Schedule for Last 11 Days of School

Tuesday, 5/22	Review and take notes on II.iii-v Read III.i HW:  Read III.ii-iii (Act 3—scenes 2 & 3)
Wednesday, 5/23	Review III.ii-iii Read III.iv HW: Hamlet film critique is due 5/29
Tuesday, 5/29	Submit film critique Read IV.i-ii HW: Read IV.iii with BLOG POST
Wednesday, 5/30	Read first half of V.i
Thursday, 5/31	Read second half of V.i Review for final test on Twelfth Night HW:  Study for test
Friday, 6/1	TEST
Monday, 6/4— Tuesday, 6/5	IN-CLASS FINAL (or painting—MUST BE RUN BY ME BY 5/31)
Wednesday, 6/6— Friday, 6/8	She’s the Man with In-class quiz WS

III.iv LINKS:
 http://www.youtube.com/watch?v=ar0SRsMw0wQ (8:21-end)
 http://www.youtube.com/watch?v=NBTryeMoTak&feature=relmfu
 http://www.youtube.com/watch?v=0f8Xc3K6yqk&feature=relmfu (beginning-2:00)

REMEMBER:  Your film critique is due on Tuesday, May 29th on http://www.turnitin.com/

I.iii

Reflect upon the types of comedy that we discussed this week.  Reexamine I.iii by viewing the following clips (6:31—12:21):

ANSWER:  What makes this clip funny?  If you don’t find it funny, do your best to examine what the crowd might find humorous.

Act I, Scenes i & ii

Look at page 4, and reexamine the passage where Curio discusses Olivia's current state.  Then, study Viola's situation in scene ii.  View this film version of Act I, scene ii--It may help to illuminate the visual aspect we missed in class:  Teachers' Domain: Twelfth Night Act 1 Sc 2

After your analysis, discuss how these characters (Olivia and Viola) serve to highlight each other.

Hamlet Film Critique: Due 5/29

Overview: As you know, we’ve watched Act V of Hamlet (2009) in class.

Directions: Rent (at Blockbuster [if any still exist] or the library) one of the films below.  You can also stream (or) rent some of these through Netflix if you have the opportunity. 

• Teenager Hamlet (2010) —Available on Netflix (DVD) [DOCUMENTARY]
• Mystery Science Theater 3000: Hamlet (1999) Michael J. Nelson—Available on Netflix (DVD & Streaming) [COMEDY]
• Fodor’s Hamlet (2007) Alexander Fodor —Available on Netflix (DVD) [INDEPENDENT]
• Hamlet by Brook (2001) Simon Brook—Available on Netflix (DVD) [STAGE]
• Hamlet (1990) [Mel Gibson] Franco Zeffirelli—Available on Netflix (DVD)
• Hamlet (1990) Kevin Klein—Available on Netflix (DVD & Streaming)
• Hamlet (1948) Orson Welles—Available on Netflix (DVD & Streaming)
• Hamlet (1964) Grigori Kozintsev—Available on Netflix (DVD)
• Hamlet (1969)  Tony Richardson
• Renaissance Man (1994) --the story of an unemployed advertising executive teaching Hamlet to a group of underachieving trainee soldiers
• In The Bleak Midwinter (aka “A Midwinter’s Tale”) (1996)—the story of a group of actors performing Hamlet
• Hamlet (2000) Michael Almereyda—Available on Netflix (DVD)
• Hamlet (2009) Gregory Doran—Available on Netflix (DVD)
• BBC Television Shakespeare: Hamlet (1980) Rodney Bennett
• Strange Illusion (1945) Edgar G. Ulmer—Available on Netflix (DVD) [CRIME DRAMA]
• Der Rest ist Schweigen (The Rest is Silence) (1959) Helmut Käutner [GERMAN]
• Warui Yatsu Hodo Yoku Nemeru (The Bad Sleep Well) (1960) Akira Kurosawa—Available on Netflix (DVD) [JAPANESE]
• Ophélia (1962) Claude Chabrol [FRENCH DRAMA]
• Hamlet Liikemaailmassa (Hamlet Goes Business) (1987) Aki Kaurismäki [FINNISH]
• Rosencrantz & Guildenstern Are Dead (1990) Tom Stoppard—Available on Netflix (DVD & Streaming) [COMEDY]
• Disney's The Lion King (1994) Roger Allers and Rob Minkoff—Available on Netflix (DVD) [ANIMATION]
• Let the Devil Wear Black (1999) Stacy Title—Available on Netflix (Streaming) [THRILLER]
• Rosencrantz and Guildenstern Are Undead (2009) Jordan Galland—Available on Netflix (DVD & Streaming) [COMEDY]

