Close Reading: Juliet’s Soliloquy: “My dismal Scene I needs Must Act Alone.”

The Text

LADY CAPULET  Good night.
Get thee to bed and rest, for thou hast need.
Lady Capulet and the Nurse exit.
JULIET
Farewell.—God knows when we shall meet again.
I have a faint cold fear thrills through my veins
That almost freezes up the heat of life.
I’ll call them back again to comfort me.—
Nurse!—What should she do here?
My dismal scene I needs must act alone.
Come, vial. She takes out the vial.
What if this mixture do not work at all?
Shall I be married then tomorrow morning?
She takes out her knife
and puts it down beside her.
No, no, this shall forbid it. Lie thou there.
What if it be a poison which the Friar
Subtly hath ministered to have me dead,
Lest in this marriage he should be dishonored
Because he married me before to Romeo?
I fear it is. And yet methinks it should not,
For he hath still been tried a holy man.
How if, when I am laid into the tomb,
I wake before the time that Romeo
Come to redeem me? There’s a fearful point.
Shall I not then be stifled in the vault,
To whose foul mouth no healthsome air breathes in,
And there die strangled ere my Romeo comes?
Or, if I live, is it not very like
The horrible conceit of death and night,
Together with the terror of the place—
As in a vault, an ancient receptacle
Where for this many hundred years the bones
Of all my buried ancestors are packed;
Where bloody Tybalt, yet but green in earth,
Lies fest’ring in his shroud; where, as they say,
At some hours in the night spirits resort—
Alack, alack, is it not like that I,
So early waking, what with loathsome smells,
And shrieks like mandrakes torn out of the earth,
That living mortals, hearing them, run mad—
O, if I wake, shall I not be distraught,
Environèd with all these hideous fears,
And madly play with my forefathers’ joints,
And pluck the mangled Tybalt from his shroud,
And, in this rage, with some great kinsman’s bone,
As with a club, dash out my desp’rate brains?
O look, methinks I see my cousin’s ghost
Seeking out Romeo that did spit his body
Upon a rapier’s point! Stay, Tybalt, stay!
Romeo, Romeo, Romeo! Here’s drink. I drink to
thee.
She drinks and falls upon her bed
within the curtains.

The Given Circumstances

This famous soliloquy comes from Act IV, Scene iii. In this speech, Juliet grapples with her fears and anxieties about taking the Friar’s sleeping potion.

Traditional Interpretations

Ellen Terry (Vinal Record Recording, C. 1911)

Ms. Terry, like her famous grandson John Gielgud, is more interested in delivering the text clearly, beautifully, and strongly than getting Juliet’s character across. Consequently, by our standards, her reading of the speech is slow, declamatory, and maybe a bit over-the-top. However, this kind of delivery really brings out the rhythm of the verse, the beauty of the individual words, and the structure of the speech itself, so I recommend actors listen to it as a jumping off point. In my opinion, having a good technical grasp of the speech will keep an actor from going too far with the emotion, (making it hard for the audience to hear and understand them). This is why there’s still value in these dusty old recordings.

Olivia Hussey (Romeo and Juliet directed by Franco Zephirelli, 1966)

Zephirelli was very sparing with the dialogue- choosing to condense this entire speech to one line “Love, give me strength.” Hussey has a great deal of passion in the speech, as if she is absolutely certain that taking the potion will re-unite her with Romeo.

Claire Danes (Romeo +Juliet, 1996)

Claire Danes contemplating the vial in Romeo + Juliet

Danes has a sense of almost macabe trance-like energy when she delivers the speech. Like all the edged weapons in the movie, the dagger is replaced by a gun. Most of the speech is cut because Luhrman wanted to emphasize the character’s obsession with violence, rather than fears about ghosts and arranged marriages. Consequently, Danes does little other than put the gun under her pillow, take out the vial, and drink it.

Ellie Kendrick (Globe Theater, 2009)

Ms. Kendrick is one of my favorite Juliets ever! She is a wonderful blend of sweetness and naivety, tempered with anxiety and practical thinking. She delivers the whole speech to different parts of the audience and makes sure every idea and every horrible thought of Juliet lands. Furthermore, her fast pacing around the stage helps her not only connect with the audience, but to use the Globe theater to make them imagine the Capulet vault.

