Shakespeare in the time of Bridgerton

Period Overview

Georgian England

Shakespeare and the Regency Era

The popular Netflix show “Bridgerton”, takes place in England during the reign of King George III (reigned 1760-1820). This was a time of enormous cultural and political upheaval- less than one century after the monarchy was restored, with the American and French Revolutions taking place across the pond. This was an era of power and privilege for the aristocracy, but a time of great uncertainty for nearly everyone else.

Crash Course in Sentimental Comedies, the preferred theater of the late 18th century.

Shakespeare in this period was considered a bit old hat and too vulgar for the refined age of the 18th century. During the Regency, Sentimental Comedies were all the rage. These comedies and tragedies were designed to instill audiences with Catharsis or empathy with the characters, rather than get people to think or use their reason. Gone were the days of laughing at people’s humorous behaviors and more along the lines of pitying the poor fates of middle-class rustics. These poor characters remained good-natured at the cruelty of powerful aristocrats. This explains the popularity of such plays as Beaumarchais‘ The marriage of Figaro, or Mozart’s opera Don Giovanni, in which an evil aristocrat is ruining the lives of common people like the naive peasant Zerlina with his insatiable sex drive.

After the religious wars of the 16th century and the civil wars of the 17th century, early 19th century people were more disillusioned about the monarchy, especially after the seismic shifts of the French revolution and the American Revolution. This was the beginning of the end of the aristocracy, and even though we don’t see it in Bridgerton for comedy reasons, you can sense that the eponymous family is preserving their family and houses, rather than  crown and country, which is one reason why the show still resonates with young people.

The Bridgertons might be aristocratic but they have no illusions about their own self-importance. They’re rich, yes but, like modern rich people, they don’t believe that they deserve their riches because of God- they merely fight to preserve their riches for their children, to find their daughters good love matches, and to survive the complex social Laviathon of eighteenth Century and Nineteenth Century England.

Popular Productions Of the Georgian Era

Georgian Shakespeareans

The Georgian Era was the first time in history that Shakespeare started to have a Global audience. French and German writers like Goethe, Schiller and Voltaire helped to kick off the practice of Shakespeare being translated and performed in non English speaking countries in the 18th century. In addition, Empress Catherine the Great brought Shakespeare as far as Russia with her 1786 production of The Merry Wives of Windsor. By the end of the 19th century, Shakespeare had been translated into French, German, Hindi, Hungarian,  Italian,  Spanish, and Danish (Downer, 468).

In England, however, with the trend towards sentimentality and accessibility, (as the video above mentions), the idea of adapting and modernizing Shakespeare became more common in this type period. What’s interesting is that, just when Shakespeare seemed to be on the way out culturally, people like David Garrick began to rehabilitate Shakespeare (McDonald 358).

English writers of the 18th century were trying their best to use Shakespeare as a tool of moral instruction.

Not only did Garrick create popular adaptations of Shakespeare, he also successfully made Shakespeare a cultural icon. Garrick’s famous jubilee of enthroned Shakespeare as the perfect example of english writing and the common man (even though most of his characters are aristocrats), the fact that Shakespeare was a common writer a not an aristocrat or a University educated man, actually benefited his reputation in the 18th century.

Famous Shakespeareans

Shakespeare and Bridgerton: Balls vs Breeches

Even though Bridgerton prides itself on its colorblind casting and the black & white characters haven’t a shred of racial discrimination (except in the spin-off), this society is still plagued with sexism. What I find the most interesting about Bridgerton is that, like a Shakespearean comedy, the show’s conflicts center around how women navigate sexist patriarchal systems.

In Bridgerton, the London season and the annual balls are more than just a chance to to socialize and meet handsome young man, dance, and wear pretty dresses; they are the only hope that upper class women had for the future security of their houses. These systems were put in place because women were denied the ability to determine their own destinies. Though Queen Charlotte runs the social season, she is enforcing a patriarchal system; one that places a woman’s value entirely on her ability to charm and retain the affections of men.

the bridgerton ladies are extremely aware of this and you can see their anxiety every time they attend a ball. They know that their future depends on this and the show isn’t shy about that. So so like a Shakespearean heroine, the comedy and the central conflict is how these women will navigate this socio-economic gender-based political mindfield.

What Shakespeare frequently does in his comedies is have women deliberately challenge or abandon this strict social structure. Young Shakespearean heroines frequently omen disguise themselves as men and/ or go traveling abroad so that they can find husbands and determine their own destinies. Shakespeare won’t Go So Far as to abandon the notions of marriage and childbearing, but he does create a sort of Female Fantasy:  “wouldn’t it be nice to determine a one’s Future for oneself?”

