Saturday, February 8, 2014

Questions for Acts 1 and 2 of The Merchant of Venice


Close Reading Questions for Acts 1 & 2 of The Merchant of Venice

Answer TWO of the following...

1. In general, discuss the tonal difference between the scenes in Venice and those in Belmont.  Why might we argue that these worlds seem to inhabit two entirely different plays?  Is it too much to argue that Venice is the ‘tragedy’ and Belmont the ‘comedy’?  Are there specific reasons for making this case?

2. As in As You Like It, how can we understand character relationships through the use of verse and prose?  Who speaks what and when?  Focus on a specific moment when the difference between prose and verse matters. 

3. The 2004 Radford version of The Merchant of Venice seemed to play up the homoerotic possibility between Antonio and Bassanio.  Do we see any hints of this in the text itself?  Consider specifically Act 1, Scene 1, when Bassanio tells Antonio of his plan to woo Portia.  Since there are no stage directions but only language, what does the language tell us—or hint at—if anything? 

4. Reading the bare text of Shylock, does he come across as a human being or a caricature?  What lines might give him unexpected depth—or comic buffoonery?  How might Shakespeare want him to be read/played in a specific scene?  Do you think Pacinio was faithful to the text in this regard, or did he add too much 20th century perspective on his character? 

5. The Merchant of Venice seems to have a lot of superfluous male characters, such as the frustratingly similarly named Salerio and Salanio, as well as Gratiano, Lorenzo, and even Lancelot, the clown.  Why are all these characters here, milling about?  What do some—or all—of them add to the atmosphere of the play?  Are their lines important?  Do they help us read the major players, or some other aspect of the play?  Are the nods to comic convention, or are they from a much darker play entirely?  

Resources for Hamlet group


HAMLET GROUP
(Kari, Kayci, Courtney)

Links to modern productions from MIT’s Global Shakespeares site:

Complete RSC version of the play:

Trailer for Branagh’s 1996 film (we have this version at ECU, but on VHS):

The Royal Shakespeare Company’s page on Hamlet, with clips and links on numerous productions:

Be sure to check the Shakespeare section of our library (4th floor) for many critical sources on the play. 

Share e-mail addresses on this site and other information as “comments,” 

Resources for Romeo and Juliet Group


Romeo and Juliet Group
(Tori, Nikki, Jasmine)

Links to modern productions from MIT’s Global Shakespeares site: 
http://globalshakespeares.mit.edu/#play%5B%5D=Romeo+and+Juliet

Link to the trailer for the upcoming R&J adaptation, written by Julian Fellowes (of Downton Abbey fame): http://www.youtube.com/watch?v=jTGWNHa1wIQ

The Royal Shakespeare Company’s page for Romeo and Juliet, including clips and links for numerous performance, including the recent 2010 production: http://www.rsc.org.uk/explore/shakespeare/plays/romeo-and-juliet/

Be sure to check the Shakespeare section of our library (4th floor) for many critical sources on the play. 

Share e-mail addresses on this site and other information as “comments,” and please feel free to e-mail me with any questions or concerns.  Good luck!

Resources for Macbeth Group

Macbeth Group
(Kaitlin, Kelsea, Amber)

Links to modern productions from MIT’s Global Shakespeares site:

Link to a 1997 film adaptation: http://www.youtube.com/watch?v=8sUBYIU5koA

Trailer for Scottland, PA, a quirky adaptation of Macbeth: http://www.youtube.com/watch?v=hiF-ftELdv0

The Royal Shakespeare Company’s Macbeth page, including videos and links to many recent productions, including most recently, 2011: http://www.youtube.com/watch?v=8sUBYIU5koA

Share e-mail addresses on this site and other information as “comments,” and please feel free to e-mail me with any questions or concerns.  Good luck!

Resources for Much Ado About Nothing Group


Much Ado About Nothing Group
(Casey, Marc, Macy)

Links to modern productions from MIT’s Global Shakespeares site: 
http://globalshakespeares.mit.edu/#play%5B%5D=Much+Ado+About+Nothing

Trailer for Joss Wheadon’s 2013 adaptation: http://www.youtube.com/watch?v=jk5kkLNPg8g

The Royal Shakespeare’s page on Much Ado About Nothing, including the 2012 performance (set in India!) with video and clips: http://www.rsc.org.uk/explore/shakespeare/plays/much-ado-about-nothing.aspx

Share e-mail addresses on this site and other information as “comments,” and please feel free to e-mail me with any questions or concerns.  Good luck!

Resources for A Midsummer Night's Dream Group


A Midsummer Night's Dream Group 
(Felicia, Kelsey, Kim)

Links to modern productions from MIT’s Global Shakespeare’s site:

Note: Our Library also has a modern film version of the play: PN1997 .M5394 
You can also find several different editions of the play, along with critical commentary, in the Shakespeare section of the library (4th floor). 

