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

Shakespearean Art: Portia

Portia (Or Porcia), was the wife of Marcus Brutus. Many ancient writers emphasize her courage, beauty, and devotion to her husband and Rome. Many painters and illustrators have chosen to depict her as a model of courage and grace.

https://portiacatonis.weebly.com

https://artsandculture.google.com/asset/portia-and-brutus/qQH7qtdFwf6xeA?hl=en&ms=%7B%22x%22%3A0.5%2C%22y%22%3A0.2668803418803419%2C%22z%22%3A8%2C%22size%22%3A%7B%22width%22%3A2.1891025641025643%2C%22height%22%3A0.6672008547008548%7D%7D

Crafting a Character: Puck

“Welcome Spirit, How Camest Thou hither?” The sources for Puck

Puck, in medieval English folklore, a malicious fairy or demon. In Old and Middle English the word meant simply “demon.” In Elizabethan lore he was a mischievous, brownielike fairy also called Robin Goodfellow, or Hobgoblin. As one of the leading characters in William Shakespeare’s Midsummer Night’s Dream, Puck boasts of his pranks of changing shapes, misleading travelers at night, spoiling milk, frightening young girls, and tripping venerable old dames. The Irish pooka, or púca, and the Welsh pwcca are similar household spirits.

Britannica, The Editors of Encyclopaedia. “puck”. Encyclopedia Britannica, 21 Apr. 2016, https://www.britannica.com/topic/puck-fairy. Accessed 18 July 2023.

Shakespeare also took inspiration from English poet Edmund Spencer, who visited Ireland in the 1590s and adapted the folklore he picked up into his opera The Fairy Queen, which Shakespeare adapted into A Midsummer Night’s Dream

Types of fairies you can “spot” at the Lullymore Park in Ireland:

Puck/Robin’s Dual Nature

The old stories tell that Fairies are magical creatures who live in hollow places in the earth. Some are benevolent and help give rain and pleasant weather to the Earth, Like the king and Queen of the fairies, Oberon and Titania:

And the mazed world,
By their [the tides] increase, now knows not which is which:
And this same progeny of evils comes
From our debate, from our dissension;
We are their parents and original.

— Titania, (Queen of the Faries), A Midsummer Night’s Dream Act II, Scene i.

Titania in this speech shows great concern for nature, humanity, and the planet. She believes it is the responsibility of fairies, particularly herself and her husband Oberon, to control the elements and keep humans and fairies safe. Some fairies, however, are cruel and enjoy playing tricks on mortals, just like Puck in A Midsummer Night’s Dream, or Queen Mab in Romeo and Juliet.

.

This is a short analysis I created of the tricks Puck plays on people in A Midsummer Night’s Dream, as part of my acting course on Ouschool.com. Note the different ways Puck is portrayed in photos as a satyr, a rotund elf, and sometimes as an almost- demon like figure.

Punishments or contracts with fairies formed a significant part of Goodfellow’s purpose on earth. While he could issue good fortune and support, this was always at the cost of those involved. As Reginald Scot commented, Goodfellow had a ‘standing fee’ of a ‘mess of white bread and milk’, which he expected after supporting housewives with their chores. If his payment was forgotten, Goodfellow was believed to steal from the home that owed him, often stealing grain and milk from the dairy.

Abigail Sparkes, Historic UK.com

Performing Puck

Because Puck is not human, and somewhat ambiguous in the text, an actor can play Puck in many different ways. Generally speaking, actors tend to explore Puck’s attitude toward humans, their love of mischief, and how to translate that physically and vocally

Puck. My mistress with a monster is in love.
Near to her close and consecrated bower,
While she was in her dull and sleeping hour,
A crew of patches, rude mechanicals,
Were met together to rehearse a play
The shallowest thick-skin of that barren sort,
Who Pyramus presented, in their sport
Forsook his scene and enter’d in a brake
When I did him at this advantage take,
An ass’s nole I fixed on his head:

Anon his Thisbe must be answered,
And forth my mimic comes.
So, at his sight, away his fellows fly;
And, at our stamp, here o’er and o’er one falls;
He murder cries and help from Athens calls.
I led them on in this distracted fear,
And left sweet Pyramus translated there:
When in that moment, so it came to pass,
Titania waked and straightway loved an ass!

