Final Project Examples!

Proscenium and Unit Set

One of my goals for the Measure for Measure unit was to do the final project along with you to show you about the conceptualization process.  Included,  have a look at the set design project with my finalized designs for my concept of Measure for Measure.  Below those, look at the costume renderings for Act I of the production, all which serve to advance the exposition and introduce the concept.  I even wrote a concept paper for you to look at.  Notice how the design choices I address in the paper are supported with specifics from the play as well as discussed in terms of their common social associations.

Finally, this link will take you to the Shakespeare Two page of the HTC website.
http://web.mac.com/waltwolfe/Shakespeare_Two/Shakespeare_Two.html

There, I've included the essay I have written that explains my design choices and how they relate to the play.  This paper has all the components you should have in your paper.  Use it as a guide in writing your own.

The saloon interior 

Measure for Measure Quizlets

The first Measure for Measure Quizlet asks you to name the character based on a description as well as match the character to his archetypal equivalent.  The quizlet can be found here:

http://quizlet.com/_73sta

The second Measure for Measure Quizlet asks you to match the quotation from the first half of the play with the character who says it.  This quizlet can be found here:

http://quizlet.com/_7577y

Final Project Materials!

Costuming Requirement:  For the costuming portion of your Shakespeare production proposal, you will need to have three costume renderings.   These three should exemplify either the entire concept for the production, or show one character's dramatic journey throughout the course of the play.  The minimum requirement can be fulfilled by using the templates for costumes on the following website and assigning the appropriate colors and textures to the template.  To complete your costuming renderings, you will need to staple the appropriate fabric swatches to the completed rendering.

http://www.fashion-era.com/C20th_costume_history/index.htm

Reminder

Any documents you may need for the course are available on the Shakespeare II page of the Hannon Theatre Company website www.loyolahtc.org.  If you have forgotten the user name and password, you will need to email Mr. Wolfe for them.

The Third and Fourth Pericles Quizlets!

The third quizlet for the Pericles, Prince of Tyre unit tests your understanding of the events in the play.  Fill in the correct word(s) in the statement regarding a key plot point of the story.  If you are required to supply two answers, simply use a comma between the two words.

Quizlet #3: http://quizlet.com/_6llml  Pericles Events!

The fourth quizlet finishes out the Quotation Quiz previously posted on Acts 1, 2, 3 of Pericles.

Quizlet #4: http://quizlet.com/_6keag  Pericles Quotations, Acts 4 & 5

Have fun!

Pericles, Prince of Tyre Characters Quizlet

Our first two Quizlets for this unit are complete!  Quizlet #1 will test your knowledge of the many different characters and locations found in the play.  Quizlet #2 will test your ability to make coherence from a few important quotations.  Have fun!
Quizlet #1: http://quizlet.com/_6h47s  Characters and Locations!
Quizlet #2  http://quizlet.com/_6jc7c  Quotations Acts 1, 2, 3!

Richard III Quizlets: Characters and Events

I'm sorry guys -- I had these quizlets all made and then didn't give you a link to them!  This one tests your understanding of all of the characters in Richard III.
Richard III Dramatis Personae
This one tests your understanding of key events in the play
Richard III Dramatic Events

New Richard III Quotation Quizlets!

Match the passage with the character who said it and when they said it!

Quotations for Acts I and II of Richard III
http://quizlet.com/_66q33

Quotations for Acts III, IV, and V of Richard III
http://quizlet.com/_66q5s

Have fun!

Monologue/Scene Options for Richard III, Act III, IV & V

In addition to the selections from Acts I and II that I passed out to you this morning, the following monologues/soliloquies/set speeches from the second half of the play are acceptable to memorize and perform for this unit:

Gloucester:  I cannot tell if to depart in silence (3.7.141-163)

Buckingham:  My lord, this argues conscience in your grace (3.7.164-190)

Tyrell:  The tyrannous and bloody act is done (4.3.1-22)

King Richard: Look what is done cannon be now amended (4.4.273.4-273.49)

King Richard: As I intend to prosper and repent (4.4.328-348)

Buckingham:  Hastings, and Edward’s children, Gray and Rivers, (5.1.3-10, 12-29)

Henry, Earl of Richmond:  Fellows in arms, and my most loving friends (5.2.1-25

                                                    (Incorporating lines of Oxford, Herbert, and Blunt)

King Richard:  Give me another horse! Bind up my wounds! (5.5.131-160)

Henry, Earl of Richmond:  Much that I could say, loving countrymen  (5.5.191-224)

King Richard:  What shall I say, more than I have inferred?  (5.6.44-71)

King Henry VII:  Inter their bodies as becomes their births. (5.8.15-41)

1.     The following scene is acceptable for memorization with a partner:

King Richard and Stanley:  Stanley what news with you? (4.4.387-429)

Extrapolation: Here We Come!

We're going to spend some time in class tomorrow going over how to figure out what to include in a paragraph when writing a Response to Literature Essay.  Look at the example I've written up to show you what I'm talking about.  This example took me about 20 minutes to write and another 10 to edit the paragraph's first draft.