Verse

As I always say, verse is the heartbeat of a character, and based on this, Juliet’s heart is beating a mile a minute. You’ll notice that five of these lines start with a trochee (T), and five of them have trochees. This means Juliet is unsettled, she’s literally off-beat. In addition, there are frequently pauses in the middle of the lines called cesuras, which might indicate that either Juliet is trying to answer her own questions, or that she is so worried, that she’s gasping for breath.

In this second part of the speech, the lines start running together. Juliet’s pace is quickening and she breathes every 2-3 lines instead of at the end of each line.

Structure

The speech is organized as a series of questions:

“What if…”

“What if…”

“How if…”

“Or if I live…”

“O, if I wake, shall I not…”

and then the terrifying statement: “O look…”

So, with this in mind, the actress needs to convey Juliet’s overactive imagination, her fears, and her ability to answer these fears with inner calm and inner strength.

Imagery

It’s a horrific idea being shut up alive with the dead. Shakespeare gives us the sights and smells and the grim reality of feeling “stifled” in a vault. I created this image to demonstrate the smells, the fear, and the claustrophobic nature of the vault.


I chose to have the vault lit with candles, and to use green smoke to represent decay and possibly noxious gas, like the nitre that sometimes dips from walls of tombs. I also added some stone faces of ancestors to stare down at Juliet.

Historical Research

Sarcophagus in church of San Francesco al Corso, an old Franciscan monastery in Verona.

The plain stone sarcophagus above has become a tourist attraction as the traditional ‘resting place’ of Juliet. As I mentioned in my Friar Lawrence post, the Friar who marries Juliet is a Franciscan, which is probably why they chose this church in Verona as the ‘site’ for Juliet’s grave.

It is a plain, open, and partly decayed sarcophagus, in a wild and desolate conventual garden once a cemetery now ruined to the very graves. The situation struck me as very appropriate to the legend, being blighted as their love.

– Lord Byron, Letters and Journals Vol. III

Since Italy is a small, hot country, bodies in the 16th century were buried almost immediately. First, the body would be wrapped up in a shroud or winding sheet, as Juliet mentions at the end. The corpses might be decorated with Rosemary or other sweet-smelling herbs.

A winding sheet for a corpse

Wealthy families like the Capulets or the church, would store all the bodies of their ancestors in burial vaults or crypts. Some bodies would be anointed with oil or preserved with vinegar.

Literary Inspiration: The Cask of Amontillado

Montressor and Fortunato move through the burial crypt in “The Cask of Amontillado”

When I think of the dark, macabre atmosphere of a family tomb, I think of The Cask of Amontillado, a short story by Edgar Allen Poe where the anti-hero Montressor, tricks his enemy Fortunato into going into his family crypt and buries him alive! There are some interesting parallels between Montressor and Tybalt from Romeo and Juliet- both men belong to ancient families, both men are violent, and both refuse to let any kind of insult stand. I think Juliet sees the vault as a hostile place, where her ancestors are angry at her for “betraying the Capulet name,” after marrying a Montague.

Image Research 4: Tybalt’s Angry Ghost

AI image of Tybalt’s Ghost

Like Montressor in The Cask of Amontillado, Tybalt embodies the Capulet feud, and it makes sense that Juliet would see him when she thinks of being shut up in the vault. The real question is, what does seeing him do to her? Is she terrified? Is she remorseful? Is she moved to protect Romeo? How does seeing Tybalt’s ghost motivate her to take the potion?

Other Questions to consider

  1. Why is Juliet so nervous?
  2. How does Juliet feel about running away from home?
  3. Do the ghosts represent something? Guilt? Judgement? Some kind of ticking clock?
  4. What does she see Tybalt’s ghost doing?
  5. How does Juliet pull it together at the end?

Emotional

Not only is Juiet worried about her health, (mental and physical), I get a sense that she might also be experiencing guilt. The notion of her being tormented by spirits that shriek like mandrakes, suggests that maybe the ancient Capulets aren’t very pleased with Juliet. This makes sense because she married a Montegue. I get the sense that maybe, for the first time, Juliet actually feels guilty, as if she’s failed her ancestors. However, for whatever reason, she definitely re-focuses and thinks about Romeo. Either she rejects her ancestors and Tybalt, or maybe she sees the potion as a way of protecting Romeo, or possibly Juliet just wants these fears and anxieties to end, and takes the potion as a release. My actor and I will no doubt try these ideas out and figure out what works within the structure and within her interpretation of the character.