The Royal Shakespeare Company’s page on A Midsummer Night’s Dream, including many different performances, clips, and links:  http://www.rsc.org.uk/explore/shakespeare/plays/a-midsummer-nights-dream/

Share e-mail addresses on this site and other information as “comments,” and please feel free to e-mail me with any questions or concerns.  Good luck!


Resources for Titus Andronicus Group


Titus Andronicus Group
(Charlynn, Molly, Jennifer)

Links to modern productions from MIT’s Global Shakespeare’s site:

The link above has 8 minutes of Taymor’s 1999 film of Titus, which I strongly recommend you watch in its entirety: http://www.youtube.com/watch?v=0WwRyRKiGfs

The Royal Shakespeare Company’s page on Titus, including videos and links about their 2013 production:

Our library also has copies of the play, though no other critical materials.  Be sure to check JSTOR for articles and reviews of other productions. 


Share e-mail addresses on this site and other information as “comments,” and please feel free to e-mail me with any questions or concerns.  Good luck!  

Thursday, February 6, 2014

The Group Presentation Assignment: Shakespearean Dramaturgy

The OED defines a dramaturgy as “Dramatic composition; the dramatic art.”  Though this term historically meant a playwright, it has come to mean someone who translates a playwright’s ideas to a theatrical company prior to performance.  This scholar uses historical research, as well as performance and character histories to help the actors interpret (and re-interpret) classic roles for a modern audience.  In our class of “Global Shakepeares,” your role is to read and study another Shakespearean play and figure out how to do just that—make Shakespeare live for a new generation of ‘groundlings.’  How can you use your English major know-how to penetrate the layers of language and history to give us a new, postmodern, postcolonial, post 9/11 Shakespeare?  And as always, how modern should we go?  What balance should we strike between respecting the text and challenging established traditions? 

In your group, I will ask you to create an “approach” to staging this play.  By approach I mean a framework for seeing/understanding the play and making it live for an audience that might not get Shakespeare.  This could be changing the setting (19th century Japan?), highlighting some aspect of the play (anti-semitism?) or simply underscoring a tone or feel of the play (comedy? Tragi-comedy?  Satire?).  You will collaboratively present this reading to us in the last two weeks of class and give us food for thought when we ‘stage’ this play in our own heads—or venture to teach it ourselves in the classroom.

Before you do all of this, you need to take the following steps:

  • Read the play in question: since you are in groups of 3, you don’t all necessarily have to read it; one person could read it and use this knowledge in the overall collaboration and help with close readings, character illustrations, and other textual details
  • Watch at least one modern (post 1980) production: on the blog post for each of your plays, I will suggest versions to watch and give links to productions on-line.  The more ‘global’ the production, the better.  Shakespeare in other languages is also acceptable. 
  • Read 2-3 scholarly articles (from JSTOR, etc.) on the play; again, someone in your group could do this reading and report back with detailed notes that will help your conception.  Interviews on-line are also acceptable, as long as they are from authoritative sources.
THE PRESENTATION
When you present before the class, you should give a 15-20 minute presentation that presents most of the following information:
  • A brief synopsis of the play
  • Your basic idea/approach to making this a ‘global’ production
  • A close reading of a scene or two to establish how this would work
  • A clip from a modern production to show either your ideas in action, or perhaps what you want to avoid, or simply what could happen in this play
  • Any historical, linguistic, or theoretical ideas that can help us appreciate your approach; you can show us these through handouts, powerpoints/Prezis, etc. 
  • A bibliography of sources and productions you consulted for the class (a handout)
Remember, this is a group project not because I like group projects (they can be a pain in the ass!) but because this is a big task.  It’s not fair to make one person do all of this (well, I had to do it in grad school, but it was all we had to do for the entire semester!).  Try to split up the work, help one another, discuss ideas often, and come to a real consensus of what the play can do.  You don’t necessarily have to agree, and you can suggest disagreement in your presentation, but do offer a unified vision of how you might stage this play.  I am available for help at any time this semester, and will give you materials on the blog to get you started.  I’ll also check in with you periodically to make sure you’re moving along.  Good luck and enjoy this process!  By the end of it you will be a mini-expert on this play and may be tempted to stage it yourself! 

Wednesday, February 5, 2014

Dramaturg Presentation Groups

Below I have listed the groups for each play: each group will be responsible for researching, working together, and presenting the 'dramaturg' assignment during the last 2 weeks of class.  This is not meant to be a supremely time-consuming assignment, and ideally, you can all work together to lighten the load and work on different aspects of the assignment (which I will hand out tomorrow).  I will set up a post for each group on the blog so you can 'meet' each other, message one another, and post materials you feel will be helpful during the process.  ALSO--I changed Henry V (since no one voted for it) and replaced it with another comedy, Twelfth Night, which I think will be easier/more fun to research and present on.  It bears many similarities with As You Like It, which may also help you along. 

