The Search for King Richard III
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How Has Your Understanding of Ambition and Identity Been Informed by Exploring the Connections Between Richard III and Looking for Richard?
How has your understanding of ambition and identity been informed by exploring the connections between Richard III and Looking for Richard? Ambition and identity are two contextually transcendent facets of the human condition. This becomes apparent through the comparison of Shakespeare’s King Richard III (RIII) and Al Pacino’s “Looking For Richard” (LFR) as both texts explore the dynamics of ego, villainy, self-identity and representation of gender, yet are structurally, technically and contextually unalike. RIII is an English play from the late sixteenth century written for the stage, whereas LFR takes the form of an American docudrama which reshapes these core values of RIII in a modern setting. My understanding of RIII is also supported by Dr. Ian Frederick Moulton’s paper “‘A Monster Great Deformed’: The Unruly Masculinity of RIII.” One aspect of identity employed by Richard to achieve his ambitions is gender identity. Richard’s own masculinity is exhibited as he indulges in a hubristic soliloquy after ‘winning’ Lady Anne: “Was ever woman in this humour wooed? Was ever woman in this humour won?” Anaphora and rhetorical questioning emphasises Richard’s growing ego and hypermasculine disregard of women. Richard further displays his masculine identity by feigning feminine vulnerability – using gender identity and the personification of ‘beauty’ as a means of manipulation: “Nay, do not pause, for I did kill King Henry, but ‘twas thy beauty that provokèd me.” Moulton expands on this, “By offering Anne his sword, [Richard] stages a calculated (and illusory) gender reversal”. In LFR, director Al Pacino deliberately selects specific scenes from RIII to assess the relevance of Shakespeare in twenty first century America. -
The Rebellion of 1483: a Study of Sources and Opinions (Part 2)
The Rebellion of 1483: A Study of Sources and Opinions (Part 2) KENNETH HILLIER NEARLY as much mystery surrounds Sir Thomas More's History of King Richard the Third'1 as the fate of the two princes! Five versions of the text survive of differing length, with the first published version (1543) being markedly altered from the 'authentic' text of over a decade later. Moreover, some question More's authorship, giving Morton a major role in the work at the very least. Alison Hanham,2 contributing to the further problem of what was More's intentions in the work, maintains it is a 'Satirical Drama'. That the book is important is not doubted: 'The work not only gives in minute detail an account of all the important events from the death of Edward IV to the outbreak of Buckingham's rebellion, but it presents the most finished portrait of Richard's person and character.'3 Certainly More's work appears (as often as any) in the footnotes of most books on Richard. The Duke of Buckingham plays a central role in the tale, from his first appearance as 'Edwarde [sic] Duke of Buckingham, and Richarde [sic] Lorde Hastinges and Chaumberlayn, both men of honour and of great power' to the last line (in Rastell's 1557 English edition) of the text, where the Bishop of Ely has planted the idea of the crown itself in his mind. Buckingham, until his rebellion, is linked with Richard throughout: he sees that Gray and Vaughan are arrested, when young Edward protests; with Rivers, they are traitors because 'they hadde contryued the destruccyon of the Dukes of Gloucester and Buckingham', whilst, later, Hastings' conspiracy was 'to have slaine ye lord protector and ye Duke of Buckingham sitting in ye counsel'. -
War of Roses: a House Divided
Stanford Model United Nations Conference 2014 War of Roses: A House Divided Chairs: Teo Lamiot, Gabrielle Rhoades Assistant Chair: Alyssa Liew Crisis Director: Sofia Filippa Table of Contents Letters from the Chairs………………………………………………………………… 2 Letter from the Crisis Director………………………………………………………… 4 Introduction to the Committee…………………………………………………………. 5 History and Context……………………………………………………………………. 5 Characters……………………………………………………………………………….. 7 Topics on General Conference Agenda…………………………………..……………. 9 Family Tree ………………………………………………………………..……………. 12 Special Committee Rules……………………………………………………………….. 13 Bibliography……………………………………………………………………………. 14 Letters from the Chairs Dear Delegates, My name is Gabrielle Rhoades, and it is my distinct pleasure to welcome you to the Stanford Model United Nations Conference (SMUNC) 2014 as members of the The Wars of the Roses: A House Divided Joint Crisis Committee! As your Wars of the Roses chairs, Teo Lamiot and I have been working hard with our crisis director, Sofia Filippa, and SMUNC Secretariat members to make this conference the best yet. If you have attended SMUNC before, I promise that this year will be even more full of surprise and intrigue than your last conference; if you are a newcomer, let me warn you of how intensely fun and challenging this conference will assuredly be. Regardless of how you arrive, you will all leave better delegates and hopefully with a reinvigorated love for Model UN. My own love for Model United Nations began when I co-chaired a committee for SMUNC (The Arab Spring), which was one of my very first experiences as a member of the Society for International Affairs at Stanford (the umbrella organization for the MUN team), and I thoroughly enjoyed it. Later that year, I joined the intercollegiate Model United Nations team. -
