Review: Kenneth Branaugh’s As You Like It

The Concept

According to Branaugh, the idea behind the film was to emphasize beautiful things like tranquility and love, but preserve and heighten the danger of being hunted by a powerful warlord like the Duke

Interview with the director and cast at the Barbican

The Plot Of the Play

Historical Context

Branaugh set the film in 19th century Japan, at a time when English people came to Japan for the first time, and created small English communities in the country. I’ll discuss later that I have very conflicting feelings with this choice, but I will give Branaugh this- it does highlight the fish out of water journey that Rosalind and the other characters go through leaving their homes at court, and becoming enamored with a new country.

The Cast

The cast is full of veteran Shakespeareans and gifted Hollywood stars. Bryce Dallas Howard is charming as Rosalind, and has good chemistry with RSC actor David Oyelowo. I also enjoyed Brian Blessed’s dual role as Duke Senior and Duke Frederick. Kevin Klein is very sincere as Jaques but I wish he had a bit more fun with the over exaggerated melancholy that Jaques puts on. The overall effect of the performances is a sentimental, charming, beautiful, witty group of people who are having a fun time.

My Reaction

The cast is great, the cinematography is stunning, and the music is charming. Overall, Branaugh has done a great job of bringing the spirit of the play alive- that of a sweet, pastoral comedy about love, unrestrained by wealth or status. What I worry about though, is that Branaugh might inadvertently be celebrating colonialism. Yes, Japan is a beautiful country with a  highly sophisticated and rich culture, so it makes sense that English people would be drawn to it. That does not justify the cruel way the English and Americans colonized parts of Japan, made the people mine for gold, and forced them to trade with the west. I worry that, like The Mikado, Branaugh celebrates Japan in a way that makes it seem like westerners were justified in taking so much away from it. I wish the plot had more of a “look but don’t touch” attitude to Japanese culture.

I also question the decision to cast barely any Asian actors. Given the story Branaugh wants to tell, it makes sense to cast non-asian actors as Thr Duke, Rosalind, Celia, and even Orlando, since they are the ones who come to the forest from an English-style court. But the roles of Corin, Silvius, Audry, Phoebe, and even Old Adam are people who are supposed to be familiar with the country, meaning it would make perfect sense to cast Asian actors in these roles. Frankly, there are very few well known Asian actors in Hollywood and I would love to give some of them a chance to shine, especially since Shakespeare has long been a way for actors to show their skills.

In conclusion, I can see why people like this movie and I too enjoy it, despite its questionable subtext. I don’t want to take away anyone’s enjoyment of the film, just to remind people not to be too seduced by the historical practice of taking something “As You Like It”

If you like this analysis, you might be interested in signing up for my Outschool Course on Shakespeare’s Comedies. Link down below. Share this class with a friend and you will get $20 USD off!
You’ll also get $20 USD when you sign up with your link and take their first class!

https://outschool.com/classes/shakespeares-comic-plays-868BR5hg?sectionUid=420e2feb-050f-456b-8d06-6510f6b9ad2c&usid=MaRDyJ13&signup=true&utm_campaign=share_activity_link

Is Harry Potter Hamlet?

1. Introduction

Hamlet as a Hogwarts student (AI artwork)

As is often the case for me, I like to get at the heart of what makes a piece of pop culture relevant and compare it to Shakespeare. I wish to stress that Shakespeare is not the source of all great art, but at the same time, he knew where to find the source of art, and most great art has some sort of Shakespearean influence.

2. Plot

Harry Potter as Hamlet (AI artwork)

In the case of Harry Potter, we have some surface plot similarities to Hamlet: a young man brooding over the loss of his parents, who takes revenge against the man who took them from him. Both stories also have a powerful autocrat who is  associated with snakes:  

The serpent that did Sting thy father’s life

now wears his crown.

Is Harry hearing voices? Chamber of Secrets

In both Harry Potter and Hamlet, the hero’s friends worry that he’s losing his mind; in the second book: Harry Potter can hear the basilisk because he speaks the snake language. Nobody else can understand what he’s hearing, and they conclude Harry is hearing voices. Meanwhile, Hamlet is the only one who hears the ghost of his father:

In the fifth book, Harry Potter and the Order of the Phoenix, Harry can hear voices coming from a vale between the land of the living and the land of the dead, because he saw death at a very young age. This isolates Harry from other characters, (who have not suffered loss), and they once again think that he is losing his mind.

Hamlet and Harry have a visceral understanding of grief; they understand that when one is experiencing grief, one sees the world in a way that most other people can not comprehend. In a way, insanity is a metaphor for grief, and both characters (both of whom, by the way, spend most of their time wearing black) personify how this grief changes their worldview.

