 Write something you learned about from each reading (be as specific as you can be to test your mettle)  The Renaissance Theatre  William Shakespeare (1564-1616)  Sources of Macbeth

  Born April 23, 1564—died 1616  In Stratford-upon-Avon Parents: John and Mary Arden Shakespeare  Mary—daughter of wealthy landowner  John—glovemaker, local politician

From: http://www.where-can-i-find.com/tourist-maps.html

From: http://perso.wanadoo.fr/danielle.esposito/

• Probably attended King’s New School in Stratford • (Little known about his childhood)

From: http://perso.wanadoo.fr/danielle.esposito/

• Married in 1582 to Anne Hathaway (26), who was pregnant at the time with their first daughter (Susanna) • He was 18!

• Had twins in 1585 (Hamnet & Judith) • Sometime between 1585-1592, he moved to London and began working in theatre.

From: http://perso.wanadoo.fr/danielle.esposito/

• Thames River polluted with raw sewage • Trees used up for fuel • Poverty

• Bathing considered dangerous • Body odor strong • Childhood diseases • Children often died before 5 years • Small Pox • Bubonic Plague

• No running water • Chamber Pots • Open Sewers • Crowded

• One set used all year long, rarely washed • Underclothing slept in, infrequently changed

• Performed in courtyards of inns • The Theater-first public theater 1576 • Daytime/open air • Limited set design • Relied on music, sound, costumes, props and great description

• Member and later part-owner of the Lord Chamberlain’s Men, later called the King’s Men • Globe Theater built in 1599 by L.C.M. with Shakespeare as primary investor • was three-stories high and had no roof.\ • could together hold more than 1,500 people. • In 1613, during a performance of

Henry VIII

, a misfired canon ball set the Globe's thatched roof on fire and the whole theatre was consumed.

• All men • Female parts played by young boys • No actual kissing or hugging on stage

Groundlings

• Poor audience member • Stood around stage in “the pit” • Threw rotten vegetables at bad performances

 1 shilling to stand  2 shillings to sit in the balcony

  38 plays firmly attributed to Shakespeare ▪ ▪ ▪ ▪ comedies histories Tragedies romances Collaborated on several others

• Numerous poems • 154 Sonnets

• The cause of Shakespeare's death is a mystery, but an entry in the diary of John Ward, the vicar of Holy Trinity Church in Stratford (where Shakespeare is buried), tells us that "Shakespeare, Drayton, and Ben Jonson had a merry meeting and it seems drank too hard, for Shakespeare died of a fever there contracted." • He was 52.

• He is buried at Holy Trinity Church in his birthplace of Stratford.

• An epitaph is an inscription on or at a tomb or a grave in memory of the one buried there.

• Shakespeare also wrote his own epitaph because during his time, when the graveyard was full, people would dig up someone's corpse and burn it so that another could be buried in that person's place. This disgusted Shakespeare, and he didn't want this type of disrespect after his death. His epitaph reads as follows: • Good Friends, for Jesus' sake forbear, To dig the bones enclosed here!

Blest be the man that spares these stones, And curst be he that moves my bones."

• Shakespeare did NOT write in “Old English.” • Old English is the language of

Beowulf :

Hwaet! We Gardena in geardagum Þeodcyninga Þrym gefrunon Hu ða æÞelingas ellen fremedon!

(Hey! We have heard of the glory of the Spear Danes in the old days, the kings of tribes, how noble princes showed great courage!)

• Shakespeare did not write in “Middle English.” • Middle English is the language of Chaucer, the author of

The Canterbury Tales

: Whan that Aprill, with his shoures soote The droghte of March hath perced to the roote And bathed every veyne in swich licour, Of which vertu engendred is the flour;

Original Middle English:

 Whan that Aprill, with his shoures soote The droghte of March hath perced to the roote And bathed every veyne in swich licour, Of which vertu engendred is the flour;

Modern Translation

 When fair April with his showers sweet, Has pierced the drought of March to the root's feet And bathed each vein in liquid of such power, Its strength creates the newly springing flower; http://www.breme.demon.co.uk/chaucer.htm

• Shakespeare wrote in “Early Modern English.” • EME was not very different from “Modern English,” except that it had some old holdovers.