Rosalind courts Orlando in As You Like It

In As You Like It, Rosalind, in disguise as a man, is able to dictate for herself the way that she marries and courts Orlando, which must have been shocking and hilarious for Elizabethans. Viola again disguised as a Man is able to criticize his outdated notions of women to his face, and disdains his repeated attempts to woo a woman who does not share his affections. Meanwhile Juliet, a woman whose arranged is dramatically portrayed from start to finish, abandons her father’s choice and marries for love. All these women have the same conflict as the bit bridgerton women they just confront them in more extreme way

References

Bedford

Brockett

Leslie Dunton-Downer

Worthen

Hamlets of the Theater

New Course: Shakespeare’s Histories

Shakespeare’s History Class

Course trailer

Parent Description- A fully online, fully interactive course into Shakespeare’s histories taught by a professional text coach and actor. 

Students- Uncover the scandalous and gory history behind Shakespeare’s most action-packed plays! Shakespeare’s histories have inspired such works as “Empire,” “Game of Thrones,” “Hamilton” and even the “Star Wars” trilogy. This class will unlock for you why these stories of power and betrayal have been so popular for 400 years.

Format:

0. The class will have a Nearpod with slides, activities, and links to my other resources.  The class will be a combination of slides, activities, and videos. Each class will have 

  1. Weekly Discussion questions via Google Forms such as: “What do you know about Shakespeare the man?” or, “Are Shakespeare plays still relevant today?”
  2. Video Analysis- Every week I’ll discuss a different play with a short video.
    1. I’ll provide some context, explaining what is happening in the play durin the speech, and any relevant historical context.
    2. We’ll watch a recording and the students can write their impressions on what they like and don’t like.
  3. Immersive activities such as:
    1. – Shakespeare arts and crafts and recipes such as making costumes and props.
    2. – My online Shakespeare board game.
    3. Virtual tours of the Tower Of London,
  4. Weekly Web Quests like “find a Shakespeare quote that you use in normal speech,” “find a movie or character that’s based on Shakespeare,” or “Draw a picture of a Shakespearean character (stick figures are acceptable).

6 Week Course

Week 1 – Why Hamilton is Like A Shakespeare History Play Hamilton and Shakespearean History We’ll discuss what makes a history play a history play, why they were so popular in Shakespeare’s day, and draw parallels between Shakespeare and the Broadway Musical “Hamilton.”

  1. What is a history play?
  2. Song quest: Watch the Horrible histories king song
  3. Worksheet- which Shakespearean character reminds you most of Hamilton?
  4. Video- the 10 Duel commandments of Shakespeare

Week 2- Richard II

  1. The history of Richard Shakespeare’s Richard II | Animated short
  2. Watch the presentation and fill in the blanks of the story: Richard the Second Intro Presentation
  3. Web quest- go online and write down three things about the Wilton Diptych
    1. Wilton Diptych https://www.nationalgallery.org.uk/paintings/english-or-french-the-wilton-diptych
      1. Open ended question- if you were Richard, how would you feel about your role as king?
  4. John of Gaunt’s speech
    1. Watch Patrick Stewart reading this: Shakespeare: “This scepter’d isle”
    2. Now see John McInerny performing it in context
      1. What images were the most striking?
      2. Did you feel more sorry for Gaunt, or England?
      3. What would you call the tone of this speech? Patriotic? Mournful? Excited? Bitter? 
  5. The deposition Scene (video- 3 minutes)
    1. The danger of this scene:
      1. Though Queen Elizabeth I is now almost universally beloved, she wasn’t always in Shakespeare’s time. By 1601, she was 68 years old and had no male heir. Her government had also failed to put down a rebellion in Ireland. Some people in her government were getting restless.
      2. Robert Devereaux, Earl of Essex was one of those restless nobles. He’d been one of the Queen’s favorites, but after failing to crush the rebellion in Ireland, his relationship with her sourered. He then plotted to rebel against the Queen, and take the throne for himself.
      3. To do that though, Essex would need to get people on his side, so he recruited Shakespeare! One of Essex’s servants paid Shakespeare’s companies to perform a scene from Shakespeare’s Richard II; the scene where a handsome and charismatic nobleman convinces the king to willingly give up his power. 
      4. This scene was so dangerous that when the play was published, it was taken out by Elizabeth’s censors.
      5. Quotes from Richard II
        1. https://shakespearedocumented.folger.edu/resource/document/examination-augustine-phillips#:~:text=In%20his%20examination%20on%20February,fellows%20proposed%20an%20alternative%20play%2C  
        2. https://www.historic-uk.com/HistoryUK/HistoryofEngland/Shakespeare-Richard-II-Rebellion/ 
        3. https://www.elizabethi.org/contents/rebellions/essex/ 
  6. Playing Richard video: Fiona Shaw
    Questions
    What does making Richard female emphasize for an audience? What point does Shaw’s performance say about women in power?