The fundamental difference between Hamlet and Harry Potter could be summarized like this; Hamlet is devoted to his father, Harry to his mother. The ghost of Hamlet’s Father sets the action of Hamlet into motion, as he demands that his son revenge his murder. By contrast, Harry Potter is constantly inspired by his mother. Although he only sees his mother for a short time, it’s what he learns about her that drives many of Harry’s actions. Even after death, the memory of Lilly’s kindness and love not only inspires Harry, but other characters like Snape, Slughorn, Dumbledore, Sirius, and Lupin. Lilly’s memory rallies all the heroes to unite and defeat Voldemort.

In addition, Harry’s choices emulate his mother’s personality more than his father’s. Harry’s primary concerns are to stop Voldemort from taking over the Wizarding World, to show kindness and respect to everyone, and to guard his friends with his life if necessary, just as his mother did for him. In other words, the matriarchal virtues of love, self-sacrifice, and familial devotion drive Harry, not a patriarchal desire for vengeance which drives Hamlet. Therefore, Harry Potter is a more modern Hamlet, driven by a desire to improve a world and a community, rather than just “The royal bed of Denmark,” which Claudius has defiled.

The Melancholy Dane is driven by anger over his father’s untimely and foul murder and the sadness of losing him. Many actors have chosen to play Hamlet as a man who wants revenge, but one for whom vengeance doesn’t come naturally. Hamlet’s conscience, his scruples, his gentleness, and sometimes his sympathy for Claudius, blocks him from quickly taking revenge. In the clip below, Ethan Hawke is literally watching an avenger in a movie (Brandon Lee in The Crow) on a movie screen. It’s as if Hamlet is looking at a reflection of what he wishes he could be- a decisive, ruthless avenger:

As mentioned before Harry Potter’s ability to command loyalty, friendship, and respect from others allows him to accomplish his goals; he succeeds by rallying everyone, his friends, family and even his enemies to unite and fight. By contrast, Hamlet is a man who cannot trust anybody and therefore must rely on his own cunning (and sometimes ruthlessness), in order to achieve his goals.

Harry’s powers to mobilize the best in people are the powers that the dark Lord did not understand. Like a tyrant, Voldemort keeps all the power to himself; he rules by being more powerful than the people around him and inspiring fear. This makes him vulnerable when his foes band together, and his friends desert him, like when Laertes implicates Claudius for killing Hamlet and finds himself alone, friendless, and ready to taste Hamlet’s revenge:

When Shakespeare sat down to write Hamlet, the Elizabethan age was very cut throat- England had gone through the Civil War, violent factions were springing up at court, and Elizabeth herself suffered multiple assassination attempts. Hamlet is very much a product of a time where everyone is worried about being watched and betrayal can happen at any moment. By contrast, Harry Potter was written at another paranoid time- right after the September 11th attacks where racism, homophobia, and xenophobia were (and to a certain extent, still are), ripping the world apart. For all her faults, JK Rowling created a new kind of Hamlet figure, one who tries to bring people together in times of fear and grief, not one who wishes he could be “bounded in a nutshell” or that his “too too solid flesh”Close Reading: “Oh That This Too Too Solid Flesh” would melt away.

3. A Common Ancestor- Hercules

Like all Renaissance playwrights, Shakespeare took inspiration from ancient Greek and Roman sources. Scholars have seen echoes of Orestes, Perseus, and of course, Oedipus in Hamlet, but one Greek myth that pops up in both Hamlet and Harry Potter is the myth of Hercules. Here’s a short list of commonalities:

1. Both heroes defeat a serpent as a baby and is raised by people who aren’t his parents. Hercules strangles snakes in his cradle, Harry defeats Voldemort, and Hamlet (who is still a child), defeats his uncle who is called a serpent by the Ghost.

2. Cursed by a malevolent creature who hates his mother. Harry gets his scar, Hercules is cursed by Hera (his father’s wife, but not his biological mother). Hamlet

3. Labors involving wild beasts- Nemean Lion (sorting hat), Hydra= basilisk. 3. Captures a stag (Conjures a patronus) 4. Boar= Troll 5. Stables= basilisk in the bathroom 6. Stymphalian birds= golden snitch 7. Girdle of Hipolita= Ravenclaw diadem 8. Cattle of Geryon= other horcruxes 9. Golden Apples= mermaid egg guarded by dragon

10 and most obvious- BOTH OF THEM FACE A THREE HEADED DOG

I bring this up because in many ways, Harry Potter, Hamlet, and Hercules are timeless myths that represent what Joseph Campbell called “The Hero’s Journey”- an eternal story of growth, struggle, death, and rebirth that transcends time, place, and cultures.

