Archive for the 'Shakespeare' Category

May the Fourth…

Wednesday, May 4th, 2011

…be with you.

Today is Star Wars Day, and Shakespeare Geek and Bardfilm made sure that Shakespeare got in on the action. For my contribution… No, I’m not going to compare Luke Skywalker to Hamlet, at least not today. But I would like to share how the Star Wars franchise has made teaching Shakespeare just a little bit easier.

A series of three related dramatic works is called a trilogy. Four works make a tetralogy. Early in Shakespeare’s career, he wrote a tetralogy of plays about the English kings: Henry VI, Part One; Henry VI, Part Two; Henry VI, Part Three; and Richard III. The plays cover the span of events from 1422 to 1485, and are referred to collectively as the first tetralogy.

A bit later (though still early in his career), Shakespeare wrote another tetralogy of plays about the English kings: Richard II; Henry IV, Part One; Henry IV, Part Two; and Henry V. These plays were set earlier; they depict events that occurred from 1399 to 1415. This was the second tetralogy.

This seems pretty straightforward, but it could often cause confusion, even for graduate students. The second tetralogy takes place before the first tetralogy? How can that be? Why did he do it that way? Wait, which was the first tetralogy?

Everything changed with the release of Episode One: The Phantom Menace. Now, when I explain that Shakespeare wrote the first tetralogy before the second, but the second takes place before the first, I can enjoy their momentarily confused looks. I know I can just add “You know, like Star Wars…” and instantly see the clouds lift and light shine into the room. Since the second Star Wars trilogy, everyone understands the idea of a prequel series.

So thank you to Star Wars for making a hard thing easy. May Henry IV be with you!

Blog Log

Tuesday, May 3rd, 2011

Last week, I participated in a blogging project sponsored by the Shakespeare Birthplace Trust, who encouraged bloggers to post about the influence Shakespeare has had on our lives. They’ve linked up all of our contributions on one page, and it’s worth checking out. Whether you’re a fan of Shakespeare or not, it’s exciting to read people who are passionate about something writing about how they became passionate about it.

Also, be sure to check out this fantastic song parody from Bardfilm. I missed it among all the birthday excitement, but found again via a nod from the Shakespeare Geek.

In post-birthday blogging news, I’ve been asked to write a monthly post on using data for school improvement for both the company I work for and our partner organization. If you want to get a glimpse into what I actually do for a living – anagramming passages from Shakespeare doesn’t pay what it should – check out my first installment here or here.

The Hartfordian Theory

Wednesday, April 27th, 2011

The release of the birth certificate certainly proves that someone named Barack Obama was born in Hawaii in 1961. But Hartfordians don’t deny that Barack Obama exists; we just don’t believe that he is the current president. The Hartfordian theory is that the current President of the United States is actually former senator Christopher Dodd.

All of the questions surrounding Obama’s past are easy to reconcile, once you realize that his many accomplishments are actually those of Dodd. Much has been made of Obama’s 2004 keynote speech at the Democratic National Convention, a call for unity that thrust him into the national spotlight. But records from the time show that the real Barack Obama was only a state senator. The DNC would never have given him that kind of platform. Christopher Dodd was a United States senator, and potential presidential candidate. Clearly, it was Dodd who gave that speech.

In the Senate, the man from Hawaii stood in as a front for legislation that Dodd would have considered too controversial to put his own name on. For example, the Mercury Export Ban Act of 2008 was supposedly sponsored by “Senator Barack Obama.” But the true author of the bill left behind plenty of coded messages in the text, so posterity would have no doubt who really sponsored it. (Click below for a larger image.)

Anti-Hartfordian critics have pointed out that it is impossible for Dodd to have sponsored both Obama’s legislation and his own at the same time. But Dodd is one of the great legislative geniuses of all time, and was able to manage it without raising suspicion. In 2010, “President Barack Obama” signed into law the Dodd-Frank Wall Street Reform and Consumer Protection Act. The former president, George W. Bush, had been opposed to financial regulation. But the man from Hawaii takes office, and all of a sudden financial reform is on the table? Obviously, Dodd signed his own bill into law.