Paper 2: Power: Monarchy and Democracy in Britain C1000-2014
Paper 2: Power: Monarchy and democracy in Britain c1000-2014. 1. Describe the Anglo-Saxon system of government. [4] • Witan –The relatives of the King, the important nobles (Earls) and churchmen (Bishops) made up the Kings council which was known as the WITAN. These men led the armies and ruled the shires on behalf of the king. In return, they received wealth, status and land. • At local level the lesser nobles (THEGNS) carried out the roles of bailiffs and estate management. Each shire was divided into HUNDREDS. These districts had their own law courts and army. • The Church handled many administrative roles for the King because many churchmen could read and write. The Church taught the ordinary people about why they should support the king and influence his reputation. They also wrote down the history of the period. 2. Explain why the Church was important in Anglo-Saxon England. [8] • The church was flourishing in Aethelred’s time (c.1000). Kings and noblemen gave the church gifts of land and money. The great MINSTERS were in Rochester, York, London, Canterbury and Winchester. These Churches were built with donations by the King. • Nobles provided money for churches to be built on their land as a great show of status and power. This reminded the local population of who was in charge. It hosted community events as well as religious services, and new laws or taxes would be announced there. Building a church was the first step in building a community in the area. • As churchmen were literate some of the great works of learning, art and culture. -
What Kind of Ruler Was Oliver Cromwell? > Key People & Events
Civil War > What kind of ruler was Oliver Cromwell? > Key people & events What kind of ruler was Oliver Cromwell? Key people & events Key dates December 1653 Cromwell became Lord Protector. He ruled with the Council of State, advisers chosen by him. September 1654 Cromwell’s first Parliament met. MPs were forced to swear loyalty to him or resign. At the same time Cromwell made great efforts to achieve what he called ‘healing and settlement’. This meant fair and efficient government for all. November 1654 Cromwell introduced excise (a tax on all goods bought and sold). This was not approved by Parliament. January 1655 Cromwell dismissed his first Parliament and ruled without Parliament. August 1655 Cromwell put Britain under military rule. He appointed eleven Major Generals to rule the country. This approach was unsuccessful and unpopular. September 1656 The Second Protectorate Parliament met, but only after 100 MPs opposed to Cromwell were banned. January 1657 Cromwell agreed to end the system of Major Generals. March 1657 MPs came up with a new system for government in the ‘Humble Petition and Advice’. Many MPs, and Cromwell’s supporters, urged him to make himself king. Cromwell refused the crown, but was confirmed as Lord Protector. February 1658 Cromwell dismissed Parliament after more disputes with MPs. September 1658 Cromwell died. His son Richard became Lord Protector, but was forced to retire in May 1659. 1660 No acceptable person could be found to take over as Lord Protector. Parliament invited Charles II (son of Charles I) back to restore the monarchy. This is known as ‘The Restoration’. -
Why Did Britain Become a Republic? > New Government
Civil War > Why did Britain become a republic? > New government Why did Britain become a republic? Case study 2: New government Even today many people are not aware that Britain was ever a republic. After Charles I was put to death in 1649, a monarch no longer led the country. Instead people dreamed up ideas and made plans for a different form of government. Find out more from these documents about what happened next. Report on the An account of the Poem on the arrest of setting up of the new situation in Levellers, 1649 Commonwealth England, 1649 Portrait & symbols of Cromwell at the The setting up of Cromwell & the Battle of the Instrument Commonwealth Worcester, 1651 of Government http://www.nationalarchives.gov.uk/education/ Page 1 Civil War > Why did Britain become a republic? > New government Case study 2: New government - Source 1 A report on the arrest of some Levellers, 29 March 1649 (Catalogue ref: SP 25/62, pp.134-5) What is this source? This is a report from a committee of MPs to Parliament. It explains their actions against the leaders of the Levellers. One of the men they arrested was John Lilburne, a key figure in the Leveller movement. What’s the background to this source? Before the war of the 1640s it was difficult and dangerous to come up with new ideas and try to publish them. However, during the Civil War censorship was not strongly enforced. Many political groups emerged with new ideas at this time. One of the most radical (extreme) groups was the Levellers. -