Another character that shares a lot of similarities with Hamlet and Harry Potter is Luke Skywalker from Star Wars. If you enjoyed this analysis of Shakespeare and Harry Potter, you might enjoy my course on Shakespeare and Star Wars from Outschool.com:

This two-week course is fully online and fully immersive. You can learn about Shakespeare through the lens of Star Wars, (and like this post), you will learn about characters, plots, and the ideas behind classic stories by comparing them to contemporary pop culture. Click the link below to get started:

Thanks so much for reading, and stay tuned for more insightful content!

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

Great Classes for the Month of June!

Scan the QR code to see my list of classes.

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

Special Promo: LIMITED TIME ONLY!

From now until June 1st, you can get a $20 discount with referral code PAULHT20. Share the joy with other curious minds in the family too! Spread the word and let’s ignite the passion for learning together!

Class Descriptions

Live Classes

For these classes you meet with me live over Zoom:

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

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

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

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

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

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

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

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

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

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

Asynchronous Classes

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

  1. An Interactive Guide To: “Macbeth”

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

3. The Violent Rhetoric of “Julius Caesar”

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

4. Gravity Falls: Defeat the Cypher

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

Title of my Outschool murder mystery game

5. Romeo and Juliet Murder Mystery

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

6. Shakespeare and Star Wars:

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

BUT WAIT! There’s MORE

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

Click the link below to get started:

New Class: Shakespeare and Star Wars!

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

Course Description

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

Outline

Unit 1: How Is Shakespeare Like Star Wars?

Class I- Setting the Scene

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

Class 2: The Journey of Han and Leia

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

Unit 2- The Prequels and Shakespeare’s Histories

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

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

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

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

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

Unit5- The Hero’s Journey of Luke Skywalker

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

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

Class 2 :  Hamlet and Luke Skywalker

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

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

Notes

Resources:

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

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

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

Review of Jedi:

Video

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

Podcast:

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

Close Reading: William Shakespeare’s Star Wars

For my Shakespeare club, my actors and I are reading William Shakespeare’s Star Wars: The Empire Striketh Back. We started staging the scene today and I’d like to publish some of our work and our discoveries going through the text.

The Scene In Context

Han and Leia have a fight before he leaves in “The Empire Strikes Back”

The scene is the first moment where Han Solo and Princess Leia display their repressed feelings for each other. Han wants to stay with Leia, but he has a bounty hunter trying to hunt him down. Also, Leia has not directly given him any sign of affection, (though Han suspects that she does have feelings for him). He wants her to ask him to stay, not because of his service to the rebellion, but because she loves him back.

Ian Doescher’s Version

Poster art for my podcast based on this scene.
Leia And Han, Act I, Scene ii
[Enter Han SL, Leia enters after. stops.
L: Han, halt!
H:[Turn to her, bows] What is thy pleasure, Highness?
L: I did believe that thou had chos’n to stay.
H: [Center Stage turn out] The bounty hunter we did meet on Ord
Mantell hath chang’d my mind
L: -We need thee Han.
H: [Turn to her] What “we?” Why speakest thou of “we?”
(circling her) Dost thou in royal terms speak her of “we?”
(Hands on shoulders) Hast thou a rodent in thy pocket such
That thou and he are “we? (holding her hands)” What meanest thou?
What need is there that thou dost share with all? [moving her center stage]
[Turning to audience] Speak not of “we,” but “I.” O princess, what
Dost thou most need? Not “we,” not “they,” but thou?
L: [Turning to him] I know not what thou speakest of.
H: [pointing at her] - ‘Tis true.
Most probably thou dost not know thyself.
L: Thy vanity [takes his pointer finger and points it to the sky]
Hath puffed up thine imagination.
H: -Aye?
(Smiling) Then why doest thou yet follow me? Wert thou
Afraid I would depart without a kiss? [He stands behind her, looking at her as if he's about to kiss her cheek. She steps on his foot]
L: I would as eagerly kiss Wookie lips.
H: That can arran`ed be. [He turns SR, starts to leave, then turns back to her.] By heaven’s breath,
A kiss would suit thee well! [Exits SR}
My podcast episode about the scene

Like Han in the original script, Doescher latches on to the fact that Leia says “We need you Han,” instead of “I need you,” (which would confirm Han’s suspicions that she has feelings for him). Doescher’s Han has a mocking speech where he tries to coax Leia into saying what she truly wants from him. In both versions Leia, (annoyed with Han’s childish behavior), retorts by saying that she would rather kiss a Wookie, but in Doescher’s version, she also has a soliloquy where, like Beatrice in Much Ado About Nothing, she laments that she would admit her affections if Han could put his ego aside and woo her gently, instead of his accustomed taunts and mockery.