Week 3 Henry V week

  1. Basic plot- Young king fights a war and conquers France proving himself to the world.
  2. Olivier vs. Branaugh

-Concept- what if the play was a Hockey movie?

  1. Henry is like the coach or team captain who gives inspirational speeches
  2. The underdogs win
  3. The snooty bad guys lose
  • How this translates to staging fights/ directing the characters (website/ youtube interviews)
  1. Activity= write a trailer or design a poster for Henry with a cool tag line.

Week 4- The Wars of the Roses-

  1. Summary of the three Henry VI plays
    1. Wars of the Roses Horrible Histories
    2. Web quest- research one major character from the 3H6 ASC website:
      1. Richard of Gloucester
      2. Henry VI
      3. Margaret of Anjou
      4. Richard of York
  2. Medieval warfare
    1. Watch one of the Weapons that Made Brittain videos and answer 5 questions.
    2. The battles of the Wars of the roses
  3. Costumes

Week 5- Richard III- The rise of the corrupt king

  1. Close reading- “Now Is the Winter of Our Discontent”
  2. Slides on Richard’s plot.
  3. Richard and Machiavelli
  4. Richard and Emperor Palpatine
  5. Richard and Modern Leaders
  6. Richard vs. the Amir of Gloucester
  7. Propaganda activity- make a campaign slogan/ poster for Richard.

Week 6 History Board Game/ Final Project

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 

New Class: The Violent Rhetoric Of “Julius Caesar” (Flex Schedule Edition)

Course Description

  1. Concept: To explore the plot, characters, and themes of Shakespeare’s Julius Caesar while also gaining an insight into Ancient Roman history and culture.
  2. Student Description: Delve into the passionate speeches of Brutus and Antony in Shakespeare’s Julius Caesar, which led a whole country to revolution.
  3. Parent Description  Using self-paced online activities, and a helpful handout, your child(ren) will analyze the rhetoric and persuasive power in two speeches from Shakespeare’s “Julius Caesar.” The course will also cover the culture of Ancient Rome, and the circumstances that led to Julius Caesar’s assasination, which inadvertently led to the birth of the Roman Empire.
  4. Course Organizaiton (the class is divided into 4 parts that students can complete at their own pace over a week-long period
    1. Each lesson will have:
      1. “That Is the Question” (Essential Question)
      2. Lesson Objectives
      3. Set the Scene (Background and context)- 1-3 slides
      4. The Players (biography) 1-3 slides
      5. Go Deeper (Webquest)
        1. Explore military life and the lives of women in Rome using my blog and other websites as a guide.
        2. Post 3 things you learned to the Outschool page or send a photo of your completed handout.
      6. Words, Words Words (Vocabulary, famous lines) 
      7. A Taste of Your Quality (Independant Project)
      8. Show us your mettle (Test)
    2. So each class should be 14-15 slides long.

Outline

Class I- Background on Caesar and Roman Culture

  1. That is the Question: 
    1. Why did Brutus feel Julius Caesar had to die?
    2. What was the aftermath?
    3. Can one person’s speech effect an entire nation?
  2. Lesson Objectives
    1. To provide historical and political context to explain why Julius Caesar was assassinated, and how his death inadvertantly created the Roman Empire.
    2. To explain the Rhetorical Triangle, the building blocks of persuasive speech.
    3. To go through the story of Julius Caesar focusing on the effect of the speeches.
    4. To study the  famous “Friends, Romans Countrymen” speech.
    5. To contrast this speech with some more recent political speeches and you think critically about:
      1. What does the speaker want?
      2. What tactics does he use?
      3. How effective is it?
  3. Set the Scene
    1. History
      1. Government
        1. Horrible History
      2. Military
        1. https://www.livescience.com/ancient-roman-spike-defenses-made-famous-by-julius-caesar-found-in-germany 
        2. Caesar Cipher
        3. https://kids.kiddle.co/Julian_calendar 
    2. Culture
      1. Fashion: https://shakespeareanstudent.com/2022/03/11/the-fashion-is-the-fashion-ancient-roman-fashion-and-beauty/ 
      2. Role of Women: https://shakespeareanstudent.com/2021/03/29/i-lift-the-veil-on-shakespeares-celebrated-roman-female-characters-and-discuss-the-social-norms-they-embodied-and-challenged/ 
      3. The Lupercal- https://wordpress.com/post/shakespeareanstudent.com/4545 
  4. The Players (slides)
    1. Julius Caesar Julius Caesar – Greatest Conqueror Ever?
    2. Cassius Longinus
    3. Marcus Brutus
    4. Marc Antony
  5. Go Deeper- 
    1. Go to Google Arts and Culture and find 3 facts and 3 pictures of Caesar
    2. Answer the following Questions:
      1. Name 3 jobs Caesar had in the Roman Republic
      2. Was Caesar Deaf? Was he epileptic? 
      3. Name 3 things Caesar accomplished during his career.