The idea that the President of the United States is Barack Obama is one of the greatest frauds ever perpetrated on the American people, despite overwhelming evidence that it is actually Chris Dodd. I guess people just see what they want to see.

Under the Influence

Saturday, April 23rd, 2011

I’ve been asked by the good folks at the Shakespeare Birthplace Trust to participate in a project with other bloggers in honor of Shakespeare’s birthday. The idea is to describe in a blog post how Shakespeare has influenced my life. My first impulse was to decline. First of all, it would require providing a name and bio, and I blog anonymously. Though I’ve linked to it several times, I’ve never posted my full name on the blog. More importantly, Shakespeare’s influence is an aspect of my life I don’t usually like to talk about. But perhaps this is an opportunity. By speaking out now, I can help others avoid the nightmare I have lived through. Because you see, my friends, Shakespeare has completely destroyed my life.

As a high school student, I showed a modicum of potential to become a productive member of society. I went into college as an undeclared major, with an array of exciting career options ahead of me. I took classes in a variety of disciplines, with the naive hope of discovering my passions. I took an acting class on a whim, and the professor suggested that I audition for her play. I was ready to do it, until I found that the play was by Shakespeare. Now, I was always taught to stay away from Shakespeare, but the professor was persuasive and I figured there wouldn’t be any harm in trying it just that once.

I was cast as Sebastian in Twelfth Night. I memorized my difficult lines by rote and went through the rehearsal process. One night, while I was waiting backstage and listening to the play, a single line caught in my ear and made me smile. “Hey, that’s pretty clever,” I admitted. A bit later, another line stuck in my head. “I see what he’s doing there.” Like popcorn popping, the revelations began to gradually speed up. Each weave of imagery, each implied metaphor, each beat of the iamb was like a jolt of adrenaline to my young brain. I was converted into a card-carrying Shakespeare fan.

I continued with acting as well, and in my junior year I had the opportunity to play Bottom in A Midsummer Night’s Dream. That was the experience that first sent me down the rabbit hole. No longer just a casual Shakespeare fan, I had become a full-blown addict. And of course the comedies proved to be merely a gateway drug to the harder stuff. My senior year, I discovered Hamlet, and what should have been a year of personal exploration and maturation was completely lost to that play. I would read it over and over, fascinated by the experience of making new discoveries every time, no matter how many times I had read it. Any thoughts I may have ever had of doing anything else were drowned in that play.

I needed more… Masters degree… Ph.D… My dissertation was on teaching Shakespeare to elementary school students. No longer content to be merely a user, I had become a dealer. A pusher. Could I decrease my own misery by dragging down others with me? I was determined to find out. I started teaching graduate-level Shakespeare courses at NYU – first a beginner, than an advanced class. I was completely out of control. I founded a Shakespeare reading group. I started a Shakespeare-themed blog. I taught for the Folger’s summer Teaching Shakespeare Institute for teachers. Conferences. Lectures. Seminars. Nothing was ever enough. When life threw me a curve ball, I went looking for answers at the bottom of a Riverside Complete Works anthology. I re-read Midsummer, and hit Bottom.

And what has it all gotten me? I am forty years old, and I have never held a full-time job. I support myself by working part-time, training teachers, administrators, school-based data teams, graduate students… anyone, as long as it will pay for that next Caedmon audio production of As You Like It. Had I never discovered Shakespeare, never developed that unquenchable thirst, who knows where I’d be today? But I know where I’ll be tonight. There’s an off-off-Broadway production of Measure for Measure in the West Village. Picture it. I walk the mean streets of Manhattan, desperate for a fix. I turn down a dark alley where I see a non-descript door propped open with a piece of plywood. I slip twenty dollars to a kid with purple hair who hands me a program and waves me in. And I know that, tonight, I will get what I need. And for a junkie, tonight is all that matters.

My name is Bill Heller. And I am a Shakespeare addict.

