. From “The Raven” by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore— While I nodded, nearly napping, suddenly there came a tapping, As of someone gently rapping, rapping at my chamber door. “’Tis some visitor,” I muttered, “tapping at my chamber door— Only this and nothing more.” 2. Allusion • a literary device in which an author uses subject matter refer to an event, place, or other work – usually not directly stated • An indirect reference to a piece of knowledge not explicitly mentioned in the text, e.g. “Chocolate was her Achilles Heel” Ex. When Nature sleeps and stars are mute, To mar the silence ev’n with lute. At rest on ocean’s brilliant dyes An image of Elysium lies:” 3. Analogy • A literary device that creates a relationship based on parallels or connections between two ideas. By establishing this relationship, the new idea is introduced through a familiar comparison, thus making the new concept easier to grasp. Analogy is more extensive and elaborate than either a simile or a metaphor. Ex. From Romeo and Juliet “What’s in a name? That which we call a rose By any other word would smell as sweet. So Romeo would, were he not Romeo called,” 4. Apostrophe • An apostrophe used in literature is an arrangement of words addressing a non-existent person or an abstract idea in such a way as if it were present and capable of understanding feelings. -
Hamlet: Rhetoric Ahd the Theme Op Appearance Ahd Reality
HAMLET: RHETORIC AHD THE THEME OP APPEARANCE AHD REALITY by ELLA NORBIB RXDSR, 3*A. A THESIS IS ESfGLISH Sutoltted to the Graduate Faoulty of Texas Technological College in Partial Fulflllnent of the HequireeiaBta for the Degrea of MASTER OP ARTS Approved Aecepted August» 1963 AC r5 n ACKKOWI^DOESBSTS Ky sincere appreciation la extended to the membera of my gradixete committee. Dr. Joseph T, McCullen, Director, and Dr. Roger Brooks* Their acholarship has inspired ne and their willing guidance has always been genuinely helpful, Ky gratitude la also extended to Dr. W. 6. Gates, Dean of the Graduate School (retired), whose guidanoe and encouragement have meant so ouoh to me, and to his secretary and my personal friend, Mrs* Irwie Temple, who has always cheerfully assisted me with administrative details* 11 TABLE OP CONTMTS FOREWORD I. BACKGROUND Elizabethan Concept of Tragedy The Problem of Revenge and Dramatic Irony The Problem of Appearance and Reality Historical Background and Shakespeare's Uae of Rhetoric II* Analysis of Rhetoric In Hamlet III* CONCLUSION BIBLIOGRAPHY ill FORSWORD Elizabethan audleoees keenly aQtlelpated the thena of appearwace and reality in drama, and Shakespeare inganiottsly wove this theme into his tragediea and illixni« nated it through his extraordinary use of rhetoric. In a study of appearance and reality one cannot overlook Shakespear*s skillful blending of all the dramatic elasents to complete the total effect oreated by the enaot- ment of the drama* The dependence of one element upon another makes it necessary to begin this study with a refer, ence to the Elizabethan concept of tragedy and revenge, as wall as the problem of appearance and reality* The dramatic elements are bound together by the chief vehicle of the play—the language. -
Shakespeare's Bolingbroke: Rhetoric and Stylistics from Richard II to Henry IV, Part 2
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2004 Shakespeare's Bolingbroke: Rhetoric and stylistics from Richard II to Henry IV, part 2 DeAnna Faye Jenson Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Literature in English, British Isles Commons, and the Rhetoric Commons Recommended Citation Jenson, DeAnna Faye, "Shakespeare's Bolingbroke: Rhetoric and stylistics from Richard II to Henry IV, part 2" (2004). Theses Digitization Project. 2536. https://scholarworks.lib.csusb.edu/etd-project/2536 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. SHAKESPEARE'S BOLINGBROKE: RHETORIC AND STYLISTICS FROM RICHARD II TO HENRY IV, PART 2 A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements to the Degree Master of Arts in English Composition by DeAnna Faye Jensen March 2004 SHAKESPEARE'S BOLINGBROKE: RHETORIC AND STYLISTICS FROM RICHARD II TO HENRY IV, PART 2 A Thesis Presented to the Faculty of California State University, San Bernardino by DeAnna Faye Jensen March 2004 Approved by: Bruce Golden, Chair, English Date on ABSTRACT Joseph A. Porter acknowledges in The Drama of Speech Acts: Shakespeare's Lancastrian Tetralogy that little is written on Henry Bolingbroke. Although scholarship has begun to change since Porter made this observation in 1979, Bolingbroke still remains ancillary to the more colorful characters in Richard. -
1 12 AP Literature Glossary of Terms Ms. Sutton ALLEGORY Story Or