Go to opensourceshakespeare.com and look at Caesar’s lines- how does Caesar view himself? Write 3 examples.

  1. Words Words Words
    1. Republic
    2. Dictator
    3. Lupercal
    4. Assassinate
    5. Senate
  2. A Taste Of Your Quality
    1. Make a news headline about Caesar’s triumph. How would you report on it? Would you be allowed to say anything bad about Caesar?
  3. Show Us Your Mettle
    1. Quizlet for the terms

Class 2- Cassius Manipulates Brutus

HC Selous Illustration, "Brutus and Cassius" 1830

That Is the Question- 

How does Cassius convince his brother-in-law Brutus to betray and assassinate Caesar, his friend and colleague?

Learning Objectives-

  1. To give historical context as to why the Senate in general, (and Cassius in particular), feared and hated Caesar.
  2. To examine Brutus’ character
  3. To demonstrate how Cassius uses persuasive speech 

Setting the Scene- The Plot

The Players-

Cassius- slide/ https://www.rsc.org.uk/shakespeare-learning-zone/julius-caesar/character/whos-who 

Write 3 facts we learn about Cassius at the start of the play:

Brutus:  

https://www.rsc.org.uk/shakespeare-learning-zone/julius-caesar/character/whos-who

Go Deeper- 

Brutus- Podcast episode. I posit in this episode that Brutus is 

Words, Words, Words- 

  1. Traitor
  2. Republic
  3. Dictator
  4. Revolution
  5. Ethos
  6. Pathos
  7. Logos
  8. Rhetoric
  9. Colossus
  10.  Aeneus

A Taste Of Your Quality: 

(Independent work): We’ll examine a painting of Brutus’ ancestor Lucius and learn why Brutus values Rome more than even family.

Show Us Your Mettle: 

Quizzes on Brutus

Class 3- Antony and Brutus’ Dueling Speeches

George Ed Robertson Antony
(c) Hartlepool Museums and Heritage Service; Supplied by The Public Catalogue Foundation

That Is the Question

  1. After Caesar’s Death, his friend Marc Antony held a funeral for him where he gives the famous “Friends, Romans, Countrymen” speech. How did Antony’s speech affect the crowd?
  2. Brutus has a speech where he explains why he killed Caesar. What does he say, and how effectively does he say it?
  3. Antony was secretly plotting to take power for himself, and get Brutus and Cassius killed. How did he do it?
  4. Do speeches have the power to change a nation?

Learning Objectives

  1. To explain the Rhetorical Triangle, the building blocks of persuasive speech.
  2. To study the famous “Friends, Romans Countrymen” speech, as well 
  3. To look at these speeches and get you to think critically about:
    1. What does the speaker want?
    2. What tactics does he use?
    3. How effective is it?

Setting the Scene

RSC Learning Zone- Act III, Scene 2 https://www.rsc.org.uk/shakespeare-learning-zone/julius-caesar/story/scene-by-scene

The Players (use the videos from the RSC)

Brutus- Man of Honour VS Man of Action | Julius Caesar | Royal Shakespeare Company

Antony Julius Caesar, Act 3 Scene 2 | 2012 | Royal Shakespeare Company

Go Deeper

Words, Words, Words

  • Irony
  • Antimetabole
  • Rhetoric
  • Countrymen
  • Lend
  • Interred
  • Noble
  • Hath
  • Grievous
  • Coffer
  • Honorable
  • Lupercal
  • Cause
  • Mourn

A Taste Of Your Quality

  • Watch the video of Antony’s speech:

Quizzes

Class 4- After Caesar-

We’ll talk about the consequences of violent revolutions and how Julius Caesar has inspired some of the greatest speeches in political history.

-Patrick Henry

– Gettysburg Address

– Mean Girls

That Is the Question

  1. How have people interpreted the play “Julius Caesar” in America?
  2. Does this play promote violence?
  3. What kind of violent speech do we deal with in politics today?

Learning Objectives

  1. To show the link between American History and Julius Caesar
  2. To address the controversy and the misconception that the play promotes violent assassination.
  3. To end on a cautionary note people must think critically about what they hear in politics and not make rash decisions based on appeals to fear.

Setting the Scene- US History

  • America was founded using the principles of republican government that Ancient Rome used- with a senate, and a series of checks and balances to ensure no one has too much power.
  • America was founded in a violent revolution, and some of our country’s early leaders used Brutus as an inspiration- to overcome a tyrannical king.
  • In later years, however, some people have forgotten what happened to Brutus
  •  Today, we are often bombarded with speech that encourages fear and anger and we must think critically when we hear such speech in whatever forum- Roman, or Reddit.

