Teacher: Shakespearean Times

Unit 2 - Theatre History
Module 1: Understanding Historical Context
Lesson 2 - Shakespearean Times

Introduction:
The purpose of this lesson is to expose students the characteristics of theatre during the Elizabethan Era, and provide the opportunity for students to experience Shakespearean language in fun environment.

Objectives:
- to use improvisation to explore characters and situations
- to share responses with other students
- to articulate clearly
- to become confident at communicating character through speech
- to understand the universality of certain themes, characters and situations in dramatic expression throughout the ages

Resources:
(pdf's) Background notes for theatre history unit; Shakespeare's Theatre Questions; Famous Lines; Shakespearean Web Sites; variety of texts from the period.

This icon indicates an advanced print resource you can refer to for more in depth research information. It has been provided courtesy of Dr. Moira Day, University of Saskatchewan, Drama Department.

CELs:
C, CCT

Components:
Creative/Productive, Cultural/Historical

Activities

Activity 1 - Talking Circle

Talking Circle: Why do we study Shakespeare? How has his work remained relevant through all these years? What gives it lasting power? (5-10 min.)

(Hint: What are the key themes used throughout his work? Greed, lust, betrayal, loyalty, love, hate, power, relationships - both tragic and comedic)

Activity 2 - Research

Students will break into small groups and engage in research, gather and post information collectively on posters in the room. Research questions may include (60 min.):

A. Who was Shakespeare?
Make a list of biographical facts about Shakespeare as a person.

B. What are the most important works written of the time? Include the work of other writers as well.
Make a list of all Shakespeare's plays. Categorize into tragedy and comedy.

C. What distinguishes the theatre of that time? Describe (draw) the stage design of the Globe Theatre? How was the stage used effectively to create various effects? Why was costuming so important?

D. What was it like to live in the Elizabethan Era in England?
Make a list of what the lifestyle was like, health problems (effect of the plague), life expectancy, religion, monarchy, other artists, etc.

E. What were the various duties and positions of people involved in the theatre? How often were plays performed and how did they prepare for each play?

Bonus Question: How were special effects shown in Shakespeare's time? Actors were in battles, storms, sword fights, people's heads cut off, and ghosts walking about.

(*Thunder - roll a canon ball on the floor behind the curtain; * Blood - a red vinegar soaked sponge held under the arm and squeezed upon being stabbed; * Ghosts - rise up out of the floor from a hidden trap door; * Decapitated head - actor is under a table with their through a hole to show on a table, while the body is hidden with a cloth.)

Background Notes for Research

Students may refer to the pdf notes Background notes for theatre history unit to assist them with their research.

There are many good resources on Shakespeare and the Elizabethan period. Shakespearean Web Sites

Activity 3: Improv Exercise

(click here for pdf)

Use the quotes provided below to put together new, improvised scenes:

cut them up and draw from a hat at random.
or perhaps put them into groups and assign a line from each category - opening lines, lines of love, insults and closing lines.
it will work best if students memorize the lines and are able to improvise new lines (of a Shakespearean sounding sort).
the exercise is for fun - to take pleasure in the words Shakespeare has given to the English language.
encourage them to add in sword fights (mime), balcony scenes, betrayal, mistaken identity, jealousy and madness - all elements of the best plays (35 min.).

Famous Opening Lines

"In delivering my son from me, I bury a second husband." (All's Well That ends Well)

"In sooth, I know not why I am so sad." (Merchant of Venice)

"I wonder how the King escaped our hands." (Henry IV)

"Who's there?" (Hamlet)

"Hence! Home, you idle creatures, get you home." (Julius Caesar)

"When shall we three meet again In thunder, lightning or in rain?" (Macbeth)

"Boatswain!" (The Tempest)

"Now is the winter of our discontent made glorious summer by this son of York." (Richard III)

"If music be the food of love , play on; Give me excess of it, that, surfeiting, The appetite may sicken, and so die." (Twelfth Night)

Famous Words of Love

"I dedicate myself to your sweet pleasure." (Cymbeline)

"By'r lady, your ladyship is nearer to heaven than when I saw you last." (Hamlet)

"I love you more than words can wield the matter, dearer then eye-sight, space and liberty." (King Lear)

"Fair thoughts and happy hours attend on you." (Merchant of Venice)

"O, how ripe in show thy lips, those kissing cherries, tempting grow." (A Midsummer Night's Dream)

"I love you with so much of my heart that none is left to protest." (Much Ado About Nothing)

"I burn, I pine, I perish." (The Taming of the Shrew)

"How like a dream is this I see and hear! Love, lend me patience to forbear awhile." (Two Gentlemen of Verona)

Famous Insults

"More of your conversation would infect my brain." (Coriolanus)

"Away! Thou art poison to my blood." (Cymbeline)

"Hang yourself, you muddy conger, hang yourself!" (Henry IV)

"He is deformed, crooked, old, and sere,
Ill faced, worse bodied, shapeless everywhere;
Vicious, ungentle, foolish, blunt, unkind;
Stigmatical in making, worse in mind." (The Comedy of Errors)

"Why, thou clay-brained guts, thou knotty-pated fool, thou whoreson obscene greasy tallow-catch." (Henry IV)

"Thou art a boil, A plague-sore, an embossed carbuncle In my corrupted blood." (King Lear)

"Let's meet as little as we can." (As You Like It)

"I had rather hear my dog bark at a crow than a man swear he loves me." (Much Ado About Nothing)

"Come, you are a tedious fool." (Measure for Measure)

"You secret, black and midnight hags." (Macbeth)

"Thou lump of foul deformity." (Richard III)

"Away, you 3 inch fool." (Taming of the Shrew)

"Would thou wert clean enough to spit upon!" (Timon of Athens)

"Thou sodden-witted lord! Thou hast no more brain than I have in mine elbows." (Troilus and Cressida)

"If you spend word for word with me, I shall make your wit bankrupt." (Two Gentlemen of Verona)

Famous Last Words

"Et tu, Brute! Then fall, Caesar." (Julius Caesar)

"No, no, the drink, the drink, - O my dear Hamlet, - The drink, the drink! I am poison'd" (Hamlet)

"Now my spirit is going; I can no more." (Antony and Cleopatra)

"I kiss'd thee ere I kill'd thee: no way but this; Killing myself, to die upon a kiss." (Othello)

"The rest is silence." (Hamlet)

"Lay on, MacDuff, and damn'd be him that first cries, "Hold, enough!" (Macbeth)

"A plaque o' both your houses! They have made worm's meat of me: I have it, and soundly too: your houses!" (Romeo & Juliet)

"A horse! A horse! My kingdom for a horse!" (Henry IV)

Activity 4 - Journal

Ask your students to respond to the following question:
If you were to direct, or act in, a Shakespearean play, which would you choose? Explain why and what particularly interests you. What would be the most challenging aspect of this work in your opinion? (10 min.)

Activity 5 - Staged Reading:

Select a sonnet or a soliloquy to perform as a staged reading for the class. Students need to consider how to present the text, i.e.: costume, lighting, music, etc. Students will need to rehearse the text aloud to perfect pronunciation, articulation of words. They must be sure of the meaning as well, otherwise the intention will be unclear. (45 min.)

Activity 6 - Evaluating:

Use the handout Shakespeare's Theatre Questions to evaluate understanding of the period.