HVII Activity Sheet (Answers)
Welcome to the Henry VII Experience. My name is Thomas Briggs, and I lived in Micklegate Bar during the reign of Henry VII. I have set you a number of tasks to learn some information about my King Henry VII and the time period. The first one starts on the top floor. Do be careful on the stairs! Missing Letters The first challenge is to fill in the missing letters of the different armour below! K E T T L E P A D D E D G A U N T L E T H E L M E T J A C K B R E A S T P A D D E D B A R B U T E P L A T E C O I F True or False? I am sure that some of my facts are wrong. Can you please help me to work out which ones? (Put ‘true’ or ‘false’ next to the statements) 1 . Henry’s mother, Margaret Beaufort, was 14 when she gave birth to Henry TRUE 2 . The red rose was one of the badges of the House of York, and the white rose was one of the badges of the House of Lancaster FALSE 3 . Henry declared that his reign started the day before the Battle of Bosworth Field. This meant that anyone who fought against Henry in the battle could TRUE be found guilty of treason 4 . John Cabot, an Italian explorer, was sponsored by Henry VII and, in 1497, landed in mainland North America, the first European to be there since the Vikings TRUE 5 . -
Hark the Heraldry Angels Sing
The UK Linguistics Olympiad 2018 Round 2 Problem 1 Hark the Heraldry Angels Sing Heraldry is the study of rank and heraldic arms, and there is a part which looks particularly at the way that coats-of-arms and shields are put together. The language for describing arms is known as blazon and derives many of its terms from French. The aim of blazon is to describe heraldic arms unambiguously and as concisely as possible. On the next page are some blazon descriptions that correspond to the shields (escutcheons) A-L. However, the descriptions and the shields are not in the same order. 1. Quarterly 1 & 4 checky vert and argent 2 & 3 argent three gouttes gules two one 2. Azure a bend sinister argent in dexter chief four roundels sable 3. Per pale azure and gules on a chevron sable four roses argent a chief or 4. Per fess checky or and sable and azure overall a roundel counterchanged a bordure gules 5. Per chevron azure and vert overall a lozenge counterchanged in sinister chief a rose or 6. Quarterly azure and gules overall an escutcheon checky sable and argent 7. Vert on a fess sable three lozenges argent 8. Gules three annulets or one two impaling sable on a fess indented azure a rose argent 9. Argent a bend embattled between two lozenges sable 10. Per bend or and argent in sinister chief a cross crosslet sable 11. Gules a cross argent between four cross crosslets or on a chief sable three roses argent 12. Or three chevrons gules impaling or a cross gules on a bordure sable gouttes or On your answer sheet: (a) Match up the escutcheons A-L with their blazon descriptions. -
Medici, Borgia, Hapsburg, and Plantagenet
ChurchChurch HistoryHistory ChurchChurch HistoryHistory IntroductionIntroduction toto ChurchChurch HistoryHistory st rd TheThe AncientAncient ChurchChurch AD 11st-3-3rd centuriescenturies th th TheThe RiseRise ofof ChristendomChristendom AD 44th-5-5th centuriescenturies th th TheThe EarlyEarly MiddleMiddle AgesAges AD 66th-10-10th centuriescenturies th th TheThe AgeAge ofof CrusadesCrusades AD 1111th-13-13th centuriescenturies th th TheThe RenaissanceRenaissance AD 1414th-15-15th centuriescenturies th ConquestConquest andand ReformationReformation AD 1616th centurycentury th th TheThe AgeAge ofof EnlightenmentEnlightenment AD 1717th-18-18th centuriescenturies th TheThe AgeAge ofof RevolutionRevolution AD 1919th centurycentury th TheThe ModernModern AgeAge AD 2020th centurycentury st TheThe PostmodernPostmodern AgeAge AD 2121st centurycentury ChurchChurch HistoryHistory IntroductionIntroduction toto ChurchChurch HistoryHistory st rd TheThe AncientAncient ChurchChurch AD 11st-3-3rd centuriescenturies th th TheThe RiseRise ofof ChristendomChristendom AD 44th-5-5th centuriescenturies th th TheThe EarlyEarly MiddleMiddle AgesAges AD 66th-10-10th centuriescenturies th th TheThe AgeAge ofof CrusadesCrusades AD 1111th-13-13th centuriescenturies th th TheThe RenaissanceRenaissance AD 1414th-15-15th centuriescenturies Welcome to the Renaissance Turnovers... The Black Death and a Century of War Wobbling Out of Control (part 3) TheThe RenaissanceRenaissance ImportantImportant familiesfamilies changedchanged everythingeverything 14151415 HenryHenry -