Our Interpretation

Again, it’s a little too early for me to tell you our interpretation yet, but I’ll post it later.

Resources:

  1. Myshakespeare.com. This website will allow you to look up unfamilliar words, download pictures and videos of the scene, and even watch an ‘interview’ with Juliet, where, just as in this speech, she becomes more and more anxious and fearful until the very end.
  2. https://www.open.ac.uk/blogs/literarytourist/?p=49

If you enjoyed this analysis, please consider signing up for one of my online classes! Link below:

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Great Classes for the Month of June!

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Great online classes in Shakespeare and science are available for students all this month at Outschool.com.

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Class Descriptions

Live Classes

For these classes you meet with me live over Zoom:

Introduction to Shakespeare- Tuesdays 9-9:30AM (EST)

This is my 30 minute short and sweet intro to Shakespeare’s life, his plays, and why his work still matters to us today!

Intro To STage Combat (With SwordS)- Tuesdays 9:30-10AM (EST)-

Like the Intro to Shakespeare class above, this is an intro to the basic footwork, attacks, and defensive parries of swordplays for someone just begeinning to learn about swords.

Title image for my online course on “Romeo and Juliet.”

An Immersive Guide To “Romeo and Juliet- Tuesdays from 10-11AM (EST)

This multi-week course delves into the plot, characters and themes of “Romeo and Juliet,” while also providing interactive activities, virtual tours, and webquests.

Stage Combat Course (Multi Week Course) Saturdays 3-4PM (EST)

Shakespeare’s History Plays- SaturdAYs 8:30 AM IST

This is a new course I’m working on to cover all of Shakespeare’s History plays including Henry V, Richard II, and Richard III. More info as it becomes available.

Asynchronous Classes

These classes are Flex Schedule, which means the teacher prepares the activities in advance and allows you to do them at your own pace without direct consultation.

  1. An Interactive Guide To: “Macbeth”

2. An Immersive Guide to Shakespeare’s London: A virtual tour of Shakespeare’s London will get kids to interact with the culture of Elizabethan England. https://outschool.com/classes/an-interactive-guide-to-shakespeares-london-E6KqeBQQ?usid=MaRDyJ13&signup=true&utm_campaign=share_activity_link

3. The Violent Rhetoric of “Julius Caesar”

Delve into the passionate speeches of Brutus and Antony in Shakespeare’s Julius Caesar, which led a whole country to revolution.

4. Gravity Falls: Defeat the Cypher

https://outschool.com/classes/gravity-falls-inspired-game-crack-the-codes-and-beat-the-cypher-IvpT5sea

Title of my Outschool murder mystery game

5. Romeo and Juliet Murder Mystery

A flexible schedule class that teaches kids the plot and characters of “Romeo and Juliet,” in the context of a detective story where you solve the mystery of the young lovers’ deaths.

6. Shakespeare and Star Wars:

Did you know that Star Wars is based on the ideas and writings of William Shakespeare? This class will teach you about writing and characters though games, interactive activities and dramatic readings of both Star Wars and Shakespeare!

BUT WAIT! There’s MORE

Get $10 off my multi-week classes, including “An Interactive Guide to Shakespeare’s “Macbeth” ” with coupon code HTHES3HDTO10 until Aug 4, 2024. Get started at https://outschool.com/classes/an-interactive-guide-to-shakespeares-macbeth-jp7TIh9B and enter the coupon code at checkout.

Click the link below to get started:

New Class: Shakespeare and Star Wars!

Using self-paced online activities, your child(ren) will compare the plot and characters of Star Wars to Shakespeare’s plays. We will also discuss  Shakespeare writing by looking at “William Shakespeare’s Star Wars” by Ian Doescher.

