|
| Day |
Date |
Topic |
Homework for next class |
| T |
10-Jan |
Introduction to Shakespeare
Links:
PowerPoint |
Read:
Bedford Companion to Shakespeare (BCS) Ch. 4 (109-128); Ch. 9 (303-326)
What to study for quiz |
| R |
12-Jan |
Shakespeare's Company
Politics and Religion
Context
|
Read:
- BCS chapter 2 (pp 36-59)
- Bring your Shakespeare text
Shakespeare's Rhetorical tropes
What to study for quiz |
| T |
17-Jan |
Read Shakespeare's language (handout)
Context
- Tropes:
- Rhetorical figures:
- hierarchies or domains
- Shakespeare's coinages and phrases
- Shakespeare's texts
- Scenes 11, 14, 17 from Much Ado...
- Shakespeare's coinages and phrases
Read Richard III, 1.1 (and see speech
of this character as he kills Henry VI at the end of Henry
VI part 3)
History Plays: Context
|
Read:
Imagery Analysis
Richard III Acts 1-3 |
| R |
19-Jan |
Richard III, acts 1-3
Film
- 14:20 Princess Anne mourns her dead husband/fiance, the murdered son of Henry VI
- 30:19 1.3 Richard orchestrates a domestic scene
- 47:04 children and Richard (2.2)
- 48:00 3.1 Regent Richard and young prince Edward (now king)
- 59:35 3.7 staged show with Lord Mayer
- 1.08.55 Richard loses Buckingham's good will
- 1:17:00-1:26 4.4 Queen Margaret and the women
- 1:32:10 5.5 Battlefield (night before)
Themes
- Three levels: psychological, metaphysical, political
- Motifs:
- Richard as playwright
- Women and children
- Comparison to Julius Caesar plot (Richard as Caesar/ Richard as Brutus)
- cannibalism, vampirism, beasts of prey
Context
|
Imagery Analysis (we'll do this one in class)
Example reading sheet
What to study for quiz |
| T |
24-Jan |
Richard III, acts 4-5 |
Read Marlowe's Edward II (1-3)
What to study for quiz |
| R |
26-Jan |
|
Read 1599: Prologue
What to study for Quiz |
| T |
31-Jan |
Marlowe's Edward II (1592-3; contemporary of Henry VI 1)
A Mortimer, thou knowest that he is slaine,
And so shalt thou be too: why staies he heere?
Bring him unto a hurdle, drag him foorth,
Hang him I say, and set his quarters up,
But bring his head back presently to me.
weepe not for Mortimer,
That scornes the world, and as a traveller,
Goes to discover countries yet unknowne.
1599: Introduction
|
Read Henry V 1-2
Imagery Analysis |
| R |
2-Feb |
1599: Prologue
Text
History
Henry V- Acts
1 and 2
History and Context
Shakespeare's texts
Shakespeare's stagecraft
|
What to study for quiz |
| T |
7-Feb |
Read Shapiro, 1599 23-103
Discussion; excerpts from Henry V (film)
and Elizabeth I
Critical Approaches: Source Study
Context:
Battle of Wills
Great Blow in Ireland
Burial at Westminster
Sermon at Richmond
|
Read Henry V: 3-5 |
| R |
9-Feb |
Henry V-- Acts
3-5
Imagery Analysis Discussion
Paper 1 Discussion
Henry V, etc.
I can drink with any tinker in his own language -- Prince Hal, I Henry IV
- Metaphorical patterns: plants and weeds/farming/manual labor/rape/dismemberment/eating and vomiting/illegitimacy/animals
- [2:12:40] Long view of war? cf 5.3.320-7 and epilogue
- The ironic circle: 1 Henry VI
- [42.39] Seige of Harfleur 3.0, 3.1
- King as Linguist: [1:12:39] 4.0, 4.1 vs. 5.2 (Willliams and Harry -- language of class)
- Foils of king as linguist:
- Pistol and French Soldier 4.4
- Fluellen 4.7
- [1:30:50] Glory of war? 2 speeches in 4.3
- Killing of boys 4.6-7
- Pistol's end 5.1
- Elizabethan Parallels: The Earl of Essex Prologue 5.0 (and see 1599, 23-103)
|
Shapiro 107-170
What to study for quiz |
| T |
14-Feb |
Read Shapiro 1599 107-170
See excepts Elizabeth
I
Context:
Book Burning
Is this a Holiday?