After viewing the film adaptation of Shakespeare’s Hamlet, write a two page analysis of the film modeled after the critique.  You must examine the following aspects of the film—

•           Script

•           Acting/Actors

•           Casting (Comment on the actors that the directors chose for the parts.)

•           Setting, costumes, & makeup

•           Entertainment value (Did you find it enjoyable? Entertaining?)

•           Learning value (Anything educational?)

•           Artistic value (Was it creative?)

NOTE: Please refer to the sample film critique at the link beflow.  Also, you can subscribe to Netflix for a one month free trial if you feel as though you have no way of watching one of these versions.


HERE IS THE LINK FOR THE SAMPLE FILM CRITIQUE: http://reviews.filmintuition.com/2010/05/tv-on-blu-ray-review-hamlet-2009.html

Act IV, scene iv - Hamlet's Soliloquy

Read IV.iv. Use this website for assistance: http://nfs.sparknotes.com/hamlet/page_228.html  Be sure to take notes on your play!!  Then, watch the film version of Hamlet's soliloquy.  How did you envision this scene before viewing this clip?  Is Kenneth Branagh's version similar to your initial interpretation?  If so, why?  If not, who would play your Hamlet and how would you have him say these lines?  This response should touch upon this soliloquy's importance to character development.

Here is a link about voice: http://www.dailyblogtips.com/how-to-find-your-writing-voice/

May 1st CW/HW

I checked to see why I hadn't received any comments, but I couldn't find today's post.  I must've only pressed the preview button because it was in the Drafts section.

I've changed things around a bit.  Here is today's (5/1) task:

1. Answer the following question and label it A: IV.i functions primarily to develop Gertrude's character.  Look at what she says to Claudius specifically.  If you're stuck coming to a conclusion, consider these two questions--What is she feeling?Whose side is she really on? 
2. Read IV.ii. Use this website for assistance: http://nfs.sparknotes.com/hamlet/page_216.html  Be sure to take notes!!
3. Watch this clip:

    4.  Then, answer the following question and label it B:  Scholars debate about the purpose of this
         scene and its overall importance to the play.  What is your perspective at this point?  Is it
         significant?  If so, why?  If not, why?

HW for 5/1: Read Act IV, scene iii.  Here is the link for assistance:  http://nfs.sparknotes.com/hamlet/page_220.html  Again, be sure to take notes.

Hamlet's 4th Soliloquy

NOTE:  Jazmin--I need a DVD of your skit ASAP.
             Caitlin, Anthony, Haley, and Amanda L.--Your DVD does not work.  Please bring a working DVD to class tomorrow.

Watch the two versions of this soliloquy below:

Then, read the analysis of this soliloquy--
http://www.shakespeare-online.com/plays/hamlet/soliloquies/tobeanalysis.html


Now that you've seen it and researched it, discuss its function in the play.  In other words, why is this an important addition to the play Hamlet?

Hamlet II.i

Watch the movie below:

Then, answer the following question using the text, the movie, and your opinion--At this point, is Hamlet genuinely upset when he enters Ophelia's room at night? Or is he feigning madness by putting on an "antic disposition"?  For this respsonse, tap into your inner Hamlet because you must analyze him even though he wasn't part of the scene.