Course Description

  1. Concept: To compare and contrast the plot, characters, themes, and language of Shakespeare’s plays with Star Wars
  2. Student Description:
    1. Epic battles, quests for revenge, pirates, funny characters, powerful warriors swinging swords. Star Wars has something for everyone. But did you know that in many ways, Star Wars is based on the ideas and writings of William Shakespeare? In this course we’ll peer beneath the veil of Shakespeare and Star Wars to find the universal stories of love, revenge, power, and growing up, using games, artwork, and dramatic readings by professional actors!
    2. Did you know that Star Wars is based on the ideas and writings of William Shakespeare? This class will teach you about writing and characters though games, interactive activities and dramatic readings of both Star Wars and Shakespeare!
  3. Course organization (the class is divided into 6 parts that students can complete at their own pace over a week-long period.

Outline

Unit 1: How Is Shakespeare Like Star Wars?

Class I- Setting the Scene

  1. That is the Question:
    1. What is Star Wars about?
    2. What parts of the Star Wars story are like Shakespeare’s plays?
    3. Are Shakespeare and the Star Wars movies saying anything similar about war? Families? Growing up?
  2. Lesson Objectives
    1. To teach about the characters and plot of Star Wars by comparing them to Star Wars
    2. To introduce the concept of archetypes, tropes, 
  3. Set the Scene
    1. Star Wars is about an evil empire trying to take over the galaxy. They have more ships, more soldiers, and a fearsome weapon that can blow up planets. The rebels on the other hand, though fewer in number, are faster, smarter, and have the advantage of fighting for a good cause. 
    2. In addition, the story is about growing up- Luke becomes a Jedi Knight. He takes revenge on the man who destroyed his father.
  4. The Players (slides)
    1. Luke
    2. Obi Wan/ Yoda
    3. Vader
    4. Leia
    5. Han
    6. R2D2 and C3PO
    7. The Emperor
  5. Words Words Words
    1. Epic
    2. Parody
    3. Theme
    4. Plot
    5. Archetype
    6. Character 
    7. Trope
    8. Theme

Class 2: The Journey of Han and Leia

  • Han and Leia vs. Beatrice and Benedick
    1. Show videos of Han before Leia
    2. Plot summary of Much Ado
    3. Clips of the bickering of Benedick and Beatrice
    4. Read blog and look at the writing.
    5. Activity- how would you write a love letter to Han or Leia?
    6. Play the scene from Jedi

Unit 2- The Prequels and Shakespeare’s Histories

  1. A Crash Course in Shakespeare’s Histories
  2. The Rise of Palpatine/ Richard III
    1. Emperor Palpatine in Star Wars rises to power through a combination of manipulation, intimidation, and by killing his opponents. 
    2. Bio of Richard III
    3. Slide- Richard’s rise to power
    4. Slide- Palpatine’s rise to power
  3. Quizlet

Unit 3- The Verse of William Shakespeare’s Star Wars by Ian Doescher

  1. What is William Shakespeare’s Star Wars
    1. Introduce the plays
    2. Explain how Shakespeare’s verse works
    3. Look at the common verse elements
      1. Sonnets
        1. Show the chorus of “Verily a New Hope”
          1.  It is a period of civil war. The spaceships of the rebels, striking swift From base unseen, have gain’d a vict’ry o’er The cruel Galactic Empire, now adrift. Amidst the battle, rebel spies prevail’d And stole the plans to a space station vast,Whose pow’rful beams will later be unveil’d And crush a planet: ’tis the DEATH STAR blast. Pursu’d by agents sinister and cold,Now Princess Leia to her home doth flee, Deliv’ring plans and a new hope they hold:Of bringing freedom to the galaxy .In time so long ago begins our play,In star-crossed galaxy far, far away
          2. Stychomichia
          3. Half lines
          4. Enjambment
          5. Title Crawl (make a gif via Canva)
  2. Side By Side Comparisons
    1. Read/ watch segments of the play
      1. To Be Or Not To Be
      2. All the World’s a Stage
      3. St. Crispin’s Day Speech
    2. Try to turn a Star Wars line into verse, and then look at the reveal.