slideshare id=52829293&doc=randj-150916030030-lva1-app6891]

References:

Shapiro, James. A Year In the Life Of William Shakespeare, 1599. Chapter 6: Things Dying and Things Reborn.

https://www.bbc.co.uk/programmes/articles/3fLDRSY7r9rJhrVFWy99Mly/transcript-shakespeares-restless-world-programme-7

https://www.independent.ie/entertainment/theatre-arts/is-shakespeare-responsible-for-the-stage-irishman-34638347.html

https://www.irishtimes.com/culture/stage/what-ish-my-nation-shakespeare-s-irish-connections-1.2619173

Richard the Third and Toxic Masculinity

This past month, there was a free production of Richard III in New York’s Shakespeare In the Park, starring Danai Gurira as the title character. I have not seen this production, though I wish I had. I enjoyed the actress Ms. Gurrira in such films as “Black Panther,” and would love to see her do Shakespeare. What is more, the concept intrigues me. This project explores themes of toxic masculinity, racial identity, inferiority, and misogyny.

Danai Gurira as Richard III, Shakespeare in the Park, 2024

https://www.npr.org/2022/07/10/1110359040/why-it-matters-that-danai-gurira-is-taking-on-richard-iii

Unsurprisingly, with so many heady topics in the production, this Richard III is still somewhat controversial. Some right-wing critics dismissed the whole production as a piece of ‘woke propaganda,’ but I feel this is unfair.

When Danai Gurira of Marvel’s “Black Panther” first takes the stage in the title role, the actress has no perceivable hunchback or arm trouble. And yet the dialogue suggesting Richard suffers from a lifelong physical issue (“rudely stamped”) has been kept in. Perhaps we are to use our imaginations. Who knows? We are certainly tempted to close our eyes.

By Johnny Oleksinski

I will not judge this production based on the acting because I haven’t been able to see it. What I will do is take a stance on the validity of the concept. Specifically, I want to ask if this play is a good examination of toxic masculinity and if it would it be worthwhile to see it portrayed by a black woman, as opposed to a white man. The short answer is an emphatical “Yes.”

https://variety.com/2022/legit/features/danai-gurira-richard-iii-toxic-masculinity-central-park-1235318196/

Richard’s Toxic Masculity

Richard III is definately an example of toxic masculinity. He is violent, full of hatred, vengeance, and mysogeny. He is constantly insulting women from Lady Anne, Jane Shore, Queen Elizabeth, and even his own mother. In fact, the source of Richard’s toxic attitude is that he blames his mother for his disability and deformity:

Well, say there is no kingdom then for Richard;1635
What other pleasure can the world afford?
I'll make my heaven in a lady's lap,
And deck my body in gay ornaments,
And witch sweet ladies with my words and looks.
O miserable thought! and more unlikely1640
Than to accomplish twenty golden crowns!
Why, love forswore me in my mother's womb:
And, for I should not deal in her soft laws,
She did corrupt frail nature with some bribe,
To shrink mine arm up like a wither'd shrub;1645
To make an envious mountain on my back,
Where sits deformity to mock my body;
To shape my legs of an unequal size;
To disproportion me in every part,
Like to a chaos, or an unlick'd bear-whelp1650
That carries no impression like the dam.
And am I then a man to be beloved?
O monstrous fault, to harbour such a thought!. 3H6, Act III, Scene i, lines 1635-1653.

Now I should clarify the difference between deformity and disability, which are characteristics that Richard III has as part of his character makeup. According to the Americans With Disabilities Act, a disability is defined as: “A physical or mental impairment that substantially limits one or more major life activities.” This could include paralysis, autism, or any number of congenital or acquired conditions. Richard’s disability is primarily his limp (caused by his unequally shaped limbs), and his withered arm. What’s interesting in this production is that while the title role is played by an able-bodied woman, most of the rest of the cast have actual disabilites. Watch this clip of the famous courtship scene between Richard and Lady Anne, who plays her role in a wheel-chair.