Digital Shakespeare Update

Saturday, March 19th, 2011

I met with my middle-school classes on Thursday. They have finished reading the plays, and we were able put together plans for our Digital Shakespeare projects. Plans may change, and who knows what will happen as we head into test prep season, but here is where we have decided to go by the end of the year.

6th Grade The 6th grade class has decided to retell the story of Antony and Cleopatra via Cleopatra’s Facebook page. We are currently discussing what that will look like on our discussion forum, but some of the ideas discussed include status updates, wall posts, photos, and video snippets of students performing scenes from the original play that might have been “uploaded” by characters. We even have a student who knows how to create a mock-up Facebook page when all of the other work is done. This project has a lot of potential! “Marc Antony has changed his relationship status to Married. Dislike!”

7th Grade The 7th grade class is doing a stage production of Macbeth. The plan is to film each scene and create a website with embedded videos, along with student writing about the play and emendations linked from the text. Both teacher and students know this is a very ambitious project, but they have made a commitment to put the time in. If they do, this project will be phenomenal. If they don’t, or if circumstances intervene, it will be my job to make sure the end result does honor to the work they were able to put in. This is similar to a project I did with fifth-grade students years ago, but these students are a little older and the technology is so much better now. I really hope this happens.

8th Grade The 8th grade class will not be available to me much after testing season, since they typically get pulled out for various senior-related activities throughout June, but I think our idea is quite manageable in the time we have left. The students want to create a trailer for a non-existant movie version of As You Like It. Students are currently watching real movie trailers (which are easily accessible online) to notice what features they have in common. This will be one of those movie trailers you see in the theatre that tells you the whole story of the movie, so the final product will respect the play and demonstrate student comprehension as well.

I’ll continue to post updates about the projects here, and hope to share the final projects here as well. Needless to say, I’m very excited by the possibilities! Stay tuned…

Monkey Business

Monday, January 31st, 2011

Via the Shakespeare Geek, we learn of a website called Shakespearean Monkey, written by a middle school-aged kid:

Monkeys are smart. Though they haven’t created cars or trains or weapon, they are educated through simplicity. They flourish on what they have, and if something doesn’t work, they don’t give up, but they evolve to overcome it. Like monkeys, Shakespeare had no thesaurus, no dictionary, no laptop and no editor. But when he came to a spot where he was at loss for words, he made up his own words. Through practice, perseverance and certainly trial and error, he created works that will last forever.

I am a 13 year old kid who is trying to read and attend live performances of all 37 Shakespeare plays (plus three possible collaborations) in 2 years. This is a record of my experiences.

One could be forgiven for doubting the veracity of the “13 year old kid” claim, given the fact that the author seems to have an advanced level of writing ability, detailed knowledge of Shakespeare, sophisticated understanding of live theatre, and the wherewithal to attend top-quality theatrical productions in a variety of far-flung cities. But the Shakespeare Teacher has never been one to question authorship, and isn’t about to start now.

Seriously, though, wow. What ever this kid has, I wish I could bottle it. That being impossible, I am left to join Duane in offering this young man or woman a welcome to our online community. The Shakespeare Teacher is now your student.

A Measured Response

Sunday, January 30th, 2011

Over at Shakespeare in a Year, Ashley is making remarkable progress on her goal to work her way through the Complete Works of Shakespeare in just twelve months, and to blog about it. She recently re-read Measure for Measure, and had some harsh words for it, concluding that it “doesn’t work” and that maybe Shakespeare knew it. But this is one of my favorite plays. It works for me!

We can certainly disagree with each other, but I notice that she lists some questions about Measure for Measure that she says do not have even one reasonable answer:

Why does the duke temporarily abdicate? Why does he leave Angelo in charge, rather than the obviously more qualified Escalus? Why does he disguise himself as a friar? Why does he tell Claudio that he must die, when he knows perfectly well that he can fix the problem? Why is Angelo so suddenly and swiftly tempted by Isabella? Why is Isabella so violently angry when Claudio begs her to accept Angelo’s deal? Why is Barnardine able to simply refuse his own execution? Why does the virtuous Isabella consent to a bed trick that creates the same scenario for which her brother is imprisoned? Why does the duke tell her that Claudio is dead, why does he force Isabella to beg for Angelo’s life, and why on earth does the duke propose to Isabella?