Unit 4- Literary Devices of William Shakespeare’s Star Wars

  1. Using the educational guide, we’ll learn about the following literary devices:
    • Extended Metaphors (Luke’s green lightsaber)
    • Anaphora (Luke’s call to action in Jedi)
    • Premonatory Dreams (Calpurnia)
    • Stichomythia Richard III vs. Han and Leia

Unit5- The Hero’s Journey of Luke Skywalker

Class 1: What is a Hero’s Journey (Slides)

  1. Learn a little about Joseph Campbell’s monomyth. using the Percy Jackson post, Crash course video about monomyth
  2. Chart Luke’s monomyth journey
  3. Activity- Mad libs- write a star wars movie!
  4.  Quiz on plot elements from the monomyth (Quizzes or Quizlet)

Class 2 :  Hamlet and Luke Skywalker

  1. Plot comparison
    • (use infographic)
    • Quote from Doescher:
      • Hamlet The Tragedy of Hamlet, Prince of Denmark is Shakespeare’s most famous play. It’s also the play I make the most references to in William Shakespeare’s Star Wars.
  2. To Be Or Not to Be
  • Use my video about the speech to explain the structure
  • Note how Doescher repurpuses every line in the Star Wars Trilogy:
    • Sometimes it expresses fear: 
    • Sometimes concern: 
    • Frustration: “The whips and scorns of time”
    • Hope: “The undiscovered galaxy” “Tis a consummation devoutly to be wished.”
    • Activity: write your own paraphrase of Hamlet’s speech, using the 6 beats I provided.

Unit 6- Become a Bard Warrior (Slides and Sites)

Notes

Resources:

Web: https://americanshakespearecenter.com/2011/05/in-the-force-of-his-will-shakespeare-and-star-wars/

Close Reading: Shakespeare’s Star Wars (Empire Scene) https://shakespeareanstudent.com/2024/04/17/close-reading-william-shakespeares-star-wars/ 

The Journey of Han and Leia: https://shakespeareanstudent.com/2023/06/16/new-podcast-william-shakespeares-star-wars-part-ii-the-journey-of-han-and-leia/ 

Review of Jedi:

Video

  1. William Shakespeare’s Star Wars and the Power of Iambic Pentameter – Summer of Shakespeare the First
  2. The Wampa From “William Shakespeare’s Star Wars”
  3. Han Solo Does Shakespeare
  4. Emperor Shakespeare
  5. Darth Vader does Shakespeare
  6. Dagobah Cave Vision: https://www.youtube.com/watch?v=0otvBA0iAA0 
  7. Duel between Luke and Vader: William Shakespeare’s Star Wars excerpt: the Duel from “The Empire Striketh Back.”
  8. Comparison:
    1. 1st 10 minutes of Jedi: Star Wars Episode VI Return Of The Jedi Opening Scene HD720p
    2. Doescher’s version: Darth Vader Reads Star Wars Shakespear The Jedi Doth Return Vader Reviews

Podcast:

  1. https://open.spotify.com/episode/5BJ6TuhFO699OxWRLZNL2U?si=_cRGo7FzQjakUuZuPT0KwA 
  2. https://open.spotify.com/episode/1E3Eh9OpcR7lpMHI8edU4o?si=p-PrlRzQStqwGnoz4Y88pA 
  3. https://open.spotify.com/episode/5SFDcMAfF14ANVIki6xxr8?si=0YWtFyWoQE2CtG8fAEK22A 

Happy Birthday Shakespeare!

Me singing “Brush Up Your Shakespeare” in honor of the Bard’s birthday, 2025

Today, April 23 is the established birthday of William Shakespeare! Today I’ll share some of my favorite posts, videos, podcasts, and quirky recipes related to Shakespeare!

2024 Shakespeare Celebrations in Stratford Upon Avon, England (Shakespeare’s Birthplace)

Special Promo!

Shakespeare Week March 21-27
Some of my Shakespeare classes on Outschool.com

Get $10 off my classes with coupon code HTHESWW0S710 until May 23, 2025. Look through my classes at https://outschool.com/teachers/The-Shakespearean-Student and enter the coupon code at checkout.

Close Reading: Viola’s “I Left No Ring With Her” Soliloquy

For my Shakespeare club, I’m coaching two young actors on Viola’s celebrated soliloquy in Act II, Scene ii.I thought I’d share some of that work with you. In this speech, Viola has an epiphany; the lady she was sent to woo on her master Orsino’s behalf LOVES HER!