While a disability is a legal term that is recognized by lawyers and governments alike, the term “deformity” is more subjective; it generally refers to any kind of cosmetic imperfection. In Richard III, this applies to Richard’s hump and withered arm. 

The Elizabethans thought that deformity was a sign of disfavor from God, and that deformed people were constantly at odds with God and nature, as Francis Bacon puts it in his essay, “On Deformity.”

As deformed people are physically impaired by nature; they, in turn, devoid themselves of ‘natural affection’ by being unmerciful and lacking emotions for others. By doing so, they get their revenge on nature and hence achieve stability.

Richard III has this drive for revenge in spades and I believe it manifests itself as a particularly terrible form of toxic masculinity. Richard definitely wants the crown to make up for his lack of ‘natural affection,’ but he is also especially malevolent towards women.

I, that am rudely stamp’d, and want love’s majesty

To strut before a wanton ambling nymph;

And therefore, since I cannot prove a lover,

To entertain these fair well-spoken days,

I am determined to prove a villain

And hate the idle pleasures of these days

Seeing a woman play this kind of misogynist dialogue forces the audience to take it out of context and question Richard’s point of view. We see casual misogyny every day, and seeing a woman deliver it is quite illuminating.

Richard’s deformity and Blackness

Another provocative choice by Danai Gurira’s portrayal of Richard is the fact that she plays the role of Richard without the hump or withered arm. She herself explains that for her production, Richard’s perceived deformity, is actually represented by her being a black woman:

He’s dealing with the otherness compared to his family, in terms of not being Caucasian and fair like them.” The word ‘fair’, is used a lot in the play.

Danai Gurira’s

Shakespeare writes Richard as constantly striving to compensate for his deformities by being clever, violent, and eventually, by becoming king. As I wrote before in my review of Othello, for centuries black people have been portrayed as inferior; aberrations of the ‘ideal fair-skinned form’. So, to the Elizabethans, blackness itself was a form of deformity, and the rawness of addressing this uncomfortable fact in this production should be commended.

English people are already trained—and we have scholars like Anthony Barthelemy has talked about this in his book Black Face, Maligned Race, where the image of blackness, as associated with sin, with the devil, all of these things, makes it quite easy to map onto then Black people these kinds of characteristics. Then, those kinds of characteristics allow for the argument that these people are fit to be enslaved. – Dr. Ambereen Dadabhoy, Race and Blackness in Elizabethan England Shakespeare Unlimited: Episode 168

https://www.folger.edu/shakespeare-unlimited/elizabethan-race-blackness-dadabhoy

So while I can’t speak to the production’s acting or staging, I will emphatically defend the notion that this production’s concept is valid. Richard III is an example of toxic masculinity through his self-hatred, violence, misogyny, and narcissism. In addition, as I’ve written before, in the Early Modern Period, blackness was considered an aberration or deformity, and seeing it in the person of Richard, with the implicit understanding that black people still face this kind of prejudice today, opens a much-needed dialogue that any production of Shakespeare shouldn’t be afraid to open.

In short, by re-contextualizing Richard’s deformity and disabilities, this production gets to the heart of the play’s moral for our times. The early modern period’s toxic attitudes towards deformity and disability created the Renaissance monster of Richard III. We in the 21st century must examine our own societal prejudices and toxic attitudes so this monster does not come to haunt us in real life.

Verily, May the Fourth Be With Thee

Hi everyone!

Well today is May 4rth, when a lot of people have chosen to celebrate one of the most iconic movies of the 20th century: Star Wars! And why not? The story is full of conflict, introspection, love, change, the conflict between fathers and sons, and occasionally guidance from ghosts. Wait, that sounds familiar- it’s a lot like Shakespeare! Yes, the movie has a lot of parallels with the Shakespearean canon, and I’d like to share some of those similarities here. Below is a post I did for the American Shakespeare Center about how the Star Wars prequels parallel Shakespeare’s history saga of Henry the Sixth:

http://asc-blogs.com/2011/05/04/in-the-force-of-his-will-shakespeare-and-star-wars/

More recent posts for May 4rth

Videos

Podcasts

Enjoy May the Fourth!