History- Year 8 – the War of the Roses Time to Complete: 50 Minutes
HOME LEARNING Subject: History- Year 8 – The War of the Roses Time to complete: 50 minutes Learning Objective: To find information about the War of the Roses using a timeline. Investigate the lives of kings Henry VI and Edward IV. TASK 1: Read the information on War of the Roses. Task 2: Match each date to the King who was ruling at that time (Use the information in the timeline to help you). TASK 3: Read the information about Henry VI and Edward IV and the Battle of Towton and fill in the correct details about each king. Task 4: Watch the video clip of “Horrible Histories” showing the War of the Roses. Save your work: If you are using a computer, open a blank document to do your work (you can use Word or Publisher). Don’t forget to SAVE it with your name, the lesson you are doing and the date. For example: T.Smith Maths 8 April If you would like us to see or mark your work please email it or send a photo of your completed work to the member of staff. [email protected] TASK 1 – Read the following information about the War of the Roses THE WAR OF THE ROSES The War of the Roses was a difficult time for England. During this time 2 rich and powerful families both wanted to rule England. They had many battles against each other to try to take the crown (become King). The families were the House of Lancaster and the House of York. -
Bosworth Battlefield
BOSWORTH BATTLEFIELD A Reassessment Glenn Foard 2004 This report has been prepared by Glenn Foard FSA MIFA for Chris Burnett Associates on behalf of Leicestershire County Council. Copyright © Leicestershire County Council & Glenn Foard 2004 Cover picture: King Richard’s Field as depicted on Smith’s map of Leicestershire of 1602 Page 2 22/07/2005 BOSWORTH BATTLEFIELD A Reassessment Glenn Foard Page 3 22/07/2005 Figure 1: A view by Rimmer (1898) of the Ambion Hill site looking east, showing King Richard's Well. This is the battlefield as currently interpreted at the Battlefield Centre, which now occupies the farm in the background. Page 4 22/07/2005 CONTENTS CONTENTS.............................................................................................................................. 5 List of Illustrations.................................................................................................................... 7 Acknowledgements................................................................................................................... 8 Copyright .................................................................................................................................. 9 Abbreviations............................................................................................................................ 9 SUMMARY............................................................................................................................ 10 1. INTRODUCTION ......................................................................................................... -
King Richard Iii/Looking for Richard
ENGLISH: KING RICHARD III/LOOKING FOR RICHARD Wherefore art thou Richard? There is no doubt that William Shakespeare’s King Richard III is relevant to twentieth century society; however, with changing contexts and values, its accessibility has been somewhat hindered. So, how do we solve this? Maise Smith explores this classic play in a contemporary environment. In his latest film, notable actor and director Al Pacino embarks on a quest in search of Richard, made famous as the Machiavellian of literary genius William Shakespeare’s King Richard III. Don’t know it? Read on. Looking for Richard follows Pacino as he questions the misunderstanding and disinterest surrounding Shakespeare’s collective work, and attempts to find contemporary meaning within King Richard III. It combines the general public’s opinion; experts conversing on Shakespeare’s context, meaning and use of techniques; and a filmic enactment of the original play. To understand the connections between the two texts, we must first look into Pacino’s purpose for creating a contemporary insight into such a classic play. The voxpops entwined throughout the movie depict the views of the American public, the overwhelming majority of whom possess a negative and ignorant perspective on his accessibility, and therefore relevance. Pacino takes it upon himself to counter this; to make Shakespeare accessible, and therefore relevant, aptly adopting the more prevalent medium of film to reflect his ideas. So, the question now evolves from “what are the connections between King Richard III and Looking for Richard?” to “what are the connections between King Richard III and the average, contemporary American viewer?” Answering the second aspect of the question invites a discussion of Pacino’s filmic choices.