The Players (use my JC lecture?)

  • Patrick Henry
  • Abraham Lincoln
  • John Wilkes Booth
  • Donald Trump

Go Deeper

-Watch the Caesar Video

– How does the play promote nonviolence?

– How did Brutus’ assassination fail to save the Roman Republic?

Words, Words, Words

Four-score

Dedicate

proposition

Civil War

Endure

Consecrate

Devotion

A Taste Of Your Quality (Night Cafe)

  • Use AI to create your own image for Julius Caesar
    • What time and place would you set the play in?
    • how do you see him- is he a hero, or a tyrant? 

https://outschool.com/classes/the-violent-rhetoric-of-julius-caesar-flex-schedule-edition-fwB3cwQM?refuid=MaRDyJ13

Six: Teen Edition

Last weekend I saw a wonderful production of “Six” The Musical at the Cab Calloway School Of the Arts in Wilmington DE. After seeing the professional production, I was worried that I wouldn’t enjoy these student performers but it was incredible! The young performers were all terrific and the director managed to use inventive, creative, and entertaining setpieces to both capture the essence of the Broadway show, and also make a version that is distinct and its own with student performers!

The Direction

DIRECTOR’S NOTE
I thought original I’d never Broadway get a show chance only to has direct six it at actors Cab. in AS the luck cast, would so/
have it, the teen edition came out this past summer, which allows
the addition of a singing and dancing ensemble. I immediately
applied for the rights and we were one of the lucky schools to
get them. This new teen edition is the perfect fit for our school
community and it highlights the talents of studentsfrom every
arts area.
I wanted to create a Beyoncé or Taylor Swift concert-type at-
mosphere, and I think we have achieved that with our show.
The fabulous lighting, the beautiful costumes and make-up, the
rocking pit band, the fabulous cast and crew and especially the
epic choreography have culminated into quite a spectacle! It has
always been a joy to work with my colleagues on these projects.
and I want to give a particular shout-out to my team of choreog-
raphers. They have taken my vision and turned it into something
amazing. The creativity in this team is fierce, and if ever there was
a group that fed off of each other’s ideas, it’s this one. We’ve had
a blast collaborating on this production
Also, I would like to acknowledge Brian Touchette, Peter Kuo and
Jared DeStafney for their tireless work on this production. With-
out them, this show would not be possible.

Marjorie Eldreth

As the director notes in the program, the challenge with doing a musical like “Six” at a high school or community setting is that there are only six major roles, which means it would be hard to find ways for the whole student body to participate. What I loved about this version is that, by utilizing dance, pantomime, and choruses, the director has found ways to not only involve more people, but help use the additional cast to tell the story in ways that the professional touring production I saw earlier didn’t!

My Favorite Moments

Normally I hate dance numbers in musicals. Don’t get me wrong, I admire the skill and athleticism that dancers have, but when I see a play or musical, I come for the story and the songs. Dance always seems like the black sheep in the musical theater trifecta to me. Not so with this production of “Six.” The dance numbers help tell the story in clever and moving ways! For instance, during Anne Boleyn’s “Don’t Lose Your Head,” a team of dancers with green sticks accompanied her. Their movements were cheeky and brash, which helps encapsulate her bubbly yet tart personality. During the choruses, the dancers and Anne rested their hands on the sticks, drawing attention to their heads moving back and forth, which reinforced both the title, and Anne’s air-headedness. Then, at the end of the number, the dancers got into a circle and pointed their sticks at Anne’s neck- pantomiming how she would eventually be beheaded! Thus, the dancers complimented Anne’s song perfectly, in a way that was not originally part of the show!

“My Heart Of Stone”

The most moving moment of dance was during Jane Seymore’s song “My Heart Of Stone.” When I saw this number in Hershey, it was by far my least favorite. I thought the lyrics were generic, that the song itself was bland, and that gave little depth to Jane character. All that changed this time around. While Jane belted her heart out about the son she never got to raise and the husband who mistreated her, we got to see elegant ballet dancers perform those moments for us. I particularly liked that the male dancers had red hair, (much like the real Henry VIII and his son). The dance actually helped me see Jane’s conflicting feelings for Henry- how she feels genuine love and affection one minute, and terror the next. How she and her son are both ghosts, now that they were denied the chance to live together on Earth. I don’t wish to diminish the wonderful singing and acting of the Hershey production, but Six: Teen Edition did a masterful job of showing, in addition to telling Jane’s story.

