I love it every time I come across some Shakespearean humor. One of the ideas I keep coming back to in “Romeo and Juliet,” is how close the play comes to being a comedy- it has two lovers, a funny nurse, a wisecracking friend, if people didn’t die it could be a sitcom. Even more ridiculous is the clichéd comic device of having people fake their own deaths, which Shakespeare does again in his comedy Much Ado About Nothing. So here is a humorous take on the old friar, and his go-to advice:
Here is the last post on my series of 3 which examines the importance question of why should we read or see this play? In the last post I argued that, although the play is sometimes billed as a moral story, the characters engage in really reprehensible behavior- premarital sex, muder, and whining about their teenage problems. So the question is, if the play isn’t a moral parable, what can we gain from reading it?
Even though the play’s characters frequently do rash and sometimes foolish things, this only serves to make them more complex and realistic. The truth is, we all do foolish things when in love, and they all dramatically effect our lives, (sometimes for better or for worse).
The point is that the qualities we demonstrate when we’re in love, reveal who we truly are. Romeo is foolish, obsessed with his lover, sometimes selfish, and hot-blooded. He is also tender, caring, utterly without deceit or pretense, and committed to his beloved at any cost.
Thanks for Reading,
-Shakespearean Student
I just saw on the “Tonight Show” a clip where Ira Glass from NPR retracts his statement on Twitter a week ago that “Shakespeare sucks,” after seeing a production of Shakespeare In the Park. Glass said to Jimmy Fallon that he immediately caught heat on the internet “Apparently Shakespeare has a huge internet presence.” To that i say, “Good job Shakespeare nerds!” As Fallon pointed out, Shakespeare is a rallying symbol to all smart people, and that’s why we need to defend him.
Enjoy this video, and enjoy watching Ira squirm.
By the way, if you’re interested in seeing John Lithgow in King Lear, here’s the official website: http://www.publictheater.org/en/Tickets/Calendar/PlayDetailsCollection/SITP/King-Lear/
Romeo and Juliet: “Why Do We Read This Play?” (Part II of 3)
Posted on August 23, 2012 by Open Air Shakespeare NRV
Hello loyal subscribers and first time readers!
On Tuesday I posted an article about why schools are required to read “Romeo and Juliet.” I’d like to continue with another answer that is not quite as good, but has shaped the course of the play’s history.
Romeo and Juliet: Why Do We Have To Read This Play?
Answer # 2: We still read it because at one time, Romeo and Juliet was considered to be good for ‘moral instruction.’
In the 1770s, Shakespeare’s plays were read aloud, not as dramatic literature, but moral lectures to teach people about jealousy or love or ambition (Source: This American Life). Shakespeare was considered by many to be “The best judge of human nature,” as the dedication page says on the 1753 edition of Romeo and Juliet. This 18th century concept continued into the 19th, as evidenced in this painting, The Reconciliation Of the Capulets and Montegues, 1854.
Notice how in this picture, we see Romeo and Juliet as the lightest objects in the play, while their parents are directly center, holding hands. The “glooming peace” starts with the window, reflects off the dead lovers, and inspires the parents.
To readers and playgoers in the genteel age of the 18th and 19th centuries, Romeo and Juliet seem to champion love and peaceful co-existence, making the play seems to be a good play to teach young people. There is evidence in the play that supports this idea that Shakespeare was judging the youthful Romeo and Juliet to be morally superior to their parents. Shakespeare describes their parent’s hate as a canker or a parasite, sucking the life out of a flower, the feud has infected so much of Romeo and Juliet’s world, that it makes it impossible for their love to take root. In response, the young fight with their peaceful love to save the destructive world that their parents have created, and die as a sacrifice to true love. Looking at it this way, Romeo and Juliet take on a Christ-like status, dying to redeem their parent’s sins, which certainly would have appealed to the predominantly Christian audiences of the 18th and 19th centuries.