Review: “Star Wars-  the Empire Striketh Back.” by Ian Doescher

As I was writing William Shakespeare’s The Empire Striketh Back, I was surprised to realize I had made more references to Shakespeare’s Much Ado About Nothing than any other play. Much Ado is a comedy—probably my favorite of Shakespeare’s comedies—so it was strange that lines from it kept popping up in the darkest of the original Star Wars® trilogy.

Ian Doescher, https://iandoescher.com/

Introduction

What Is William Shakespeare’s Star Wars?

William Shakespeare’s Star Wars is a series of parody plays written by Ian Doescher that takes the prose screenplays of the Star Wars story and transforms them into Elizabethan verse. Last time I mentioned how much I loved the cheeky references to Shakespeare and Star Wars, and how Doescher adapts the cinematic quality into Elizabethan drama very well. In my podcast, I also emphasized the way Doescher gives each character verbose Shakespearan language that works very well for radio and theater:

My podcast episode where I do dramatic readings of “Verily A New Hope.”

What I want to do with this post, (and the accompanying podcast), is to see whether this edition captures the fun, the clever wordplay, and the Shakespearean storytelling of “A New Hope,” with the second installment of the series, and if it helps to capture the shift in tone between the two movies, as Luke is tempted by the dark side and Han is betrayed and frozen by Lando.

Notes about the play

  1. The first play in the series, Verily, A New Hope,” took plot and structure inspiration from Henry V; it tells the story as an epic heroic story of Luke’s heroic deeds, much like how Henry V is about a king who grows from boy to man.
  2. By the playwright’s own admission, the dialogue is stuffed with lots of re-purposed quotes from Much Ado About Nothing, Shakespeare’s comedy of a womanizing, self-centered soldier who becomes a devoted husband. This is appropriate since the Leia/ Han plot within the play and movie starts out with them bickering like Beatrice and Benedick. Doescher says this was an accident, but I think he might have subconsciously taken inspiration from their love affair to help structure the dialogue. In the accompanying podcast episode, I talk more about how the use of Much Ado quotes helped to flesh out the characters of Luke, Leia, and especially Han.

Structure

Movies and plays follow a similar structure where the action starts at a static place, tension rises, and finally, things get resolved at the end. A lot of the same elements are in both issues. The main difference is how they are arranged. Let’s see how Doescher translated the three-act structure of a screenplay, to the five-act structure of an Elizabethan tragedy.

As you can see, films have a 3 act structure

Elements to Watch for:

  1. The Language
    1. Choruses
    • A Chorus is a short speech where a character who is not part of the action of the play introduces the plot.  It functions the same way as the famous title crawl at the beginning of Star Wars.
  1. I mentioned last time that “Verily: A New Hope” uses choruses liberally, which is appropriate because the tone of this story is so much darker, and since the action follows the journeys of Han and Luke so closely Ian doesn’t use choruses as much. I suspect this is partly because unlike The Empire Strikes Back, A New Hope jumped around more between planets and locations and used wipes and other transitions heavily:

Below is a link to the Royal Shakespeare Company’s Learning Zone, where you can learn about the language of the Henry V chorus.

https://www.rsc.org.uk/shakespeare-learning-zone/henry-v/language/facts#

2. Repeated lines/ Half lines

The literary technique of stichomythia has characters who speak at more or less the same time, using slightly different forms of dialogue. Doescher uses this well as a staging device by having Vader and Luke speak similar lines as Luke plummets down the shaft after losing his lightsaber duel:

These similar lines highlight the connection these two have (no spoilers), and also emphasize that, though the actors might be physically close onstage, their characters are meant to be far apart; they wouldn’t be saying this to each other.