|
Julius Caesar 1-2
Imagery Analysis |
| R |
16-Feb |
Discussion of thesis statements
Julius Caesar, Acts 1-2
|
Julius Caesar 3-5
What to study for quiz |
| T |
21-Feb |
ADVISING DAY: NO CLASS |
|
| R |
23-Feb |
Julius Caesar, Acts 3-5
- Rhetoric of non-rhetoric: Antony 3.2, 4.1
- Men and Women: 4.2
- Reading history: 5.1-2
Context
Adaptations and Diversions
|
Read Shapiro 1599: 173-249
What to study for quiz |
| T |
28-Feb |
Read Shapiro 1599: 173-249
Critical approaches: Materialist Criticism
Fluff
Context -- AYLI
|
- SOG 175-185
- As you Like it 1-2
Imagery Analysis
What to study for quiz
Take home midterm |
| R |
1-Mar |
MIDTERM BREAK |
|
| T |
6-Mar |
As You Like It, Acts 1-2
- 2.1 Introduction to duke and court
- 2.4-7 minor characters of double plot
- 1. 2-3 cross dressing
- 3.2 continued
- Ardenne/ Arden as forest/garden
- Biblical allusions: Adam and feuding brothers
- Pastoral elements: Silvius/ Phoebe and English reality check version Wiliam and Audrey (allusions to Marlowe)
- Plot changes from Lodge's Rosalynde
Context
Petarch's Five Stages of Man from his Tronfi: 1. Man in his youthful state is the slave of love. 2. As he advances in age, he feels the inconveniences of his amatory propensities, and endeavours to conquer them by chastity. 3. Amidst the victory which he obtains over himself, Death steps in, and levels alike the victor and the vanquished. 4. But Fame arrives after death, and makes man as it were live again after death, and survive it for ages by his fame. 5. But man even by fame cannot live for ever, if God has not granted him a happy existence throughout eternity. Thus Love triumphs over Man; Chastity triumphs over Love; Death triumphs over both; Fame triumphs over Death; Time triumphs over Fame; and Eternity triumphs over Time. |
Take
home midterm due |
| R |
8-Mar |
As You LIke It, Acts
3-5
|
Shaprio 254-320
What to study for quiz |
| T |
13-Mar |
Shapiro, 1599 254-320
Critical Approaches: Psychoanalytic Criticsm (Case: Janet Adelman's Suffocating Mothers)
|
Imagery Analysis
What to study for quiz
|
| R |
15-Mar |
Hamlet Acts 1-2
Hamlet, the Text
|
hamlet 3-5
Imagery Analysis
What to study for quiz |
| T |
20-Mar |
SPRING LITERARY FESTIVAL
Hamlet Acts 3-5
Hamlet: the text
|
- Hamlet end
- Shapiro epilogue
What to study for quiz |
| R |
22-Mar |
SPRING LITERARY FESTIVAL
Research Paper (due in stages)
Theories of Tragedy:
Tragedy is an imitation of an action that is admirable, complete (composed of an introduction, a middle part and an ending), and possesses magnitude; in language made pleasurable, each of its species separated in different parts; performed by actors, not through narration; effecting through pity and fear the purification of such emotions. — Aristotle, who adds that the protagonist should be great & the reversal attributable to hamartia or misstep, not "tragic flaw"
"When powerful forces come into conflict, individuals are sometimes the site of that conflict and are destroyed by it." — Sean McEvoy, scholar
"Viewed externally, Hamlet's death may be seen to have been brought about accidentally...but in Hamlet's soul, we understand that death has lurked from the beginning: the sandbank of finitude cannot suffice his sorrow and tenderness....we feel he is a man whom inner disgust has almost consumed well before death comes upon him from outside." — G.W.F.Hegel
[Medieval revenge feuds aka Romeo and Juliet are intolerable to society, and yet as the] "first modern intellectual of our literature," Hamlet realizes that "power is in the hands of a class whose values humane people feel they must repudiate." — Arnold Kettle, Marxist [The "fatal flaw" is not in the individual but in the state and the social order it upholds]
"Tragedy is so far from being a proof of the pessimism of the Greeks that it may, on the contrary, be considered a decisive rebuttal....Saying Yes to life even in its strangest and most painful episodes, the will to life rejoicing in its own inexhaustible vitality even as it witnesses the destruction of its greatest heroes ... Not in order to be liberated from terror and pity, not in order to purge oneself of a dangerous affect by its vehement discharge — which is how Aristotle understood tragedy — but in order to celebrate oneself the eternal joy of becoming, beyond all terror and pity...." — Friedrich Nietzsche |
Reading:
King Lear 1,2 (Read The Tragedy of King Lear (right-hand facing pages only, staring on 2319) based on F1, not The History of King Lear (left-hand facing pages) based on Q1, and not the conflated text that follows. Note differences from recording....))
BCS ch. 6 (94-211)
Imagery Analysis |
| T |
27-Mar |
Textual studies and the problem of King Lear (PowerPoint)
Performed at court in December 1605. Reference to Harsnett's Popish Impostures puts it no earlier than 1603. The Tragedy of King Lear (Folio) 1-2 vs. the History of King Lear (Quarto1 set from foul papers)
- Inexperienced printer: lineation errors. Two typesetters: aural errors. Illegible handwriting.
