Social and Political Contexts

Research Assignment: Expert Circles In this assignment, you will be divided into five groups. Each group will be responsible for researching one aspect of the social/cultural/historical context of Shakespeare’s plays. Each group must bring to class: One relevant video (from Youtube, etc.) OR not more than 3 slides which you will use to teach the class about this topic One handout per group member, which you will use to list your important findings (in bullet points/paragraphs – the format is up to you)

Research Topics 1. Shakespeare’s life and his works Biographical information; main themes of his plays 2. Elizabeth I and the Politics of the Elizabethan Era Political and Social Contexts – how do these relate to Shakespeare’s writing? 3. Customs and Lifestyle Ways of speech, manner etc. as well as economic/social makeup 4. Theatre in Shakespeare’s time Conventions of the stage, actors etc. 5. Religion: Jews vs Christians

Remember: NO blind copy/pasting from Wikipedia or any other site or book – focus on the most relevant points and rephrase them in your own words. This activity will be carried out in the last lesson of Week 2.

Vocabulary and Verse

Shakespearean Language ANTONIO: In sooth, I know not why I am so sad: It wearies me; you say it wearies you; But how I caught it, found it, or came by it, What stuff 'tis made of, whereof it is born, I am to learn; And such a want-wit sadness makes of me, That I have much ado to know myself. MACBETH : To-morrow, and to-morrow, and to- morrow, (past) Creeps in this petty pace from day to day (present) To the last syllable of recorded time, (future) And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.

BLANK VERSE: RHYTHM and METER Stress or emphasis can change the meaning of a sentence: What did he do?

Meter Some poetic forms (especially blank verse) follow a regular pattern of stressed and unstressed (i.e. strong and weak) syllables. These patterns are called ‘poetic feet’. Some kinds of poetic feet are: IAMB: unstressed-stressed: at/TEMPT; to/DAY; re/LEASE; ex/TRACT, my/HEAD was/HOT TROCHEE: stressed-unstressed: DREAD/ful; HELP/less DACTYL: stressed-unstressed-unstressed: DIF/fi/cult (the rhythm sounds like a waltz!) SPONDEE: stressed-stressed: DROP DEAD! (very exclamatory)

Iambic pentameter Iambic pentameter is a common meter used in blank verse, and in famous rhymed forms like the Shakespearean sonnet. Penta means five. This means that if you put five iambs together, you get iambic pentameter!

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. (Shakespeare) ‘My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!‘ (Shelley) One equal temper of heroic hearts, Made weak by time and fate, but strong in will To strive, to seek, to find, and not to yield. (Tennyson)

ANTONIO: In sooth, I know not why I am so sad: It wearies me; you say it wearies you; But how I caught it, found it, or came by it, What stuff 'tis made of, whereof it is born, I am to learn; And such a want-wit sadness makes of me, That I have much ado to know myself. MACBETH : To-morrow, and to-morrow, and to- morrow, Creeps in this petty pace from day to day To the last syllable of recorded time, And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.

Why is iambic pentameter important? ‘Heartbeat rhythm’

‘To be, or not to be: that is the question:’ (Hamlet)

Shakespearean Vocabulary (Horrible Histories William Shakespeare Song) (Shakespeare’s words that failed to catch on: QI Special)