This approach does have its problems though:
Romeo and Juliet, Act II, Scene ii
I won’t go into what Mercutio is actually talking about when he mentions the pear-like medlars, which women used to joke about when they were alone. Suffice it to say that if you ever believed that Shakespeare ennobles us because he only speaks in proper, age-appropriate language, I can only say that you are:
Looking at all these examples, one could make the argument that Romeo and Juliet is a better example of immoral behavior. One could even argue that the tragic death of the two lovers was just the natural consequence of their hasty, overly passionate affair.
As dubious as the morals in this play are, they can and have been used to construct several moral arguments, such as arguments against pre-marrital sex, or arguments to pursue peace, or arguments for young people to be wiser in relationships. Each one is legitimate and Shakespeare gives each one its time to shine.
Thanks for reading, and stay tuned for Part III!
-Shakespeare Guru
Most schools in the US and the UK study Romeo and Juliet at one time or another, so for this blog entry, I wanted to ask the question you might have asked at some point in your life:
I will answer this question in three posts, with three different responses, to try and make my answers as complete, and yet concise as possible:
Reason #1: Shakespeare Himself Is Part Of the Educational Establishment.
From the beginning of American education, Shakespeare has influenced education. What follows is a brief history that hopefully helps explain why, even though he was born in England, Shakespeare is as American as it gets.
Prologue: Life Imitates Art
The first settlements in Virginia occurred in Shakespeare’s lifetime. After all, Virginia was named after Shakespeare’s ruler, the virgin queen Elizabeth. In 1609, a voyage to repopulate the Jamestown Settlement in Virginia hit a terrible storm and was shipwrecked in an island in the Bermudas. The survivors wrote down their story in a book called A Discovery of the Bermudas, Otherwise Called the Isle Of Devils in 1610, which could have inspired Shakespeare to write The Tempest. Shakespeare wasn’t ignorant of the New World; he references America in The Comedy Of Errors, so it’s not impossible that Shakespeare based his last great play on this “Brave New World.”
The Beginning Of Shakespeare In American Education
In England during the 18th and 19th centuries, Shakespeare was considered a way of educating people in the Greco-Roman tradition, since his plays were based on such Roman authors as Plautus, Seneca, Plutarch, and Ovid (Saccio). Romeo & Juliet is a perfect example of Shakespeare borrowing from the older western traditions- he took the plot and characters from an Italian Renaissance story recorded in Mateo Bandello’s Novelle (1554). The concept of forbidden love though, is much older. Like many Renaissance stories, Romeo and Juliet has roots that go all the way back to the Trojan war, which according to Greek mythology, started with a man from Troy who dared to love a woman from his city’s mortal enemy. Our founding fathers were schooled in this tradition and they helped transplant Shakespeare to the new world.
Shakespeare Comes to America:
Our country’s early settlers were Puritans and Quakers, who disapproved of theatre in general and tried to have it banned. Nevertheless, many of the founding fathers loved Shakespeare and enjoyed reading his plays ; John Adams and Thomas Jefferson took a pilgrimage to Shakespeare’s birthplace, and George Washington even staged some of his plays (Behn). Even though he was an English playwright, most early Americans were quick to adopt Shakespeare as their own .
Shakespeare In the Classroom
In the 1830s, Shakespeare first appeared in American textbooks as something called “The McGuffey Reader,” a book that contained short snippets of text ranging from old nursery rhymes, to passages from Nathanial Hawthorne. In this sample, you can see that there is one passage from Shakespeare called: “Shylock: the pound of flesh” listed in the table of contents.
At the same time, going to Shakespearean plays and owning copies of Shakespeare’s works became more and more popular in the post Civil War period. As Mark Twain mentions in The Adventures of Huckelberry Finn, productions of Shakespeare were common to early settlers, which is why Twain writes the So-called Duke and Dauphin characters, who pose as actors and perform a perfectly awful rendition of a soliloquy:
To be, or not to be; that is the bare bodkin That makes calamity of so long life; For who would fardels bear, till Birnam Wood do come to Dunsinane, But that the fear of something after death Murders the innocent sleep, Great nature’s second course, And makes us rather sling arrows of outrageous fortune Than fly to others that we know not of . . . (The Adventures of Huckleberry Finn by Mark Twain).