- Folio thought to be Q2 (which comes from Q2) but annotated against promptbook (now lost).
The Play
Scenes
|
The Tragedy ofKing Lear 3-5
Imagery Analysis
What to study fur quiz |
| R |
29-Mar |
LAST DAY FOR ADMIN OR HEALTH Withdrawal
Common imagery and word patterns in Lear: nature, carnivorous animals, monstrosity, redemption and "redeem", female sexuality, dressing/ undressing, clothing and nakedness
The Tragedy of King Lear 3-4
- Lear 3.2 (Olivier)
- Lear 3.2 (James Earl Jones)
- Lear 3.2 (Interesting all female production at USC)
- 3.2, 3.4 Lear's madness and "Poor Tom"
- 3.7 Blinding of Gloucester
- 4.1, 4.5 Gloucester and his father
- 4.3, 5.3 Cordelia's explicit equation with Jesus and the possibility of redemption.
Questions: Can goodness overcome evil? Is nature benificent or hostile to humanity? Explore the paradox of "naturalness."
Bestial and paradoxical female sexuality
On the paradox
- Paradox (new world encyclopedia)
- Star Trek TNG Finale scene
- continued (1:56)
Romance or "Tragicomedy" |
Reading: Beaumont and Fletcher, Knight of the Burning Pestle Prologue and 1-2 (pdf) or ebook or online text or framed version (linked by scene and act)
What to study for quiz |
| T |
3-Apr |
SPRING BREAK: NO CLASS |
|
| R |
5-Apr |
SPRING BREAK: NO CLASS |
|
| T |
10-Apr |
Research paper rubric (keep and bring to class to show you've met deadlines; hand in with paper)
Imagery sheets
Lear on homelessness
Beaumont and Fletcher, Knight of the Burning Pestle
Plot summary and character list
|
Reading: Beaumont and Fletcher, Knight of the Burning Pestle Prologue and 1-2 (pdf) or ebook or online text or framed version (linked by scene and act)
|
| R |
12-Apr |
'''' |
BCS chapter 3: 79-99 Kinds of Drama
What to study for quiz |
| T |
17-Apr |
"" ""; Introduction to Romance
Genre:
Comedy as conflict between women and patriarchal ideology, siding with young against the old
Tragedy as conflicts between great men (mostly) and a hostile world.
Histories as episodic chronicles with comic and /or and tragic shapes
- Emphasis on the mediated nature of historical texts (mediated by point of view and historical context)
- Shallow's speech in Henry IV 2 (3:05)
- Henry IV part 2: Falstaff's speech
Romance: reconciliations of conflicts between age and youth with semi-religious overtimes: sin, expiation, repentance, forgiveness; fall, question, redemption; suffering and divine providence (grace)
- Episodic; comic ending endangered and postponed; emphasis on quest or adventure
- Comic ending achieved at great cost
- Return to magical and supernatural themes of Midsummer Night's Dream
- Redemption achieved by means of female agency, female forgiveness, or the birth or marriage ofdaughters
Romance, masque, and spectacle
Masque: an overview
|
Winter's Tale 1-2
Plus review these lessons and explain how you'd apply one of them to WT
|
| R |
19-Apr |
Winter's Tale 1-2 Sources; Induction to Bartholomew Fair (Jonson's complaint); Simon Forman's reaction
Mythic Structure — Christian or Pagan?
Drama as Political; Extremes in Shakespeare
Scenes
- Play scenes
- Act 1 (all)
- Act 2.2 (41.06)
- Act 2.3 (46.30)
|
Winter's Tale 3-5
Quz: I will give a short essay quiz that will assume you've read the play and kept track of character names |
| T |
24-Apr |
Winter's Tale 3-5
Paulina's wonder cabinet
Engines
of our Ingenuity's European Renaissance
Play scenes
- 3.2 Trial
- 3.3 Antigonus leaves baby
- 4.1 chorus
- 4.3-4 Autolycus and Sheep Shearing
- 5.3 Paulina and the statue
FINAL EXAM PREP |
|
| R |
26-Apr |
FINAL EXAM REVIEW
"Who would not undergoe all kind of toil, To be well stor'd with such a winter's tale?" - Marlowe and Nash, Dido Queen of Carthage
"O, these flawes and starts would well become /A womans story, at a Winters fire." - Shakespeare, Macbeth |
|
| T |
1-May |
12-2:30: 303 EXAM TIME |
|
| W |
2-May |
12-2:30: 431 EXAM TIME |
|
| F |
4-May |
12-2:30 304 EXAM TIME |
|
|
