And Margaret Atwood's Novel Hag-Seed
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“Savage and Deformed”: Stigma As Drama in the Tempest Jeffrey R
“Savage and Deformed”: Stigma as Drama in The Tempest Jeffrey R. Wilson The dramatis personae of The Tempest casts Caliban as “asavageand deformed slave.”1 Since the mid-twentieth century, critics have scrutinized Caliban’s status as a “slave,” developing a riveting post-colonial reading of the play, but I want to address the pairing of “savage and deformed.”2 If not Shakespeare’s own mixture of moral and corporeal abominations, “savage and deformed” is the first editorial comment on Caliban, the “and” here Stigmatized as such, Caliban’s body never comes to us .”ס“ working as an uninterpreted. It is always already laden with meaning. But what, if we try to strip away meaning from fact, does Caliban actually look like? The ambiguous and therefore amorphous nature of Caliban’s deformity has been a perennial problem in both dramaturgical and critical studies of The Tempest at least since George Steevens’s edition of the play (1793), acutely since Alden and Virginia Vaughan’s Shakespeare’s Caliban: A Cultural His- tory (1993), and enduringly in recent readings by Paul Franssen, Julia Lup- ton, and Mark Burnett.3 Of all the “deformed” images that actors, artists, and critics have assigned to Caliban, four stand out as the most popular: the devil, the monster, the humanoid, and the racial other. First, thanks to Prospero’s yarn of a “demi-devil” (5.1.272) or a “born devil” (4.1.188) that was “got by the devil himself” (1.2.319), early critics like John Dryden and Joseph War- ton envisioned a demonic Caliban.4 In a second set of images, the reverbera- tions of “monster” in The Tempest have led writers and artists to envision Caliban as one of three prodigies: an earth creature, a fish-like thing, or an animal-headed man. -
Caliban's Use of Language in Shakespeare's the Tempest
fi4 Notions Vol.6 No3 2015 (P) ISSN t 097G5247, (epSSN: 239*7239 Caliban's Use of Language in Shakespearers The Tbmpest You taught me language, and my profit on,t Is I know how to curse. The red plague rid you For learning me your language! (Act I, Scene II, The Tempest) ..The Richard Eyre, a distinguished English director said, life of the plays is in the language, not alongside ig or underneath i1. f'sslings and thoughts are released at the moment of speech. An Elizabethan audience would have responded to the pulse, the rhythms, the shapes, sounds, and above all meanings, within the consistent ten- syllable, five- stress lines of blank verse. They were an audience who listened,,. (Shakespeareb Language 4) At the outset, the audience has to make a distinction between some modern connotations ofthe word 'language, and those current in Shakespeare's day, when language was neither neutal nor purely verbal. A neutral view of language is typified by such statements as Saussure,s remark: From the excursions made into regions bordering upon linguistics, there emerges a negative lesson, but one which...supports the fundamental thesis of this course: the only true object of study in linguistics is the language, considered in itself and for its own sake. (Course inGeneral Linguistics) Such an empirical approachwas alientothe sixteenth and earlier seventeenth centuries, where all concems of life were moralizod, including language, in so far as most writers looked for ways of integrating their subject with the current dominant Christian concepts. Language and knowledge has been the key to power on the island in the play. -
“From Strange to Stranger”: the Problem of Romance on the Shakespearean Stage
“From strange to stranger”: The Problem of Romance on the Shakespearean Stage by Aileen Young Liu A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English and the Designated Emphasis in Renaissance and Early Modern Studies in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Jeffrey Knapp, Chair Professor Oliver Arnold Professor David Landreth Professor Timothy Hampton Summer 2018 “From strange to stranger”: The Problem of Romance on the Shakespearean Stage © 2018 by Aileen Young Liu 1 Abstract “From strange to stranger”: The Problem of Romance on the Shakespearean Stage by Aileen Young Liu Doctor of Philosophy in English Designated Emphasis in Renaissance and Early Modern Studies University of California, Berkeley Professor Jeffrey Knapp, Chair Long scorned for their strange inconsistencies and implausibilities, Shakespeare’s romance plays have enjoyed a robust critical reconsideration in the twentieth and twenty-first centuries. But in the course of reclaiming Pericles, The Winter’s Tale, Cymbeline, and The Tempest as significant works of art, this revisionary critical tradition has effaced the very qualities that make these plays so important to our understanding of Shakespeare’s career and to the development of English Renaissance drama: their belatedness and their overt strangeness. While Shakespeare’s earlier plays take pains to integrate and subsume their narrative romance sources into dramatic form, his late romance plays take exactly the opposite approach: they foreground, even exacerbate, the tension between romance and drama. Verisimilitude is a challenge endemic to theater as an embodied medium, but Shakespeare’s romance plays brazenly alert their audiences to the incredible. -