•The Shakespeare Glossary http://www.bardweb.net/grammar/04gloss.html

We speak in

prose

structure).

  (language without metrical Shakespeare wrote both

prose and poetry

(verse).

To understand his

poetry

understand these terms: , we need to Blank Verse: unrhymed iambic pentameter.

Iambic Pentameter: unstressed and stressed syllables; ten syllables per line.

five beats of alternating

 Again, for the sake of his poetry, Shakespeare often left out letters, syllables, and whole words. These omissions really aren't that much different from the way we speak today. We say:

"Been to class yet?" "No. Heard Miss T’s givin' a test." "Wha'sup wi'that?“

We leave out words and parts of words to speed up our speech. If we were speaking in complete sentences, we would say:

"Have you been to class yet?" "No, I have not been to class. I heard that Ms. Torresani is giving a test today." "What is up with that?"

 A few examples of Shakespearean omissions/contractions follow: 'tis ~ it is ope ~ open o'er ~ over gi' ~ give ne'er ~ never i' ~ in e'er ~ ever oft ~ often e'en ~ even

 Grammatical Shifts:

“One thing to rejoice and solace in”

 Archaic words / Phrases:

“Yet doth beauty, like a dial hand…”

 Current words with older meanings:

“A couch for … damned incest!”

 Poetic Meter:

“When in disgrace with fortune and eyes” men’s

 Royal Plural:

“Shall we wear these glories?”

 Pronoun &Verb differences…

…just close enough to what we use to be confusing.

Now Then

 Present Tense: You...

Thou… are art have hast  Past Tense: will wilt can canst shall shalt do dost

Now Then

You...

Thou… were wast had hadst would wouldst could couldst should did shouldst didst

 Inflections: 3 rd Person Singular: -th, not –s (eg: “she giveth,” not “she gives”) 2 nd Person Familiar: add –est, -st, ‘st (eg: “you givest,” not “you give”)

• Shakespeare coined many words we still use today: • Critical • Majestic • Dwindle • Fashionable • Embrace (as a noun) • Vulnerable

• one fell swoop • flesh and blood • vanish into thin air • pomp and circumstance • seen better days • a sorry sight • neither rhyme nor reason • full circle • dead as a doornail • for goodness sake • green-eyed monster

• A mix of old and very new • Rural and urban words/images • Understandable by the lowest peasant and the highest noble

Unlocking Shakespeare's Language, by Randal Robinson 

Unusual Word Arrangements

I ate the sandwich.

I the sandwich ate.

Ate the sandwich I.

Ate I the sandwich.

The sandwich I ate.

The sandwich ate I.

Robinson shows us that these four words can create six unique sentences which carry the same meaning. Locate the subject, verb, and the object of the sentence. Notice that the object of the sentence is often placed at the beginning (the sandwich) in front of the verb (ate) and subject (I). Rearrange the words in the order that makes the most sense to you (I ate the sandwich).



Soliloquy

an extended speech, directed to the audience rather than to other characters, in which the speaker explores their thoughts and feelings.



Monologue

- an extended speech, directed to the characters…



Aside-

Words an actor speaks to the audience which other actors on the stage cannot hear.

Sometimes the actor cups his mouth toward the audience or turns away from the other actors. An aside serves to reveal a character's thoughts or concerns to the audience without revealing them to other characters in a play.

    1. Read the entire line: A line refers to the entire section of speaking from a character. In cases of long speeches, break the line into smaller sections.

2. Define Difficult Words : use a dictionary or foot notes to find out the meaning of words you don’t know or aren’t sure of.

3. Read footnotes to help you understand old figures of speech and allusions.

4. Re-write in your own words long as the original line.

: Either a) condense it into a shortened form or b) keep it as

 In groups of 3, paraphrase the famous Shakespearean soliloquy that is assigned to your group. You will explain the speech to the class when you are done…

 ---Sonnet Assignment Sonnet Assignment Monday, 12/8 and Tuesday, 12/9) (Due  ---Read and Annotate Macbeth Act I (1-2 Annotations per scene) 1st Half Due 11/26 2nd

Half of Act 1 Due 12/2 Block 1 B Act 1 Due 12/1

  ---Critical Analysis with Secondary Sources: DATE HAS BEEN EXTENDED Final

Paper Due (12/2A and 12/1B)

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