The Text

VIOLA

I left no ring with her: what means this lady?
Fortune forbid my outside have not charm’d her!
She made good view of me; indeed, so much,
That sure methought her eyes had lost her tongue,
For she did speak in starts distractedly.
She loves me, sure; the cunning of her passion
Invites me in this churlish messenger.
None of my lord’s ring! why, he sent her none.
I am the man: if it be so, as ’tis,
Poor lady, she were better love a dream.
Disguise, I see, thou art a wickedness,
Wherein the pregnant enemy does much.
How easy is it for the proper-false
In women’s waxen hearts to set their forms!
Alas, our frailty is the cause, not we!
For such as we are made of, such we be.
How will this fadge? my master loves her dearly;
And I, poor monster, fond as much on him;
And she, mistaken, seems to dote on me.
What will become of this? As I am man,
My state is desperate for my master’s love;
As I am woman,–now alas the day!–
What thriftless sighs shall poor Olivia breathe!
O time! thou must untangle this, not I;
It is too hard a knot for me to untie!

Exit

Twelfth Night, Act II, Scene ii, lines 648-672.

The Given Circumstances

Viola has spent an unspecified amount of time disguised as a man. She has just tried (unsuccessfully) to woo Countess Olivia on behalf of her employer, Duke Orsino. Olivia seemed intrigued by her in her disguise as “Cesario,” and refused to hear any more words about Orsino, but asked Viola to come see her again. The Countess then sent her messenger Malvolio to give Viola a ring, which he claims she tried to give to Olivia as a gift. At first, Viola is confused and upset by the accusation, but slowly realizes that the ring is actually a gift for her; in fact, it’s a love token.

Traditional Interpretations

I think the comedy depends on how Viola reacts to the realization that Olivia loves her. I’ve seen some Violas that are embarrassed, some that are a little frightened (after all, hell hath no fury like a woman scorned), and others with sad sympathy. Viola is a good person, so she can’t laugh at the lovesick countess, but she can have a wry laugh at herself and how her disguise has caused all this trouble; making her unable to confess her love to him, while at the same time making Olivia think she is a handsome young man.

Michelle Terry In the Globe Theater (2021)

Michelle Terry as Viola in the 2021 production of “Twelfth Night”

Michelle Terry is very matter-of-fact in her portrayal. She doesn’t pause, she doesn’t drag out the lines. In fact, she seems more annoyed and scandalized than anything else. The comedy comes mainly from her gestures and movements as she talks to the audience as if they were one of her gal-pals- venting her frustration with this ridiculous situation.

 Michelle Terry excels as Viola, straight-faced, tormented, only occasionally raising a conspiratorial eyebrow at the audience. 

https://www.theguardian.com/stage/2021/aug/08/twelfth-night-review-shakespeares-globe-theatre

Judy Dench in the RSC TV show “Playing Shakespeare” is very sympathetic to “Poor Olivia, ” and plays the speech with a romantic sentimentality. She’s focused on Olivia, and feels awful for the false hope she’s given her.

Both these interpretations are valid, and they’re a good baseline for two sides of Viola’s personality- the sensitive genteel duke’s daughter who is sympathetic to Olivia, and the down-to-earth funny one who is willing to disguise herself as a boy to survive.

Literary Devices

Imagery

The main image here is the image of the knot- a central image of how convoluted this love triangle is.

Verse

First Folio Reprint from The Boldlien Library.
I left no Ring with her: what meanes this Lady?
Fortune forbid my out‑side haue not charm'd her:
[650]
She made good view of me, indeed so much,
That me thought her eyes had lost her tongue,
For she did speake in starts distractedly.
She loues me sure, the cunning of her passion
Inuites me in this churlish messenger:
[655]
None of my Lords Ring? Why he sent her none;
I am the man, if it be so, as tis,
Poore Lady, she were better loue a dreame:
Disguise, I see thou art a wickednesse,
Wherein the pregnant enemie does much.
[660]
How easie is it, for the proper false
In womens waxen hearts to set their formes:
Alas, O frailtie is the cause, not wee,
For such as we are made, if such we bee:
How will this fadge? My master loues her deerely,
[665]
And I (poore monster) fond asmuch on him:
And she (mistaken) seemes to dote on me:
What will become of this? As I am man,
My state is desperate for my maisters loue:
As I am woman (now alas the day)
[670]
What thriftlesse sighes shall poore Oliuia breath?
O time, thou must vntangle this, not I,
It is too hard a knot for me t'vnty.