A Jungian Interpretation of the Tempest
University of the Pacific Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 1978 A Jungian interpretation of The Tempest Tana Smith University of the Pacific Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the Literature in English, British Isles Commons Recommended Citation Smith, Tana. (1978). A Jungian interpretation of The Tempest. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/1989 This Thesis is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. A JUNGil-..~~ INTERPllliTATION OF THE 'rEHPES'r by Tana Smit!1 An Essay Presented to the Faculty of the Graduate School Univers ity of the Pac ific In Pa rtial Fulfillment of the Requireme nts for the Degree Maste r of Arts Hay 1978 The following psychological interpretation of Shakespeare's 1 The Tempest is unique to articles on the ·same subject which have appeared in literary journals because it applies a purely Jungian reading to the characters in the play. Here each character is shown to represent one of the archetypes which Jung described in his book Archetypes ~ the Collective Unconscious. In giving the play a psychological interpretation, the action must be seen to occur inside Prospera's own unconscious mind. He is experiencing a psychic transformation or what Jung called the individuation process, where a person becomes "a separate, indivisible unity or 2 whole" and where the conscious and unconscious are united. -
The Tempest and the Discourse of Colonialism
SYDNEY STUDIES The Tempest and the Discourse of Colonialism G. A. WILKES If the study of Shakespeare itself can be viewed as an act of cultural imperialism, a play like The Tempest can readily be seen as a text which is complicit with colonial power. Prospero is the usurping invader, nervous about the legitimacy of his rule, and Caliban is the representative of the subjugated race, his language lessons seen as an attempt to eradicate his own culture, or to bring it under imperialist control. The best way of entry into this debate is still Stephen Greenblatt's essay of 1976, 'Learning to Curse: Aspects of Linguistic Colonialism in the Sixteenth Century', though its implications may not yet have been fully grasped. l Greenblatt begins with the prospect held out in Samuel Daniel's Musophilus (1599), that in the New World the 'unknowing Nations' are to be enriched with 'the treasure of our tongue', and in this vast civilizing process of the future, who can say What worlds in th' yet unformed Occident May come refin'd with th' accents that are ours? Greenblatt cites Spanish, Portuguese and English authorities to show the assumptions that underlie or accompany this prophecy: that the inhabitants of the new world were without a culture of their own; that they had no language, or else language at the level of gibberish; that they might conform to European conceptions of the Wild Man, or that they might be hardly distinguishable from beasts. Although Greenblatt adduces The Tempest for its exploration of these issues, he does not fit it to any paradigm. -
Kings of Their Castles: Reading Heathcliff As a Caliban Who Succeeds
KINGS OF THEIR CASTLES: READING HEATHCLIFF AS A CALIBAN WHO SUCCEEDS by ELIZABETH KOZINSKY (Under the direction of Christy Desmet) ABSTRACT At first othered by his text and then given the power to marginalize the next generation, Heathcliff provides a vision of what a Caliban who succeeds would be and further explores the idea of a family producing its own outsider. Highlighting the cyclical nature of both texts, Kozinsky analyzes Heathcliff and Caliban’s shared kinship with the Medieval Wild Man to explain the varying reactions to them. She also considers Heathcliff’s affinity to the mastermind Prospero and their relationship to the tradition of revenge tragedy. By considering both the structural similarities of Shakespeare's play against Brontë's novel and the varying interpretations of both for a nineteenth century audience, a better sense of these characters emerges, why we fear and are fascinated by them. INDEX WORDS: Heathcliff, Caliban, Wild Man, revenge, Other, Emily Brontë, Shakespeare, alterity, Wuthering Heights, Tempest, Prospero, Byron, natural man, appropriation KINGS OF THEIR CASTLES: READING HEATHCLIFF AS A CALIBAN WHO SUCCEEDS by ELIZABETH KOZINSKY BA, University of Georgia, 2001 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2010 © 2010 Elizabeth Kozinsky All Rights Reserved KINGS OF THEIR CASTLES: READING HEATHCLIFF AS A CALIBAN WHO SUCCEEDS by ELIZABETH KOZINSKY Major Professor: Christy Desmet Committee: Richard Menke Roxanne Eberle Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2010 DEDICATION Ths work is dedicated to Fran Teague, who long ago recognized and embraced me as an Other, and to Ben Teague, who was himself a magician on the stage. -