THe Cast

The Cab Calloway School of the Arts boasts some of the top young actors in the country, and all of them have tremendous chops as actors, dancers, and singers. Some of them already have professional acting credits. So it should come as no surprise that all the performances were incredible. It was very exciting, however to see a real 19-year-old play Catherine Howard, (since that was the real age she was when she died).

This production also took the bold leap of casting two men in the show. In one cast Anne of Cleaves was played by a man, and in the other (the one I watched), Katherine of Aragon was played by a man. I have no problem with this choice, (after all boys have been playing Katherine ever since Shakespeare’s Day), but I was a little disappointed that the actor had to modify the song to fit his range- I was looking forward to the extravagantly high Shakira and Beyonce inspired vocals that I’ve come to expect from the part. Nevertheless, the actor I saw was incredibly talented and his acting and dancing were completely appropriate for the part.

THe Dramaturg

For those of you who don’t know, a dramaturg’s responsibility is to help the actors, director, and production designer by doing research into the play’s historical or political context. It’s a role that is very important in period plays like Shakespeare. I’ve worked as a dramaturg myself and, though the work one does as a dramaturg is mostly unnoticed by the audience, the dramaturg can greatly contribute to the way the actors understand the text and give the director tools and ideas with which to explore themes and ideas present in it. I don’t know what the dramaturg did for this production, but I could tell based on the performances that every cast member was fully committed to their character. Each actor was able to clearly articulate their character’s emotional journey and that meant they must have learned the history and context of the Tudor period. Again, I don’t know if the dramaturg had any effect on this, but I’m going to assume they did a terrific job, because their end goal was accomplished- the actors and director gave a coherent and well thought out performance that captures the spirit of the Tudor period, so great job!

Brava/ Bravo

Happy International Women’s Day

Happy International Women’s Day! I would like to dedicate my posts today to my daughter, a wonderful strong girl, a Shakespeare fan, and a lifelong lover of the musical “Six”.

Some of Shakespeare’s Best Female Characters

I’ve discussed Shakespeare’s best Mother characters before, and his Roman characters as well, but I thought I should include some of the ones who are not mothers and/or unmarried (at least for most of the play). I don’t want to rank these characters since I detest ranking women in general, so here are some of Shakespeare’s best characters, and some of their immortal speeches:

CleoPatra

Katherine Of Aragon

Even though “Henry the Eighth” is my least favorite Shakespeare play, I love how strong Katherine is and how well she fights against the machinations of Cardinal Woosey and her husband. She is a courageous, virtuous, and strong-minded woman, who when Henry demands that she consent to a divorce, Katherine simply says: “No Way!”

Lady Macbeth

A fascinating and electrifying character. She seduces her husband and makes him fully commit to murdering the king. If you look at the post above, you can see the multiple potential readings for why she courts evil spirits to convince her husband to murder the king. Her strength and energy is highly attractive and it was easy for me to see how a man might do anything to make her happy.

Isabella From “Measure For Measure”

I think Elizabethans would have seen the connection between the Virgin Queen who fought off assassination from the Pope, and Isabella, a virgin who fights off the advances of Angello, who seems pious, but who secretly is degenerate and cruel. Isabella even becomes a princess at the end of the play, (assuming she marries the Duke), which means she could literally become a Queen Elizabeth to English eyes.

https://www.rsc.org.uk/shakespeare-learning-zone/measure-for-measure/character/analysis

Stick figure version of Isabella from “Peace Good Tickle Brain.”

Portia Catonis (Wife of Brutus)

One of the best female characters in the Roman plays, Portia demands to be taken seriously as a wife and as a Roman citizen. In her one great scene we see her demand that Brutus tell her why he has been so distant and cold:

Elisabetta Sirani, Portia Wounding her Thigh, 1664, oil on canvas, 101 x 138 cm (Collezioni d’Arte e di Storia della Fondazione della Cassa di Risparmio, Bologna)
Some have speculated that in real life Portia helped Brutus with the conspiracy to assassinate Caesar, after all, she was the daughter of Caesar's great rival senator Cato, who was willing to die when he realized the Roman republic was finished.
Not only was the real Portia a great woman, she also inspired some great art. Below is the great masterpiece: Portia Wounding her Thigh, by Elisabetta Sirani (1664). According to Dr. DR. MAURA GLEESON, the painting was commissioned by a fabric merchant, which explains Portia's sumptuous outfit. Portia remains totally calm, yet focused and determined as the other women in the background idly spin clothes in the background. For more information on this masterpiece, click the link below:

If you’d like to learn more about Portia and Julius Caesar, sign up for my online class on the play via Outschool.com. Get a $5 discout with coupon code HTHES6Q5XA5 until Apr 2, 2024. Get started at https://outschool.com/classes/the-violent-rhetoric-of-julius-caesar-flex-schedule-edition-fwB3cwQM and enter the coupon code at checkout.