It’s interesting to note that (in the First Folio text), the verse alternates between being regular, and using a run-on technique called enjabment, where the thoughts continue after the end of the lines, starting with lines three and four. Ironically, when Viola says that Olivia was distracted and confused when she visited her, her own thoughts are disjointed and fragmentary as she reaches the inevitable conclusion that Olivia is infatuated with Viola in her disguise.

Viola’s Emotional Journey

In the book “Shakespeare’s First Texts” by Neil Freeman he describes how the Folio prints the speech in four distinct sections. Freeman hypothesizes that Shakespeare organized this speech into four phrases that chart the stages of emotions Viola goes through:

Each stage has its own easily identifiable quality, reflecting the growing steps of Viola’s journey in what for her is a huge struggle not only to comprehend, but also to deal with the enormous complications of the dreadful love triangle- the potential results of which are now becomming only too clear.

Freeman, 175.

Stage 1: Introduction

In the first three and a half sentences, Viola goes through the facts- she gave no ring to Olivia, Olivia was eying her, and half paying attention to what Viola was saying. The phrase ends with Viola’s conclusion that Olivia must be in love with her.

Stage 2: Complications

The sentences are of very irregular length- sometimes six words per line, sometimes a few as four. According to Freeman, the irregularity of the verse shows how Viola’s emotions are getting the better of her. Viola could be gasping with remorse over the pain she’s caused Olivia, or shocked at how easily she was taken in by Viola’s disguise.

Stage 3: Crisis/ Catharsis

Each line of this section mentions the people in this love triagle: “My master,” “And I,” “And She,” etc. Viola might be thinking about the possible outcomes to this situation- getting fired, getting discovered, getting married, etc.

Stage 4: Summary: “O Time, Thou Must Untangle This, Not I.”

Like Hamlet before her and Macbeth after her, Viola ends her soliloquy by saying she has no conclusion. She has no idea how to solve this problem, but can only hope that Time will provide a solution.

Audience Interaction

As I said, this is a soliloquy, which is to say, a speech where the character is solo or alone onstage. Some people think this means that the characters are talking to themselves, but I firmly disagree with this notion. One reason why Shakespeare writes soliloquies is because they allow a character to share their thoughts and feelings with the audience. They are the ancestors of every aria or solo in opera and musical theater, and every Disney Princess/ Villain song. I’ve even said before that there are some similarities between Viola and a famous Disney Princess:

Resources:

Illustrations

Book Review: William Shakespeare and the Globe

Video Book Review:

Content: 

This is a story of two boys, centuries apart, but united by their love of theater in general, and the Globe Theater in particular. The first is William Shakespeare, whose story Aliki tells from his birth, to his boyhood days, to his rise to prominence in the theater. The second is Sam Wannamaker, the man who spearheaded the project of re-building the Globe Theater from 1949 to the first performance of the Globe in June of 1997. 

Aliki tells this story in the format of an Elizabethan play, dividing it into five acts. Acts I-4 tell the story of Shakespeare’s life while Act V focuses on Sam Wannamaker pursuing his dream. The book concludes with a chronology of Shakespeare’s plays, and a table of his most famous words and expressions, illustrated with adorable characters.

Illustrations: Medium and Style of Illustration

Like many of her books, Aliki’s illustrations are layered and detailed. She uses ink pen outlines to draw her characters, but then fills them in with bright, vibrant colors. She then painstakingly shades them using the crosshatching technique, to create textures that are complex but have a hand-drawn almost impressionistic feel. The characters aren’t ultra-realistic, and the color palette is limited mainly to bright primaries and warm browns, making it look like a child’s box of crayons or colored pencils. This book is designed to appeal to children with its hand-drawn quality. 

Format:

Cover- The cover makes the subject of the book clear to the audience. We see Shakespeare and Globe Theater, but also illustrated moments from his plays. This helps establish that this is not only a biography, it is an introduction to Shakespeare’s plays and poems as well.

