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The first decade of the new century has certainly been a busy one for diversity in Shakespearean performance and interpretation, yielding, for example, global, virtual, digital, interactive, televisual, and cinematic Shakespeares. In Locating Shakespeare in the Twenty-First Century, Gabrielle Malcolm and Kelli Marshall assess this active world of Shakespeare adaptation and commercialization as they consider both novel and traditional forms: from experimental presentations (in-person and online) and literal rewritings of the plays/playwright to televised and filmic Shakespeares. More specifically, contributors in Locating Shakespeare in the Twenty-First Century examine the BBC’s ShakespeaRE-Told series, Canada’s television program Slings and Arrows, the Mumbai-based film Maqbool, and graphic novels in Neil Gaiman’s Sandman series, as well as the future of adaptation, performance, digitization, and translation via such projects as National Theatre Live, the Victoria and Albert Museum’s Archive of Digital Performance, and the British Library’s online presentation of the complete Folios. Other authors consider the place of Shakespeare in the classroom, in the Kenneth Branagh canon, in Jewish revenge films (Quentin Tarantino’s included), in comic books, in Young Adult literature, and in episodes of the BBC’s popular sci-fi television program Doctor Who. Ultimately, this collection sheds light, at least partially, on where critics think Shakespeare is now and where he and his works might be going in the near future and long-term. One conclusion is certain: however far we progress into the new century, Shakespeare will be there.
Due to the influence of school boards, curriculum committees, and popular films, Shakespeare's plays are often taught in American schools. Yet students are often puzzled by or hostile towards the Bard's works. Thirty-two essays by those who have successfully taught Shakespeare at the middle school, high school, and college level offer advice on classroom writing and acting assignments, school productions of plays, theory-based instruction, the use of multimedia, and nontraditional approaches. No index. Annotation copyrighted by Book News, Inc., Portland, OR
This bold new collection offers an innovative discussion of Shakespeare on screen after the millennium. Cutting-edge, and fully up-to-date, it surveys the rich field of Bardic film representations, from Michael Almereyda's Hamlet to the BBC 'Shakespea(Re)-Told' season, from Michael Radford's The Merchant of Venice to Peter Babakitis' Henry V. In addition to offering in-depth analyses of all the major productions, Screening Shakespeare in the Twenty-First Century includes reflections upon the less well-known filmic 'Shakespeares', which encompass cinema advertisements, appropriations, post-colonial reinventions and mass media citations, and which move across and between genres and mediums. Arguing that Shakespeare is a magnet for negotiations about style, value and literary authority, the essays contend that screen reinterpretations of England's most famous dramatist simultaneously address concerns centred upon nationality and ethnicity, gender and romance, and 'McDonaldisation' and the political process, thereby constituting an important intervention in the debates of the new century. As a result, through consideration of such offerings as the Derry Film Initiative Hamlet, the New Zealand The Maori Merchant of Venice and the television documentary In Search of Shakespeare, this collection is able to assess as never before the continuing relevance of Shakespeare in his local and global screen incarnations.Features* Only collection like it on the market, bringing the subject up to date.* Twenty-first century focus and international coverage.* Innovative discussion of a wide range of films and television.* Accessibly written for students and general readers.
A study of manuscript annotations in a curious copy of John Baret's ALVEARIE, an Elizabethan dictionary published in 1580. This revised and expanded second edition presents new evidence and furthers the argument that the annotations were written by William Shakespeare. This ebook contains text in color, and images. We recommend reading it on a device that displays both.
“[Ron Rosenbaum] is one of the most original journalists and writers of our time.” –David Remnick In The Shakespeare Wars, Ron Rosenbaum gives readers an unforgettable way of rethinking the greatest works of the human imagination. As he did in his groundbreaking Explaining Hitler, he shakes up much that we thought we understood about a vital subject and renews our sense of excitement and urgency. He gives us a Shakespeare book like no other. Rather than raking over worn-out fragments of biography, Rosenbaum focuses on cutting-edge controversies about the true source of Shakespeare’s enchantment and illumination–the astonishing language itself. How best to unlock the secrets of its spell? With quicksilver wit and provocative insight, Rosenbaum takes readers into the midst of fierce battles among the most brilliant Shakespearean scholars and directors over just how to delve deeper into the Shakespearean experience–deeper into the mind of Shakespeare. Was Shakespeare the one-draft wonder of Shakespeare in Love? Or was he rather–as an embattled faction of textual scholars now argues–a different kind of writer entirely: a conscientious reviser of his greatest plays? Must we then revise our way of reading, staging, and interpreting such works as Hamlet and King Lear? Rosenbaum pursues key partisans in these debates from the high tables of Oxford to a Krispy Kreme doughnut shop in a strip mall in the Deep South. He makes ostensibly arcane textual scholarship intensely seductive–and sometimes even explicitly sexual. At an academic “Pleasure Seminar” in Bermuda, for instance, he examines one scholar’s quest to find an orgasm in Romeo and Juliet. Rosenbaum shows us great directors as Shakespearean scholars in their own right: We hear Peter Brook–perhaps the most influential Shakespearean director of the past century–disclose his quest for a “secret play” hidden within the Bard’s comedies and dramas. We listen to Sir Peter Hall, founder of the Royal Shakespeare Company, as he launches into an impassioned, table-pounding fury while discussing how the means of unleashing the full intensity of Shakespeare’s language has been lost–and how to restore it. Rosenbaum’s hilarious inside account of “the Great Shakespeare ‘Funeral Elegy’ Fiasco,” a man-versus-computer clash, illustrates the iconic struggle to define what is and isn’t “Shakespearean.” And he demonstrates the way Shakespearean scholars such as Harold Bloom can become great Shakespearean characters in their own right. The Shakespeare Wars offers a thrilling opportunity to engage with Shakespeare’s work at its deepest levels. Like Explaining Hitler, this book is destined to revolutionize the way we think about one of the overwhelming obsessions of our time.