In Romeo and Juliet, there’s an excellent example of stichomythia in Act IV, Scene iv, right after Juliet’s parents and Nurse discovers her, apparently dead. There is a long series of laments by her parents and nurse where they are shocked and horrified at her sudden death:

Lady CapuletAccursed, unhappy, wretched, hateful day! 2702
Most miserable hour that e’er time saw
In lasting labour of his pilgrimage!
But one, poor one, one poor and loving child,
But one thing to rejoice and solace in,
And cruel death hath catch’d it from my sight!
NurseO woe! O woful, woful, woful day!
Most lamentable day, most woful day,
That ever, ever, I did yet behold!2710
O day! O day! O day! O hateful day!
Never was seen so black a day as this:
O woful day, O woful day!
ParisBeguiled, divorced, wronged, spited, slain!
Most detestable death, by thee beguil’d,2715
By cruel cruel thee quite overthrown!
O love! O life! not life, but love in death!
CapuletDespised, distressed, hated, martyr’d, kill’d!
Uncomfortable time, why camest thou now
To murder, murder our solemnity?2720
O child! O child! my soul, and not my child!
Dead art thou! Alack! my child is dead;
And with my child my joys are buried.
Romeo and Juliet, Act IV, Scene v lines 2702-2723.

When I played Friar Laurence and the cast and I rehearsed this scene, the actors playing the Nurse and Juliet’s parents were struck by how similar the lines are and worried that these long passages of laments would get tedious to an audience. I realized by looking at the similar lines, the similar words (especially at the ends of lines), and the fact that Friar Laurence interrupts them at the end, led me to believe that these lines are meant to be spoken AT THE SAME TIME. This creates an effect of organized chaos where the actors seem to be wailing and ranting, but are actually speaking a carefully composed quartet of grief. Thus Doescher cleverly mimics Shakespeare’s use of stichomythia to convey Vader and Luke’s physical distance, and complementary feelings at the same time.

3. Parody Lines

The biggest appeal of William Shakespeare’s Star Wars is the fact that it is a parody, and I’ve said for many years that parody and gentle riffing on Shakespeare is a great way to get students to overcome their fear of Shakespeare and engage with him. Students who know Star Wars but don’t know Shakespeare will recognize the familiar characters and plots of the movies and then see how Shakespeare’s language tells the story anew. Similarly, people who know Shakespeare will recognize the way Doescher re-tools famous Shakespeare quotes to give to characters in the Star Wars Universe, like here, where he spoofs the intentionally bad speech of Snug the Joiner and gives it to the Wampa from Empire Strikes Back:

Peter Keavy as Snug the Joyner in “A Midsummer Night’s Dream,” 2017.

In the Educator’s guide, which I’ve attached below, Doescher tells you exactly which lines he has parodied and the plots of the original plays so the students can learn about Shakespeare through these famous speeches. Orson Wells once said that “We sit through Shakespeare in order to recognize the quotations,” and this edition gives us thrilling space battle, wonderful characters, and witty dialogue to keep us entertained while we wait.

Staged moments

As Doescher worked his way through all nine installments of Star Wars, he continued to expand and experiment with his storytelling. There are a couple of moments in “Empire” that work only onstage such as the aforementioned moment of stichomythia after the lightsaber duel, and the scene in Act II, Scene ii where the Imperial Walkers known as AT-ATs actually speak to each other onstage. Like the French in Henry V, it’s interesting to see the battle from the enemy’s point of view, albeit a highly biased one. I won’t reprint it here for copyright reasons, but I will put this funny sketch in as a placeholder:

My Criticism

Although I loved “Verily, A New Hope,” I feel that Doescher didn’t go far enough to adapt the dialogue in interesting ways and play with the stagecraft of Star Wars to make it more distinct from the film and the first installment. My favorite moment of the play was the Wampa speech which was great because it not only parodies one of my favorite speeches in “A Midsummer Night’s Dream, it also made the Wampa attack tonally distinct from the film- the film is tense and grim, while the Wampa speech is funny and charming. I wish Doescher had embraced the parody and silly tone he shows in this speech and applied it more to the rest of the play; we already know Empire is the darkest installment of the series, but that doesn’t mean it needs to be played like that the whole time.

What I think works best in the film is the romantic comedy between Han and Leia; Doescher does a wonderful job pointing out the parallels between Han and Leia and Benedick and Beatrice which is not only fun, but helps Star Wars fans appreciate the comedy of Much Ado About Nothing even more. This is why I’m glad Doescher took painstaking notes on how he parodied Much Ado and other plays in the guide below:

The Education Guide

Doescher’s official website.