So happy International Women’s Day ladies! Hope you get some of the love and appreciation you deserve today! More posts coming soon!

Roman Women Week!

Since International Women’s Day is Friday, I’m devoting the following week to talking about the awesome female characters in Shakespeare’s Roman plays: Titus, Andronicus, Julius Caesar, Antony and Cleopatra, and Coriolanus

First, here’s my post and an accompanying podcast on Roman women, which includes an analysis of Lavinia, Portia, Valumnia, and Cleopatra:

Here’s a fascinating video about the lives of Roman girls:

And here’s a special section about Cleopatra:

Comedy sketches about Cleopatra from “Horrible Histories” BBC, 2015.
cleopatra facts infographics in 2021 | Cleopatra facts, Ancient history  facts, Cleopatra history
A Lady-Gaga-esque song about Cleopatra from “Horrible Histories,” 2014
Infographic from an article about Cleopatra’s beauty regimen. Source: http://socialdiary.pk/

http://socialdiary.pk/beauty-secrets-of-cleopatra

Shakespeare On Dragons

Tonight is the Chinese New Year, beginning the Year of the Dragon. I’ve talked before about the fascinating relationship between Shakespeare and China, and I thought I’d illustrate it here by talking about a shared cultural mythology- the concept of dragons. Both Western and Eastern cultures use dragons in their myths, but as you’ll see, they have very different cultural meanings.

Quotes from Shakespeare About Dragons

Before thee stands this fair Hesperides,
With golden fruit, but dangerous to be touch’d;
For death-like dragons here affright thee hard:

Antiocus, Pericles

Sometimes we see a cloud that’s dragonish;
A vapour sometime like a bear or lion,
A tower’d citadel, a pendent rock,
A forked mountain, or blue promontory

Antony and Cleopatra

In Western myths, dragons are symbols of wrath and fierceness. In ancient Greek and Viking myths, dragons are often guards of treasure, (and sometimes in modern stories like Harry Potter). In the myth of Hercules, a multi-headed dragon guarded the golden apples of the Hesperides, (the apples that kept the gods young and immortal). King Antiochus wants to scare Pericles by comparing his daughter to the apples; if he fails to win her love, he’ll be devoured as Hercules almost was.

Coriolanus and Dragons

His CORIOLANUS is grown
from man to dragon: he has wings; he’s more than a
creeping thing.

Coriolanus

Shakespeare’s Roman general Coriolanus is frequently compared to a dragon in Shakespeare’s play. According to Dr. Peter Saccio of Dartmouth College, this is because the general is unable to relate to other humans- he is solitary, violent, jealous of his power and wealth, and prefers to strike first, then retreat from other people when the battle is won. This is why he utterly fails to get the Roman people to elect him consul in this scene from Ralph Fiennes’ movie. I find it ironic that Fiennes has played not only this character, (who is associated with dragons), but with Lord Voldemort, (who controls several large serpents), and also Francis Dollarhyde in the film Red Dragon:

Swift, swift, you dragons of the night, that dawning
May bare the raven’s eye! I lodge in fear;
Though this a heavenly angel, hell is here.

Cymbeline

Sometime he angers me
With telling me of the mouldwarp and the ant,
Of the dreamer Merlin and his prophecies,
And of a dragon and a finless fish,
A clip-wing’d griffin and a moulten raven,
A couching lion and a ramping cat,
And such a deal of skimble-skamble stuff
As puts me from my faith. 

Hotspur, Henry IV, Part I

A thousand hearts are great within my bosom;

Advance our standards, set upon our foes

Our ancient word of “courage,” fair Saint George,

Inspire us with the spleen of fiery dragons!

Richard III

St. George and the Dragon

In the medieval story of St. George, the titular knight defeats a dragon, which is basically a stand-in for Satan. George was seen as the ideal knight- virtuous, devoted to his cause, strong, and patriotic. His defeat of the dragon was an allegory for how knights should devote themselves to protecting their lords, ladies, and the innocent against evil. Therefore, it’s intentionally unsettling that Shakespeare has Richard III telling his soldiers to act not like the virtuous St. George, but like the cruel and violent dragon. Richard is Shakespeare’s most villainous king, so it makes sense in context that he would side with the dragon, and thus his defeat would seem even more like a triumph of good over evil. In addition, the real King Richard flew this flag with a dragon on it during the actual Battle of Bosworth Field.

Royal standard of Richard III, using the dragon of St. George

Peace, Kent!
Come not between the dragon and his wrath.

King Lear

Dragons and Chinese Culture

None of the animals is so wise as the dragon. His blessing power is not a false one. He can be smaller than small, bigger than big, higher than high, and lower than low.”