For those that were absent today (4/5) and for those that did not finish...

Here was the open-play quiz question...


After reading the end of Act I, answer the following question:
In Act I.5, it is the Ghost’s MAIN purpose to:

·        corrupt	·        help	·        save
·        destroy	·        induct	·        seduce
·        empower	·        infect	·        tempt
·        enslave	·        inspire	·        transform
·        ensnare	·        invade	·        use ·        guide
		…his son.

NOTE: Before answering, note the positive and negative connotations of each word.  Select one word and use evidence from the text to support your answer.

TITUS PROJECT OVERVIEW...for those that asked.

Titus Andronicus:

Possible Projects

1.     Deleted Scene

I.   OVERVIEW:  There is much speculation about Shakespeare.  Some scholars believe his works are compilations of scenes written by many different authors.  For this assignment, you will join this belief and write a deleted scene from Titus Andronicus.  You must write the piece in decasyllabic lines (I’m not requiring you to write in iambic pentameter), conveying a plotline that would fit in with Titus Andronicus as a whole.

II. LENGTH REQUIREMENT: Must be at least 3 pages (typed and script form—stage directions and all)

2.     Musical Composition

               I.      OVERVIEW:  Artists, musicians, and writers are inspired by Shakespeare.  Take this opportunity to create a musical masterpiece inspired by Titus Andronicus.

             II.      LENGTH REQUIREMENT: Must be full length song with a 1-page typed explanation of your artistic choices

3.     Artistic Masterpiece

               I.      OVERVIEW:  Artists, musicians, and writers are inspired by Shakespeare.  Take this opportunity to create a piece of artwork inspired by Titus Andronicus.

             II.      LENGTH REQUIREMENT: Must be a piece of artwork (multiple approaches allowed with a 1-page typed explanation of your artistic choices

4.     Costume Design

               I.      OVERVIEW:  The costumes were the most elaborate parts of a Shakespearean play.  Tap in to your inner artist/designer, and create a costume for 3 characters from Titus Andronicus.  You can also create several costumes for one character.

             II.      LENGTH REQUIREMENT: You must have three specific costumes.  Specify the scene and provide an artistic reasoning for each in paragraph form.  If you would like to alter this assignment in any way, please talk to me.

5.     Parody

               I.      OVERVIEW:  Create a parody to share with the class. You may parody the style, form or content of the original.  Remember the humor of a parody is based upon the audience’s comparison of the original and the imitation, so the content should be based on Titus Andronicus. Be sure to list the scene(s) that is(are) being parodied.

             II.      LENGTH REQUIREMENT:

                                                   i.      Group project of 3‐4 people. Create a parody of a movie or TV show (7 minutes max. bring it in on DVD or tape).

                                                 ii.      Individual project: You may create a visual or literary parody. Be original to share when you present.

6.     Essay

               I.      OVERVIEW:  There is much criticism about the historical inaccuracies of Shakespeare’s plays.  In this essay, you must research and discuss these errors in Titus Andronicus.

             II.      LENGTH REQUIREMENT: Must be at least 3 pages (typed and in MLA format)

Polonius' Family

TO START, WE HAVE OUR FINAL TEST ON TITUS TOMORROW 4/3!

In class today, we analyzed I.iii of Hamlet.  Reexamine the advice Laertes gives Ophelia, the advice Polonius gives Laertes, and the advice Polonius gives Ophelia.  We briefly discussed the universal appeal of these pointers...how they can apply to the past, the present, and--most likely--the future.  For this response, I'd like you to share your opinions/reactions to the relationships developed and the advice given  in this scene.  If you need some inspiration, you may evaluate whether or not this scene is realistic or whether or not any of the advice is too strict/outdated.  Remember, it's your reaction.

Homework for the WEEKEND

Please read and annotate I.iii of Hamlet.  Come to class ready to discuss Polonious's family dynamic.