Significant Quotation:	“Now is the winter of our discontent made glorious summer by this son of York.” ( Richard III, 1.1.1)
Content: What does this line mean or imply?   (Paraphrase or explain.)	The son of the Duke of York has ended the nation’s troubles.  We are to infer through knowledge of the situation, he means the coronation of Edward IV, Richard’s brother.  But he may also mean himself.
Form: How does Shakespeare say it? (Rhetoric, Poetic Devices, imagery, Rhythmic Deviation, Prose, etc. )	Shakespeare uses several devices in these two lines: Double Antithesis:  winter/summer; discontent/glorious Understatement/Hyperbole:  Discontent vs. Glorious Pun: Son of York/sun of York Double Meaning:  son of York – there are three sons of York.  Iambic Meaningful Deviation:  Now – trochaic opener Iambic Meaningful Deviation:  Anapestic intrusion: Glo/ri-ous Sum/mer
Matter: Why is the associated effect created by the content and form important? (What does their interplay say about a deeper understanding of some aspect of the play?)	Richard III is obviously a brilliant man to use all of these rhetorical devices in one line.  The use of antithesis suggests a mood of change and duplicity.  The understatement of “discontent” contrasting the hyperbole of “glorious” has a dramatic effect and combined with the homophonic pun relating to the “son” the overall effect is suggests sarcasm.  The meaningful deviation from the iambic line with the three syllabled “glorious” heightens this sarcastic effect.  Furthermore, the ambiguity of which “son of York” Richard is referring, also lends a sinister overtone to his
Audience/Extrapolation: To whom is this line important and why? (Audience of the day, Audience today, the other characters, one character)	As this is a soliloquy, Shakespeare is introducing the main character to the audience, giving us insight into his character. Richard comes off as a bitter, sarcastic individual from the very first line.
Context: What is the author’s purpose in including this quotation for the world outside the play to hear?	Shakespeare sets up Richard III as a villain from the beginning of the story.  The Elizabethan audience, being aware of the story,  would have appreciated this portrayal. Portraying Richard as a villain from the start lays out the trajectory of the story.  Elizabeth I was a descendant of the man who eventually kills Richard, and therefore his heroism is heightened.
Frame your paragraph with the most important/pertinent ideas from above: Shakespeare frames Richard III’s villainous nature through his use of ironic rhetorical devices and dramatic figurative language that suggest sinister characteristics.  With the first two lines of the play: “Now is the winter of our discontent/Made glorious summer by this son of York,” (1.1.1-2) the playwright paints the title character as a complex villain.  The playing with opposites found in the antithetical use of not only “winter” and “summer” but also “discontent” and “glory” hints at his duplicitous nature.  Additionally, the juxtaposition of the understatement “discontent” with the hyperbole of “glorious” mocks the seriousness of the war-torn circumstances.  As these lines also begin an opening soliloquy, Shakespeare heightens Richard’s two-faced persona and wicked sense of humor through his homophonic punning about “this son of York.”  This play on words suggests Richard’s deceitful nature, considering the ambiguous antecedent for the word “son.”  Does Richard mean his brother King Edward IV or himself?  To complete the ironic effect, Shakespeare highlights the word “glorious” through its meaningful deviation from the predominant iambic rhythm.  The elongated word encourages the actor to give an indulgent, smirking delivery.   The complex construction of Richard III’s first lines would have had the Elizabethan audience immediately tuned into the playwright’s intent to vilify the title character from the moment he first walks onstage.

Original Soliloquy Example!

Class -- I decided to create a soliloquy for Egeus after Theseus has overruled him in Act V.  If this soliloquy had been included in the actual text, can you imagine what a dark turn the story would have taken in an imagined Act VI?  Notice how I evaluated each line for its rhetorical and poetic components.  Some of them just happened, others were planned.  The resolution's couplet was a happy accident.

I hope this example inspires you to have fun with your soliloquy writing project!

	u	/	u	/	u	/	u	/	u	/	Key
Exposition	A	gainst	the	law	of	A	thens	he	doth	rule
	To	fa	vor	chil	dish	oaths	of	fick	le	love
	And	all	my	thought	ful	coun	sel	he	doth	chide	Assonance: emphasizes “chide”
	And	all	to	make	a	fool	of	me	this	night	Anaphora (and)
POA	No	wed	ding	dow	ry	shall	my	purse	give	out.	Synecdoche—purse for wealth
Complication	For	when	my	daugh	ter	threw	a	way	her	life	Hyperbole
	Be	co	ming	join’d	un	to	that	three	legged	stool	Metaphor for idiot
	All	rea	son	died	and	an	ar	chy	was	born.	Antithesis—died & born
Challenge	If	laws	are	bro	ken	fixed	con	fu	sion	reigns	Juxtaposition – broken & fixed
	And	no	com	punc	tion	I	feel	to	o	bey
	Poor	The	se	us	will	rue	the	day	he	cross’d	Antithesis— Poor & rich
	E	ge	us	rich	with	an	ger	fed	re	venge	Enjambment
Crisis	No	lon	ger	will	I	stay	to	serve	this	duke
	No	lon	ger	will	I	leave	my	will	un	done	Anaphora – No longer will I
	So	ere	I	go	with	Mer	cry’s	win	ged	speed	Allusion -- Mercury
	A	ma	gic	al	po	tion	doth	yearn	to	work	iambic deviation: potion
	And	in	his	wed	ding	gob	let	toast	shall	rest.	Enjambment
Climax	One	sip	will	end	this	drea	my	sum	mer	night	Allusion to title
Resolution	His	nup	tial	wish	es	will	be	tray	his	breath
	Since	he	be	tray’d	his	friend	he’ll	wish	for	death.	Rhymed couplet Repetition—betray & wish