–Chinese scholar Lu Dian (AD 1042-1102)

Qualities of Dragons

Dragons didn’t have the negative connotations of Western myths. In China, they were symbols of good luck, strength, and success. They were also known to be proud and temperamental-sometimes kind but sometimes vengeful to people who didn’t show them proper respect. In a sense, the dragon was like the ancient Greek gods- they should be viewed with respect and gratitude as well as fear.

Zodiac

The Chinese calendar goes by a cycle of years, not months. It has 12 animals that represent various qualities and those qualities will characterize the coming year. So hopefully a year of a dragon will be a year marked with courage, good fortune, and justice.

IV. What would a Chinese Lear look like?

Looking at the quotes I showed you earlier, it’s interesting that King Lear calls himself a dragon, and it made me think- Lear is a powerful warlord who demands absolute loyalty from his children. Would a Chinese version of King Lear work?

2017 Chinese Language production of “King Lear” at the Royal Shakespeare Company.

There was a Chinese production of King Lear back in 2017, where the translator and director traveled to the Royal Shakespeare Company in England and worked with the actors and directors of a London production to make their production gain insight into the characters’ motivations. However, I wonder how successfully they translated the Western ideas and values of the play for a Chinese audience. One of the reviews from China Daily.com describes the play like this:

Originating from old British legend, King Lear is one of Shakespeare’s four most famous tragedies. Through the internal disorder of the royal family, the rise and fall of King Lear’s fate and the final punishment of evil powers, Shakespeare expresses his optimistic views in the future of society, thereby adding the glory of strong idealism into his work.

ChinaDaily.com

The last word I would use to describe King Lear is “optimistic”. It is the only tragedy where not only does everyone die, but the entire future of the monarchy is in question. Nevertheless, reading about this production makes me interested in imagining my own version of King Lear, one that emphasizes Chinese values, but also questions them.

Many Chinese stories stress family loyalty, communalism, and respect for elders. You could portray King Lear as a story about the disastrous consequences of self-interest. After all, Regan and Goneril cast their father out and dismissed his followers, and it led their kingdom into civil war. In that version, Lear is like the Dragon King, who in Chinese folklore, was a powerful ruler of the seas, (giving new meaning to the lines “Blow winds, and crack your cheeks”). As a bonus, historically, many imperial Chinese rulers decorated their palaces with images of dragons, and the emperors themselves were associated with the creature, (especially during the Han Dynasty), so when Lear says “Come not between the dragon and his wrath,” In his mind, he literally is a dragon.

Han Dynasty watercolor print of a Han warrior whose clothing is embroidered with dragons.

In 1736, Jean-Baptiste Du Halde wrote about the Emperor: “His clothing is embroidered with dragons: they are his emblem, and only He can wear dragons with five claws – any infringement to this rule is punished severely.”

Cornell University: Emblems and Mascots of Rulers:
Chinese Imperial Dragon
s

That said, some dragons were associated with bad luck and ill omens. I’ve said before that Lear’s biggest flaw is that he fails to take time to examine himself or think about the consequences of his actions until it is too late. Maybe Lear thinks of himself as a benevolent dragon, but really is a bad man cursed with bad luck; he is not a dragon, he just has one on his back. So, in short, a Chinese re-imagining of King Lear could be a fascinating look at Chinese culture and give a fresh re-imagining of Shakespeare’s tragic story.

I hope you enjoyed this look into dragons in Shakespeare and Chinese culture. Joseph Campbell said that all cultures share and interpret archetypes to understand their own culture, but also to grasp what makes us all human. For whatever reason, every culture on Earth has some kind of large serpent- Chinese dragons, European dragons, The Aztec god Quetzalcoatl, the Viking Yormungand, even the Piasa of the native tribes of the Mississippi. and they can mean many different things to many different people, which means that we as humans are in some way tied to gether through all these dragon tales (no pun intended).

V. Sources

  1. https://www.kennedy-center.org/whats-on/explore-by-genre/young-audiences/2023-2024/dragon-kings-daughter/#:~:text=Chinese%20dragon%20mythology%2C%20martial%20arts,inspiring%20songs%20by%20Marcus%20Yi.
  2. https://www.historyskills.com/classroom/year-7/chinese-dragons/#:~:text=Another%20well%2Dknown%20legend%20involves,benevolent%2C%20divine%20force%20in%20nature.
  3. https://www.amnh.org/exhibitions/mythic-creatures/dragons/asian-dragons
  4. https://www.topchinatravel.com/china-guide/chinese-dragon-language.htm
  5. https://studycli.org/chinese-culture/chinese-dragons
  6. https://rmc.library.cornell.edu/AnimalLegends/exhibition/emblems/dragons.html#:~:text=Already%20a%20royal%20symbol%20in,and%20his%20brother%20Yan%20Di.

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