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New Outschool Class: Shakespeare- The Lost Play

This is an interactive game that teaches the craft of Shakespeare’s writing and stagecraft in the form of an Elizabethan escape room. You must find the lost play of William Shakespeare before a mystery thief destroys it! Solve the clues and learn about Shakespeare’s writing and theater to uncover a historical mystery!

Course Description

In this fully online, fully interactive game, you play as a member of Shakespeare’s company. You’ve just discovered that someone has stolen Shakespeare’s new play “Love’s Labors Won,” and you need to find it before the show tonight! In the course of the game, you search the Globe Theater and Shakespeare’s study. Then a mysterious note reveals that someone has stolen the play! You must figure out who it is, and find the play before the thief burns it! Through the course of the game, you will learn about Shakespeare’s theater, the secrets of how he wrote some of his great plays and beautiful poetry, and the work of his contemporaries in a fun, interactive way.

The class is organized into four parts, based on four locations where you will search for the missing play:

Part I- Search the Theater

Part I- Search the theater (website/ Slides/ Jamboard)
You learn the basic parts of an Elizabethan stage (Google slides)
You label the parts of the theater (Google Forms)
You do a virtual tour of the theater (via Globe Theater.com)
Web quest- answer 3 questions about Shakespeare’s Globe: https://www.shakespearesglobe.com/ (handout)
You search the tiring house (the backstage area of the Globe), and find the letter from the thief (Sites).

Part II- THe Crime


A video plays where the thief declares that he’s stolen Shakespeare’s play for money and revenge.
After the video, you will learn about plays, printing, and theft in Shakespeare’s day through a series of Google Slides
Activity- make a folio, quarto, and octavio with just a piece of paper (handout)
Web Quest- answer 3 questions about how Shakespeare’s plays were printed and the first folio (Slides)
Activity 2: make an actors’ scroll or roll the way that Elizabethans might use (video)
Easter egg- find a pair of gloves in the print shop and answer questions.

https://www.shakespeare.org.uk/explore-shakespeare/blogs/shakespeare-100-objects-pair-gloves/

Part III: Write a New Play

You’ll gain new understanding of the types of plays Shakespeare wrote and their basic plot structure via Google Slides. You’ll then take a short quiz to confirm what you learned.

-Plot Structure
You’ll learn about the basic structure of Elizabethan plays via Google Slides.
A second set of slides will demonstrate the plot structure of Romeo &Juliet
You’ll mix and match a series of plot elements to create your own Elizabethan play via Jamboard

Tragedy:

  • A hero is given some unwelcome news
  • He feels betrayed by those close to him
  • He agonizes about the ethics of killing someone close to him.
  • He kills someone (or banishes an honest man) and immediately falls into a downward spiral.
  • The hero does (this will be a mandatory choice)

Comedy:

  • The heroine disguises herself as a boy
  • A hero or heroine swears (s)he will never fall in love and immediately falls in love
  • The heroine pretends not to be interested in the hero, (but secretly loves him).
  • A loyal best friend is captured, sent to prison, or bewitched
  • The hero and heroine hate each other due to a series of misunderstandings.
  • The hero and heroine get married (this will be a mandatory choice).

History:

  • An ambitious young man arises to challenge the king for the throne.
  • The old king dies, (or is murdered)
  • A new king becomes king
  • Duels and or battles
  • Someone dies in battle
  • Someone is murdered, assassinated, or sentenced to death.
  • New King gets married
  • King and Queen reign peacefully (at least for now)

Romance ( if students pick this option, they can mix and match everything (except the main character dying)

Verse practice-
You’ll learn about the verse Shakespeare wrote, through a series of slides and a jam board.
Activity- You will be given a series of famous lines from plays and movies, (such as a quote from a Disney Movie, a Star Wars film, or a song). You will then determine if it is an iambic pentameter line (Google Slides).
Easter egg- you find a second note from the thief (Google Sites).

Part IV- THe Tavern

You will look at a series of pictures and videos about Shakespeare’s contemporaries and try to figure out which of them stole the play. Through the handout, you will conclude who the thief is.
You find a dagger in the tavern and take it. Outside the tavern, you will fight the thief in a short animation. GAME OVER.

THe FIrst Class starts April 28th, 2023. CLick here to register!

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