We met Hamlet in I.ii today, and immediately, we are forced to make an assumption about his character.  In this scene, he is dressed in black and has a melancholy air about him.  His mother tells him to cheer up, and his uncle/father calls his grief "unmanly."  But, what is your perception of Hamlet's mourning?  Do you find it to be understandable, or do you side with Gertrude and Claudius?

20 Sample Sentences!

1. After taunting Lavinia, Demetrius and Chiron leave her marred body in the woods for Marcus to find.

2. By Act III of Titus Andronicus, the mutilations, sex, and murders become gratuitous; they are no long effective in evoking the audience’s pity.  Instead, the audience sits confused at the haphazard plotline.

3. Titus Andronicus is a tragedy filled with heinous deeds: rape, mutilation, murder, and forced cannibalism.

4. At the beginning of the play, Titus is steadfast to Rome rather than his family; this characteristic leads to his tragic downfall.

5. Although we initially assume that Saturninus plays some role in Lavinia’s rape, this is disproven by the last scene when he calls for Tamora’s sons to punish them.  He is not as unscrupulous as we thought.

6. To act upon a virulent desire for revenge against Titus, Tamora seduces the emperor to gain the power necessary to do it.

7. Aaron is truly diabolical; even moments before his death, he refuses to apologize for his sins.  Rather, he apologizes “that [he] had not done a thousand more [heinous deeds]” (V.i).

Aaron can be best described as diabolic; I mean, what person has the audacity to carve his name into a corpse and leave the remains on a friend/family member’s porch?

8. By Act III of Titus Andronicus, the plotline becomes haphazard; Tamora’s pregnancy seems ridiculous to the reader because it is just so random. 

9. Both Tamora and Titus are vindictive; however, this strong desire to seek vengeance for a loved one ends in death for both of them.

10. After Alarbus is sacrificed, Tamora is voracious for revenge.  She vows to stop at nothing until she ruins Titus’ family.

11. Tamora and her clan of goths effectively alienate Titus by the end of Act I, considering that the scene begins right after the people select him to be their new emperor.

12. One would expect Titus to denounce Tamora and her sons after learning about their vindictive schemes; he, instead, plans revenge on his own.

Aaron is denounced in the last scene of the play for his part in the tragedy that befell Rome.

13. Some believe that Titus’ hamartia is his stoic nature regarding family even though this was a respected trait in ancient Rome. 

14. All of Lavinia’s appeals for sympathy from Tamora are futile because Tamora is hell-bent on revenge.

15. Shortly after giving Saturninus the throne, Titus is accused perfidy.  Doesn’t the second seem so ironic after looking at it that way?

16. When Lavinia begs Tamora to stop her sons, she is not asking to spare her life.  She only desires to keep her chaste and virtuous nature intact.  She does not want to ruin her honor, her spotless reputation.

17. Tamora and her sons show up in disguise to Titus’ home.  Although they believe they are being furtive, Titus tells the audience he knows who they are in his aside.

18. When asked to repent, Aaron responds stoically, claiming that he is not contrite for any of his sins.

19. While Tamora, dressed as Revenge, brags about her guile to her sons, Titus sees through their pathetic costumes and broods about a more heinous way to seek vengeance.  

20. Even though we pity Tamora in the beginning of Act I, it becomes clear by Act II that Tamora is a pernicious woman, especially in the scene when Lavinia futilely begs at her feet.

First Blog Discussion!

Your Response:

Yay!!  :)  (feigned enthusiasm)

Anyway, here's the task:
      
For this question, you will have to refer back to I.i of Titus Andronicus.  Shakespeare is famous for his tragedies, particularly the revenge tragedies.  As we discussed in class, Titus is one of the first and Hamlet is one of the last.  With this in mind, compare (based solely on Shakespeare's skill and creativity--discuss the mood, the characterization, the conflicts, the length, or the language) the first scene from both plays.  You can discuss which you liked more in your response as well.