Margaret Atwood's Prose-Fiction Novel Hag-Seed
How does Hag-Seed bring new meaning to The Tempest in terms of reconciliation? Margaret Atwood’s prose-fiction novel Hag-Seed (2016) both extends upon and problematises William Shakespeare’s tragicomic play The Tempest (1611), exploring the complexity of reconciliation by asserting that although it may go against our human tendencies, it is essential to overcoming our self-imposed human weakness. In The Tempest, Shakespeare suggests the importance of reconciliation through Prospero’s ultimate forgiveness of his usurpers, reiterated by Atwood who suggests that reconciliation continues to be fundamental in a modern context. However, Shakespeare justifies the oppression and imprisonment of Caliban contradicting the notion of reconciliation, with Atwood problematising this representation by asserting that the reconciliation of society and the imprisoned is also vital. Thus, Atwood’s reinterpretation of the canonical text goes beyond a spatial- temporal and generic shift, bringing new meaning to Shakespeare’s representation of reconciliation through an exploration of its difficulty, but importance to the human experience. Prospero’s obsession with attaining immoral vengeance through means of ‘rough magic’ emphasises the necessity of reconciliation and compassion in order to transcend human weakness. Prospero’s vindictive position as the ‘Prince of Power’ is demonstrated as Prospero malevolently manipulates the royal court in order to re-achieve his Dukedom. Prospero deceives Alonso in believing that Ferdinand had perished at his hands, with Alonso’s repetition of ‘O, it is monstrous, monstrous’ not only demonstrating the extent of Prospero’s abuse, but also suggesting that the conjurer himself, may be monstrous. However, Prospero ultimately comes to realise his own obsession with revenge and wrongdoing through the symbolic double entendre: ‘this thing of darkness I acknowledge mine’, referring both to Caliban and also Prospero’s own capacity for evil. -
Olympos Epub Downloads
Olympos Epub Downloads Beneath the gaze of the gods, the mighty armies of Greece and Troy met in fierce and glorious combat, scrupulously following the text set forth in Homer's timeless narrative. But that was before twenty-first-century scholar Thomas Hockenberry stirred the bloody brew, causing an enraged Achilles to join forces with his archenemy Hector and turn his murderous wrath on Zeus and the entire pantheon of divine manipulators; before the swift and terrible mechanical creatures that catered for centuries to the pitiful idle remnants of Earth's human race began massing in the millions, to exterminate rather than serve.And now all bets are off. Audio CD Publisher: Brilliance Audio; Unabridged edition (August 12, 2014) Language: English ISBN-10: 1480591734 ISBN-13: 978-1480591738 Product Dimensions: 6.5 x 2.2 x 5.5 inches Shipping Weight: 1.4 pounds (View shipping rates and policies) Average Customer Review: 4.0 out of 5 stars 229 customer reviews Best Sellers Rank: #4,202,477 in Books (See Top 100 in Books) #15 in Books > Books on CD > Authors, A-Z > ( S ) > Simmons, Dan #2767 in Books > Books on CD > Science Fiction & Fantasy > Science Fiction #3284 in Books > Books on CD > Science Fiction & Fantasy > Fantasy Welcome back to the Trojan War gone round the bend. Hector and Achilles have joined forces against the Olympic Gods. Back on a future Earth, assorted creatures from Shakespeare's The Tempest get ready to rumble in a winner-takes-the-universe battle royale. And amid it all, a group of confused mere mortals with their classically trained robot allies (from Jupiter no less) race across time and space to keep from getting squashed as the various Titans of the Western Canon square off. -
“Flowers in the Desert”: Cirque Du Soleil in Las Vegas, 1993
“FLOWERS IN THE DESERT”: CIRQUE DU SOLEIL IN LAS VEGAS, 1993-2012 by ANNE MARGARET TOEWE B.S., The College of William and Mary, 1987 M.F.A., Tulane University, 1991 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Theatre & Dance 2013 This thesis entitled: “Flowers in the Desert”: Cirque du Soleil in Las Vegas 1993 – 2012 written by Anne Margaret Toewe has been approved for the Department of Theatre & Dance ______________________________________________ Dr. Oliver Gerland (Committee Chair) ______________________________________________ Dr. Bud Coleman (Committee Member) Date_______________________________ The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. iii Toewe, Anne Margaret (Ph.D., Department of Theatre & Dance) “Flowers in the Desert”: Cirque du Soleil in Las Vegas 1993 – 2012 Dissertation directed by Professor Oliver Gerland This dissertation examines Cirque du Soleil from its inception as a small band of street performers to the global entertainment machine it is today. The study focuses most closely on the years 1993 – 2012 and the shows that Cirque has produced in Las Vegas. Driven by Las Vegas’s culture of spectacle, Cirque uses elaborate stage technology to support the wordless acrobatics for which it is renowned. By so doing, the company has raised the bar for spectacular entertainment in Las Vegas I explore the beginning of Cirque du Soleil in Québec and the development of its world-tours. -