NOTE: One person in class does not have a group because they've only attended class 2 times, so I have to check on his/her status.  Also, in the event a student drops the class, I will work with you to make sure you can handle the workload.  If someone in your group is incommunicative or unhelpful in a serious way, please let me know...this is not meant to be a "one person does all the work while the rest of us take a nap" assignment. 

GROUP 1: THE TAMING OF THE SHREW
Lisa Edge, Teresa Burretta, Ashley Lynch, Ammi Ross

GROUP 2: A MIDSUMMER NIGHT'S DREAM
Felicia Doyle, Kelsey Jackson, Kim McCreery

GROUP 3: MUCH ADO ABOUT NOTHING
Casey Fowler, Marc Runke, Macy McDonald

GROUP 4: TITUS ANDRONICUS
Molly Trimmer, Charlynn Estes, Jennifer Wingard

GROUP 5: MACBETH
Kaitlin Forest, Kelsea Rabe, Amber Huffman

GROUP 6: ROMEO AND JULIET
Tori Watson, Nikki Ennis, Jasmine Quinonez

GROUP 7: HAMLET
Kari Wheat, Kayci Snyder, Courtney White

GROUP 8: OTHELLO
Jessi Randall, Melissa Williams, Cayla Odom

GROUP 9: TWELFTH NIGHT
Janne Klassen, Robert Darling, Catherine Melton

Please let me know if you have any questions about this process after we discuss it on Friday.  I think you'll enjoy the assignment--though perhaps not as much as I'll enjoy hearing you present on them! 

Thursday, January 30, 2014

For Wednesday (Rescheduled): The Jew in Elizabethan England and The Merchant of Venice

For Wednesday's class, there is no reading: instead, Dr. Nicholson-Weir, Assistant Professor of English, will be joining us to discuss the Jew in Elizabethan England, particularly as portrayed on stage in Shakespeare and Marlowe's plays.  This is a preface to our reading of the play, as is yet another film adaptation of The Merchant of Venice--the 2004 version by Michael Radford, starring Al Pacino as Shylock.  This version is on You Tube (see below) and I want you to watch this version prior to FRIDAYS's class, when we will discuss it.  You can either watch it on your own OR come to a communal viewing in HM 348 on Tuesday @ 12:30 (but if this is problematic, I can also show it on Thursday @ 12:30).  Also, be prepared...Paper #1 is right around the corner and will be handed out next week!


Wednesday, January 29, 2014

For Friday: Critical Essays on As You Like It (as found in the back of the Norton edition)

For Friday's class, read ONE of the following essays in the back of our Norton edition of As You Like It, and respond to TWO of the questions that follow.  This will form the basis of our discussion on Friday. 

The essays--read at least ONE of the following:
Anne Barton, "As You Like It: Shakespeare's 'Sense of an Ending'" (246), Jean E. Howard, "Crossdressing, the Theatre, and Gender Struggle in Early Modern England" (337), James Shapiro, "The Play in 1599" (361).

The Questions (answer TWO):
1. What "problem" is the author responding to in the play?  That is, how is his/her essay trying to address a specific issue that needs to be resolved in staging As You Like It that would help modern audiences "get" Shakespeare's intention?  What makes this issue so problematic?

2. Do you think this essay offers a more historical or a theoretical approach to Shakespeare?  In other words, do you feel that the author offers a more "back to the text" approach in understanding how to reach Shakespeare's intentions, or is the author trying to use modern theoretical approaches/influences to "resurrect" the play?  What makes you think this, and how successful do you feel this approach is?  Be specific. 

3. Do you feel like the essay would agree with Branagh's interpretation of As You Like It?  Could we imagine that Branagh had read this essay before filming his version--does the essay illuminate his version in particular?  Or conversely, do you think Branagh should have read this essay before film his version?  What might have changed or been improved?  Or, perhaps, what advice did Branagh wisely ignore?  Again, be specific and point to examples in the essay and film. 

4. How does the essay help you understand or appreciate As You Like It in a new light?  What ideas does the essay reveal that you either didn't consider before, or didn't 'see' from this perspective?  Be specific and reference a particular scene, moment, or character that connects to ideas in the essay. 

Link to my Cleopatra article, "Cleopatra, Content Queen: Shakespeare's Viral Monarch in Antony and Cleopatra"

For those interested, the class inspired me to write a shortish article on Cleopatra as the first "content queen," or a proto-infl...