And, perhaps most intriguing, does Isabella accept the duke’s proposal?

In my reading of the play, these questions do have answers, and it is my pleasure to share them with you. You may not like the answers, and that can be a discussion of its own, but I will provide textual evidence where it can illuminate. Please do not view this as an attack on her piece, though, and my goal is not to change anyone’s mind. I only offer another perspective to the conversation.

Why does the duke temporarily abdicate?

Duke: ’Twould be my tyranny to strike and gall them
For what I bid them do: for we bid this be done,
When evil deeds have their permissive pass
And not the punishment. Therefore, indeed, my father,
I have on Angelo impos’d the office,
Who may, in the ambush of my name, strike home,
And yet my nature never in the sight
To do it slander.

He’s not really abdicating. He’s just taking a trip and leaving Angelo in charge. His reason is because the laws have gone unenforced too long, and he feels that he no longer has the moral authority to enforce them, having been slack in his duties for so long. By leaving a deputy in charge, it will make the sudden changes in law enforcement seem less arbitrary and unjust.

Why does he leave Angelo in charge, rather than the obviously more qualified Escalus?

Duke: Lord Angelo is precise;
Stands at a guard with envy; scarce confesses
That his blood flows, or that his appetite
Is more to bread than stone: hence shall we see,
If power change purpose, what our seemers be.

He knows that Angelo has the austerity to get the job done. But if you look at the last line quoted, he seems to at least be open to the idea that power may corrupt Angelo.

Why does he disguise himself as a friar?

Duke: And to behold his sway,
I will, as ’twere a brother of your order,
Visit both prince and people:

He wants to keep an eye on his experiment.

Why does he tell Claudio that he must die, when he knows perfectly well that he can fix the problem?

Duke: Be absolute for death; either death or life
Shall thereby be the sweeter.

At this point, he doesn’t have all of the information he needs and he’s not sure what he’s going to do. Claudio is already condemned to death (and for something he actually did), so there’s no sense in raising his hopes for nothing.

Why is Angelo so suddenly and swiftly tempted by Isabella?

Angelo: What! do I love her,
That I desire to hear her speak again,
And feast upon her eyes? What is’t I dream on?
O cunning enemy, that, to catch a saint,
With saints dost bait thy hook! Most dangerous
Is that temptation that doth goad us on
To sin in loving virtue: never could the strumpet,
With all her double vigour, art and nature,
Once stir my temper; but this virtuous maid
Subdues me quite. Ever till now,
When men were fond, I smil’d and wonder’d how.

He is attracted to her virtue, but he is inexperienced with women and doesn’t know how to handle these emotions. In fact, he grows to hate himself for them, and deliberately casts himself as a villain because he sees himself that way. When he is eventually caught, his death sentence seems like a relief.

Why is Isabella so violently angry when Claudio begs her to accept Angelo’s deal?

Isabella: O you beast!
O faithless coward! O dishonest wretch!
Wilt thou be made a man out of my vice?
Is’t not a kind of incest, to take life
From thine own sister’s shame? What should I think?

She is very religious, and sees death as preferable to dishonor. Her brother, she feels, should be more concerned with protecting her honor than with saving his own life. That he allowed himself to feel otherwise shames their family before God.

Why is Barnardine able to simply refuse his own execution?

Duke: We have strict statutes and most biting laws,—
The needful bits and curbs to headstrong steeds,—
Which for this fourteen years we have let sleep;
Even like an o’ergrown lion in a cave,
That goes not out to prey. Now, as fond fathers,
Having bound up the threat’ning twigs of birch,
Only to stick it in their children’s sight
For terror, not to use, in time the rod
Becomes more mock’d than fear’d; so our decrees,
Dead to infliction, to themselves are dead,
And liberty plucks justice by the nose;
The baby beats the nurse, and quite athwart
Goes all decorum.