Front Matter: The book opens with four pages of quotes from Shakespeare’s plays illustrated with fairies, pipers, and Elizabethan men and women. There is no half-title, no frontispiece and no Half title verso.

Title page verso (copyright page) In the center of the copyright page is an Illustration of Shakespeare standing atop a globe, over the famous lines: “All the world’s a stage, and all the men and women merely players.”  Below the quote in very small letters is the copyright date, a short summary, the ISBN data, card catalog information, and the typography information.

Title Page The title is laid out on a white background with a thin black border. Below the title is an image of a boy (presumably Sam Wanamaker), assembling a paper model of Shakespeare’s globe, with a portrait of Shakespeare in the background. This helps establish that this biography focuses on both Shakespeare and Wanamaker, and makes the reader excited to see the real Globe brought to life in full illustration.

Table of Contents As stated before, the book is organized like an Elizabethan play, so rather than Chapter 1, etc. the book has five Acts with 1-4 scenes in them. Each chapter in the table of contents is labeled with a description that sets the scene; either a location (like London, Stratford, The Globe), or what will happen in the scene (such as “Building” or “Uncovering”). The table then details four appendices that are part of the back matter. 

Preface:  The Preface is referred in the book as an aside, (an Elizabethan theater term meaning something spoken between a character and the audience). This preface acknowledges that, because of the lack of surviving historical information on William Shakespeare, Aliki, like many Shakespearean biographers, has to use some guesswork to fill out the narrative of his life. A second preface (referred to as a Prologue), introduces the story of the book, (namely the lives of Will Shakespeare and Sam Wanamaker). This preface mimics how in Shakespeare’s plays, a prologue would tell the audience what would happen before the narrative started.

Back Matter/ Appendices: There are four appendices in the back matter- A table of Shakespeare’s collected works, a timeline of the book’s events from 1564-1999,  an illustrated list of Shakespearean words and expressions, and finally a list of Shakespearean sites to visit in London and Shakespeare’s home town of Stratford Upon Avon. These appendices show the reader that Shakespeare has an important role in history and in the English language, and encourage the reader to learn more about him. 

Value As an Educational Tool

This story not only tells Shakespeare’s life, it also introduces the reader to his plays and his influence on the English language through the illustrations and frequent Shakespearean quotations. The reader also gains an insight into Elizabethan life and culture by following Will’s journey from Stratford to London. Finally, by juxtaposing Shakespeare’s life with Sam Wannamaker’s, the reader sees Shakespeare through Sam’s eyes as he works his whole life to restore Shakespeare’s Globe to its former glory. The reader develops a love of Shakespeare, (or at least an empathetic respect), and may feel empowered to read more about Shakespeare, see his plays or maybe even become a Shakespearean artist in the future. In short, Aliki’s book brings the world of Shakespeare to young readers in a way that is beautiful to look at, full of insight, and with enough supplemental materials to encourage them to learn more.

Overall Impression:

Like Prospero’s magic in The Tempest, this story is magically told- it is not intended to create a totally realistic representation of Elizabethan life, but to give an exciting, colorful impression of Will’s life and work to the reader. Due to the scant historical details of Will’s life, Aliki chose not to do a standard biography, but, like Shakespeare’s own history plays, to tell a historically authentic story, rooted in truth that brings a time and a place to life, while portraying it an exciting and visually appealing way.

Citation:

Aliki. (2000). William Shakespeare & the Globe. HarperCollins Publishers. 

Spirit Halloween and Shakespeare

I’ve written before that Shakespeare helped influence Halloween as we know it- the images of holding skulls, witches chanting over a cauldron, and even ghosts coming back to plague their murderers all have Shakespearean roots. Exhibit A is how these images and tropes can even be found in beloved Halloween costume stores like Spirit Halloween!

If you like creepy Halloween activities and Shakespeare, please sign up for my fully online, fully asynchronous class: “An Immersive Guide To Shakespeare’s Macbeth!” The class features a digital escape room, an interactive quiz, and a special, undead guest!

Get $10 off my class “An Interactive Guide to Shakespeare’s “Macbeth” ” with coupon code HTHES4NHCN10 until Nov 3, 2023. Get started at https://outschool.com/classes/an-interactive-guide-to-shakespeares-macbeth-jp7TIh9B and enter the coupon code at checkout.