12 AP Literature Glossary of Terms Ms. Sutton ALLEGORY story or poem in which characters, settings, and events stand for other people or events or for abstract ideas or qualities. EXAMPLE: Animal Farm; Dante’s Inferno; Lord of the Flies ALLITERATION repetition of the same or similar consonant sounds in words that are close together. EXAMPLE: “When the two youths turned with the flag they saw that much of the regiment had crumbled away, and the dejected remnant was coming slowly back.” –Stephen Crane (Note how regiment and remnant are being used; the regiment is gone, a remnant remains…) ALLUSION reference to someone or something that is known from history, literature, religion, politics, sports, science, or another branch of culture. An indirect reference to something (usually from literature, etc.). AMBIGUITY deliberately suggesting two or more different, and sometimes conflicting, meanings in a work. An event or situation that may be interpreted in more than one way-- this is done on purpose by the author, when it is not done on purpose, it is vagueness, and detracts from the work. ANALOGY Comparison made between two things to show how they are alike ANAPHORA Repetition of a word, phrase, or clause at the beginning of two or more sentences in a row. This is a deliberate form of repetition and helps make the writer’s point more coherent. ANASTROPHE Inversion of the usual, normal, or logical order of the parts of a sentence. Purpose is rhythm or emphasis or euphony. It is a fancy word for inversion. ANECDOTE Brief story, told to illustrate a point or serve as an example of something, often shows character of an individual ANTAGONIST Opponent who struggles against or blocks the hero, or protagonist, in a story. -
Actes Des Congrès De La Société Française Shakespeare
Actes des congrès de la Société française Shakespeare 33 | 2015 Shakespeare 450 “Quick Comedians”: Mary Sidney, Samuel Daniel and the Theatrum Mundi in Shakespeare’s Antony and Cleopatra Daniel Cadman Electronic version URL: http://journals.openedition.org/shakespeare/3536 DOI: 10.4000/shakespeare.3536 ISSN: 2271-6424 Publisher Société Française Shakespeare Electronic reference Daniel Cadman, « “Quick Comedians”: Mary Sidney, Samuel Daniel and the Theatrum Mundi in Shakespeare’s Antony and Cleopatra », Actes des congrès de la Société française Shakespeare [Online], 33 | 2015, Online since 10 October 2015, connection on 02 June 2020. URL : http:// journals.openedition.org/shakespeare/3536 ; DOI : https://doi.org/10.4000/shakespeare.3536 This text was automatically generated on 2 June 2020. © SFS “Quick Comedians”: Mary Sidney, Samuel Daniel and the Theatrum Mundi in Shake... 1 “Quick Comedians”: Mary Sidney, Samuel Daniel and the Theatrum Mundi in Shakespeare’s Antony and Cleopatra Daniel Cadman 1 In the final scene of William Shakespeare’s Antony and Cleopatra (1606-1607), Cleopatra speculates upon the likely posthumous reputation of herself and her lover, Antony. In an extraordinary moment of metatheatre, she imagines this reputation in terms of its potential representation in the public theatres. She anticipates a situation in which The quick comedians Extemporally will stage us, and present Our Alexandrian revels. Antony Shall be brought drunken forth, and I shall see Some squeaking Cleopatra boy my greatness I’th’ posture of a whore. Antony and Cleopatra, V.ii.212-2171 The fact that this speech is delivered by a Jacobean boy actor in front of an audience in a public theatre provides a material affirmation of the prophetic nature of Cleopatra’s words and various “quick comedians” in England had indeed capitalised upon the dramatic potential of the Antony and Cleopatra story, particularly in the 1590s and early 1600s. -
Theatre and Metatheatre in Hamlet
Theatre and Metatheatre in Hamlet KATE FLAHERTY 'I don't really agree with the notion of setting the plays anywhere in particular. When asked that question about Hamlet I tend to say that it was set on the stage.'-Neil Armfield1 According to his melancholy admission, neither man nor woman delights Hamlet. Yet when a troupe of players arrives at the court of Elsinore, he makes a gleefully reiterated plea that they perform for him; here and now: 'We'll have a speech straight. Come, give us a taste of your quality. Come, a passionate speech.'2 Without hesitation, and to further prompt the Player's performance, he nominates and begins a speech himself. At this moment, theatre is consciously made the centre of the action. It is one of several instances of metatheatre in Hamlet. Others include Rosencrantz's report of the success of the boy players (2.2.319-46), Hamlet's advice to the Players (3.2.1-40), Hamlet's 'antic disposition' and of course 'The Mousetrap' or play-within-the-play (3.2.80-248). Hamlet is a play deeply concerned with notions of play: the power of play, the danger of play3 and the threshold between play and reality. Many of the instances of metatheatricality mentioned above have received insistent critical attention. Hamlet's advice to the Players has been used both to support and to contest the hypothesis that Shakespeare there puts forward a manifesto of naturalism.4 Likewise the play-within-the-play has been taken up repeatedly as a key to the dramatic dynamics of the play by which it is encased.5 Hamlet's 'antic disposition' - whether analysed as a purposeful strategy within a unified psychological profile, or as a complex subversion of representational logic - seems to generate endless speculation.6 The arrival of the Players and the First Player's impromptu performance, however, seem to provoke relatively little inquiry.