The Verse

If you read my review of the first Shakespeare’s Star Wars play, you know that Doescher put almost every line in iambic pentameter- the standard verse for Shakespeare that has 10 beats per line. I like to call verse the heartbeat of a character and iambic pentameter is sort of a baseline for a character who is calm or in control of their emotions. What’s great about this scene is that Doescher intentionally breaks from the norm of iambic pentameter, which is appropriate because these characters are bubbling with emotions; anger, jealousy, fear, and of course, love.

Leia’s Verse

Leia only has two regular verse lines- right after she enters and right before she leaves:

		L: I did believe that thou had chos’n to stay. 
Leia is a princess, used to giving orders and being obeyed. Accordingly her first line is a simple two word command "Han halt." Then Leia clearly. simply, and in standard iambic pentameter, asks Han to explain why he is going. From that point on, none of her lines are 10 syllables long- they either complete his or his lines complete hers. This kind of rapid-fire call and response is called Stichomythia, and it indicates how intelligent these characters are, how passionate they are, and how impatient they are with each other. It's not unlike some of Shakespeare's other great lovers like Beatrice and Benedick, or characters who dispise each other like Richard III and Lady Anne:

Notice that in this “keen encounter of wits,” the characters talk on top of each other. The verse lines indicate that Han and Leia need to keep topping each other and pick up the tempo. This helps convey how frustrated Leia is with Han and is trying to get him to get to the point! The only other regular verse line is her coup-de-gras at the end where she says “I would as soon kiss Wookie lips!” At that point, she’s done talking to Han and just wants him to go, and the verse reflects her decisive choice.

Left- Ruiz Burgos “Princess Leia & Han Solo” Right- Juliet by Philip H. Calderon (1888)

However, as you can hear in the podcast, alone in soliloquy, Leia reveals to the audience that she is still conflicted with her feelings for Han- listing all his best qualities like his hands, his face, his eyes, etc. This rhetorical technique is called anaphora, and it helps Leia build in excitement getting lost in Han’s attractive qualities. For my staging of the scene, Leia puts her hand on her cheek while standing under a balcony to emulate Juliet’s famous musings on Romeo:





  • Juliet‘Tis but thy name that is my enemy;
    Thou art thyself, though not a Montague.
    What’s Montague? it is nor hand, nor foot,
    Nor arm, nor face, nor any other part
    Belonging to a man. O, be some other name!
    What’s in a name? That which we call a rose
    By any other name would smell as sweet;
    So Romeo would, were he not Romeo call’d,
    Retain that dear perfection which he owes
    Without that title. Romeo, doff thy name,
    And for that name which is no part of thee
    Take all myself. – Romeo and Juliet, Act II, Scene ii.

Han’s Verse

While Leia’s verse is quick and direct, Han’s is slower and longer. His sentences spill over from one verse line to another because he’s taking his time. Again, his objective is to basically “neg” Leia into admitting that she loves him, so he’s enjoying goading her. He’s sort of like Benedick in Much Ado About Nothing, though Han speaks verse and Benedick speaks prose:

Han’s Extended Metaphor

Again, Han’s goal is to tease Leia into admitting that she loves him, so when she says: “We need thee Han,” he feigns ignorance and asks her to clarify her phrasing- going through all the permutations of “we” (including the colloquial, “Do you have a mouse in your pocket?”) to get her to specify what she means by “we.” If you look at Doescher’s official education guide for the William Shakespeare’s Star Wars series, you can see how Shakespearean characters often go into lengthy metaphors or comparisons to explore an idea or theme:

Characterization

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.

Both of my actors are female and obviously, they aren’t Carrie Fisher or Harrison Ford. Since this play is a parody of the original Star Wars, I wanted to incorporate some physicality and vocal elements, without telling them to impersonate the Star Wars actors.

Han

Harrison Ford is much taller than Carrie Fisher and he uses his height to mock and irritate her. He also crosses his arms and points his index finger at her frequently in this movie, so I used that in the blocking. He also has a “cowboy stance”- legs apart, slight bend in the knees, slow, deliberate gait. Ironically, another man who has this kind of walk is David Tennant in his performance as Benedick in “Much Ado About Nothing.”

David Tennant and Catherine Tate in “Much Ado About Nothing,” Act I, Scene ii.

As for Carrie Fisher, she has a faster pace and keeps her arms close to her body. She looks like a ball of stress and anxiety, which is appropriate. After all, not only is she going to lose the man she loves, she’s under attack from an empire and living on a cold, dark planet made of ice! I told my actor to put these characterizations into her performance to not imitate Carrie Fisher, but to get the essence of how her emotions affect how the character moves and speaks. That’s the difference between acting this scene, and just doing impressions of the original actors.

I’m excited to see how my actors bring these techniques to life, and I hope you have enjoyed this little insight into how Doescher’s writing once again pulls back the curtain on how Shakespeare used his verse to show the hearts of his characters!

-More Star Wars coming soon!

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

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