Year 7 Home Learning the Tempest by William Shakespeare Weeks 1-3
Year 7 Home Learning The Tempest by William Shakespeare Weeks 1-3 Name: __________________ Rastrick High School How to use this booklet: During the third half term of Year 7 we will study The Tempest by William Shakespeare. If you are working from home at any point during this time, you should use this booklet to complete your home learning. This booklet will break down the reading and writing into week by week sections with tasks to complete. If you have been in school for part of the time but are now studying from home, you should start the lessons from where you last finished with your class teacher. Summary of the scheme The Tempest is a six-week scheme of work that continues on from your work on Shakespeare’s World. Throughout this scheme, you will study: - Key moments from the play - Key historical information relevant to the ideas in the play - Some of Shakespeare’s use of language to present characters and relationships. - The theme of power, control, supernatural and society. The main focus, throughout your study of the play, is the central character Prospero. As you work through, pay close attention to your impression of Prospero and how it might change as the play develops. All extracts from the play can be found at the back of the booklet. Support: Discussing a text At some points you will be asked to write a What? How? Why? Paragraph. The section below provides some advice on how to write this. What is the writer doing? The first sentence of your paragraph should clearly explain what the writer is doing. -
The Tempest by William Shakespeare
The Tempest by William Shakespeare Audience Guide researched and written by the Education Department of The Shakespeare Theatre of New Jersey Cover art by Scott McKowen The Shakespeare Theatre of New Jersey THE TEMPEST: Audience Guide InThis Guide – Shakespeare’s Romances ..................................................................................................................... 2 –The Tempest: A Synopsis ....................................................................................................................... 3 –The Tempest: Sources and History of the Play ....................................................................................... 5 – John Clements on The Tempest ............................................................................................................ 6 – Who’s Who in The Tempest .................................................................................................................. 7 – Glossary of Words and Phrases ............................................................................................................ 8 – Commentary and Criticism .................................................................................................................. 9 – In This Production .............................................................................................................................. 10 – Food for Thought................................................................................................................................ 11 – Explore -
Shakespeare's Romance of Knowing
Quidditas Volume 9 Article 11 1988 Shakespeare's Romance of Knowing Maurice Hunt Baylor University Follow this and additional works at: https://scholarsarchive.byu.edu/rmmra Part of the Comparative Literature Commons, History Commons, Philosophy Commons, and the Renaissance Studies Commons Recommended Citation Hunt, Maurice (1988) "Shakespeare's Romance of Knowing," Quidditas: Vol. 9 , Article 11. Available at: https://scholarsarchive.byu.edu/rmmra/vol9/iss1/11 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Quidditas by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. JRMMRA 9 (1988) Shakespeare's Romance of Knowing by Maurice Hunt Baylor University From time to time literary cnucs have claimed that Shakespeare's undisputed last plays-Cymbeline, The Winter's Tale, and The Tempest-are, to varying degrees, concerned with the main characters' learning experiences. These claims range, for example, from Stephen Orgel's argument that adver• sity schools Alonso and Prospero in humility to Northrop Frye's assertion that education provides the means for the protagonists of the last plays to recover some sort of paradise. 1 In other words, critics over the years have claimed in different ways that the last plays are either educational or epistemological romances. And yet no one, to my knowledge, has tried to explain why Shakespeare was inclined to make dramatic romance so especially concerned with various and complex ways of knowing. In this essay I argue that Shakespeare, in his last plays, established a kind of play-a "romance of knowing"-previously not seen in a fully articulated form on either the Elizabethan or the Jacobean stage.