As this passage indicates, even people in rural towns on the Mississippi knew the basics of Shakespeare. In fact, by the mid-19thcentury, you were more likely to see a Bible and a copy of Shakespeare’s works in an American home, than any other book (Source: Lawrence Levine, “Shakespeare In America”). For another funny example of Shakespeare in this period, check out this clip from the film My Darling Clementine, where an old English Shakespearean actor performs for cowboys, which was a common practice during the gold rush.
Shakespeare Goes to Harvard
In the 1870s and 80s, Shakespeare became part of the curriculum of many colleges and universities like Harvard, since studying Shakespeare taught undergraduates the critical thinking skills they would use if they chose to study law or psychology. After the universities let Shakespeare in, high schools integrated Shakespeare into the curriculum to prepare students for college. This is why we study Shakespeare in most high schools today; according to a recent study, about 84% of American high schools are required to read Romeo and Juliet (Source: Hoffman, Jeremy The Western Canon In Today’s High Schools).
To sum up, the first reason we read this play is because it helps us broaden our minds and connect to the wisdom of the past. Also, a huge amount of our culture is inexplicably tied to Shakespeare.
Sources:
Well folks, it’s a new month, and that means a new play, and since August is also the beginning of the new school year, I’ve decided to make August’s Play of the Month—- Romeo and Juliet! Many of us study this play in school, a lot of us write papers, and some of us even perform in it, so I’m going to give you Romeo and Juliet commentary, artwork, analysis, and comedy ALL MONTH LONG! So to start, let me take this opportunity to help familiarize you with the plot.
Here’s a very kid-friendly summary of the play: http://www.kidzworld.com/article/4866-kidz-notes-romeo-and-juliet
Here are a few videos that sum up the story of the play:
1. Crash Course: Romeo and Juliet Summary presented by Paper Towns author, John Greene:
2. Shakespeare For Kids: Romeo and Juliet:
3. A retelling of Romeo and Juliet from my favorite children’s TV program: Wishbone!
4. Thug Notes: Romeo and Juliet (PG-13 Language ahead)
Remember, nearly everyone knows this story, and we don’t want to end up like these people: http://www.npr.org/templates/story/story.php?storyId=121975740
Hi Folks,
Not only is it the first day of this month, it’s also a Shakespearean holiday! According to this passage from “Romeo and Juliet,” today is Juliet’s Birthday!
Hello everyone!
Well, today is the last day of July, so I wanted to go out with a bang!
First of all I finally finished my Play of the Month Page for Much Ado About Nothing, so that’s up for you. Also, I’m going to post three reviews of Shakespearean movies. So enjoy this last look at Much Ado, while I prepare for my new play of the month!
This is a game I created for a Shakespeare workshop back in 2012. I would recommend it for any teacher who wants to connect their students to a piece of literature: basically you make a list of songs that A: relate to the personality of a Shakespearean character, and B: relate to moments of the show.
Introduction:
Have you ever met people who go around everywhere with their MP3 players and their earbuds? The kind of people who walk around playing their own personal soundtrack? Well, what do you think would happen if the characters from Much Ado did this, and you happened to glance at Benedick or Beatrice’s iPod? Well that’s what we’re going to pretend in a little game I like to call “Benedick’s Infinite Variety Playlist.” Below is a list of the major events in the play that happen to Benedick. The problem is: they’re all on shuffle. Your job is to figure which song matches which event, put them in chronological order, and submit your answer in the comments below. Later this week, you can play the same game with Beatrice’s playlist. Have fun and remember, as Shakespeare said: “If music be the food of love, play on!”
Events For Benedick in Much Ado About Nothing in random order (Match these with the songs from the playlist below)
The Shakespearean Student 