This is a comic scene, but it underlies a point made earlier in the play (quoted above). The law in Vienna has become a joke, and if Barnardine wants to refuse his own execution, nobody really knows what to do about it.

Why does the virtuous Isabella consent to a bed trick that creates the same scenario for which her brother is imprisoned?

Duke: Nor, gentle daughter, fear you not at all.
He is your husband on a pre-contract:
To bring you thus together, ’tis no sin,
Sith that the justice of your title to him
Doth flourish the deceit.

The Duke explains to Isabella (as he later describes to Mariana here) that Angelo and Mariana have been contracted to each other, and therefore, their union will only consummate the marriage, which is why Mariana is able to address Angelo as her husband in the last scene of the play. Juliet and Claudio had no such contract, and so it’s fornication. I know it sounds silly, but Shakespeare did make the distinction in the text.

Why does the duke tell her that Claudio is dead, why does he force Isabella to beg for Angelo’s life, and why on earth does the duke propose to Isabella?

Duke: Against all sense you do importune her:
Should she kneel down in mercy of this fact,
Her brother’s ghost his paved bed would break,
And take her hence in horror.

He seems to be testing Isabella. My take is that he wants to know how unwavering is the moral code of this woman who judges other so harshly. When she shows mercy to Angelo, even as she believes he has killed her brother, the Duke learns that she’s the real deal. He proposes on the spot.

And, perhaps most intriguing, does Isabella accept the duke’s proposal?

Duke: Dear Isabel,
I have a motion much imports your good;
Whereto if you’ll a willing ear incline,
What’s mine is yours, and what is yours is mine.

She probably does. It’s somewhat jarring for a modern audience, but hey, he’s the Duke. Why wouldn’t she accept? Being the Duchess of Vienna is so much better than being a nun in a convent, am I right?

Seriously, though, there are a few problems with the play, as I admit here, but not an unusual amount for Shakespeare. I actually like that it’s darker than his other comedies, but remember that it ends on a note of hope.

For more Measure for Measure fun, check out Sharky’s single-sentence scene reactions, or my univocalic plot summary that uses U as the only vowel!

I invite comments and criticism.

Shakespeare Anagram: Antony and Cleopatra

Saturday, January 29th, 2011

This makes three in a row from the same play, but Egypt’s in the news. I envision one possible outcome of the protests.

From Antony and Cleopatra:

Some innocents ‘scape not the thunderbolt.
Melt Egypt into Nile! and kindly creatures
Turn all to serpents!

Shift around the letters, and it becomes:

Men end hell. Constant protesting stunts turn Hosni Mubarak to non-entity. People elect leaders directly.

Shakespeare Anagram: Antony and Cleopatra

Saturday, January 22nd, 2011

Inspired by yesterday’s post.

From Antony and Cleopatra:

My salad days,
When I was green in judgment, cold in blood,
To say as I said then!

Shift around the letters, and it becomes:

She was swelled in a giddy bias, said “Marc Antony is the only man!”

Do not judge.

UPDATE: Click through to the comments. Dharam and I continued to have fun with this particular letter salad.

Salad Days

Friday, January 21st, 2011

The sixth-graders I’m working with are studying figurative language now, so we looked at figurative language in a scene from Antony and Cleopatra. They enjoyed the “salad days” metaphor, and the exchange where Cleopatra asks her servant Mardian about what it’s like to be a eunuch.

Cleo. Hast thou affections?
Mar. Yes, gracious madam.
Cleo. Indeed!
Mar. Not in deed, madam; for I can do nothing.

In other Shakespeare teaching news, I met with the eighth-graders who are doing As You Like It, and it looks like I will be working with them after all. And I’ve also hooked up with an enthusiastic seventh-grade class that has already read Hamlet, Much Ado about Nothing, and Romeo and Juliet. It looks like I have a few online classrooms to set up.

More to come!