A history of the Bard's competitively pursued First Folio traces the author's travels from the site of a Sotheby auction to regions in Asia, throughout which he investigated the roles played by those who have sought and owned the Folios.
When adapting Shakespeare's comedies, cinema and television have to address the differences and incompatibilities between early modern gender constructs and contemporary cultural, social, and political contexts. Screening Gender in Shakespeare’s Comedies: Film and Television Adaptations in the Twenty-First Century analyzes methods employed by cinema and television in approaching those aspects of Shakespeare's comedies, indicating a range of ways in which adaptations made in the twenty-first century approach the problems of cultural and social normativity, gender politics, stereotypes of femininity and masculinity, the dynamic of power relations between men and women, and social roles of men and women. This book discusses both mainstream cinematic productions, such as Michael Radford's The Merchant of Venice or Julie Taymor's The Tempest, and more low-key adaptations, such as Kenneth Branagh's As You Like It and Joss Whedon's Much Ado About Nothing, as well as the three comedies of BBC ShakespeaRe-Told miniseries: Much Ado About Nothing, The Taming of the Shrew, and A Midsummer Night's Dream. This book examines how the analyzed films deal with elements of Shakespeare's comedies that appear subversive, challenging, or offensive to today's culture, and how they interpret or update gender issues to reconcile Shakespeare with contemporary cultural norms. By exploring tensions and negotiations between early modern and present-day gender politics, the book defines the prevailing attitudes of recent adaptations in relation to those issues, and identifies the most popular strategies of accommodating early modern constructs for contemporary audiences.
This collection of scholarly essays offers a new understanding of local and global myths that have been constructed around Shakespeare in theatre, cinema, and television from the nineteenth century to the present. Drawing on a definition of myth as a powerful ideological narrative, Local and Global Myths in Shakespearean Performance examines historical, political, and cultural conditions of Shakespearean performances in Europe, Asia, and North and South America. The first part of this volume offers a theoretical introduction to Shakespeare as myth from a twenty-first century perspective. The second part critically evaluates myths of linguistic transcendence, authenticity, and universality within broader European, neo-liberal, and post-colonial contexts. The study of local identities and global icons in the third part uncovers dynamic relationships between regional, national, and transnational myths of Shakespeare. The fourth part revises persistent narratives concerning a political potential of Shakespeare’s plays in communist and post-communist countries. Finally, part five explores the influence of commercial and popular culture on Shakespeare myths. Michael Dobson’s Afterword concludes the volume by locating Shakespeare within classical mythology and contemporary concerns.
Many people have said to me, 'I wish we'd had this book when I was in school.' It is the book I would have liked when I was studying Shakespeare. It is also the book I would have liked when I was teaching in high school. Twentyfirst Century Shakespeare is a new and exciting approach that opens up Shakespeare to a new generation of students. The text is the full traditional Shakespearean text presented in a more familiar, friendly, helpful format. If you are a student you will probably find reading Shakespeare easier than you thought possible. You will be able to read through scenes more quickly, more fluently and with greater understanding. The notes in the margins make things easier by shedding light on tricky words and phrases. You do still have to do some work but you will be surprised by how quickly you can become familiar with Shakespearean English. This is warm fuzzy Shakespeare designed to make your life a little easier. But don't take my word for it, open the book and take a look inside. If you are teaching Shakespeare, you will save so much time and energy. You can concentrate on developing your student's breadth and depth of knowledge and understanding. You will hear your students read with more fluency and confidence, with greater expression and comprehension. Teachers can cover more ground and concentrate on what they feel is important. You can help your students make a real connection with Shakespeare. Take a look inside and see how Twentyfirst Century Shakespeare can make life easier in your classroom. This book evolved from my experience in the classroom. When Shakespeare was introduced into the lower secondary school curriculum in the UK it became compulsory for 13 and 14 year olds to study a Shakespeare play. The students I taught were used to reading other plays and came to Shakespeare with a genuine enthusiasm and a willingness to participate in a classroom reading of Romeo and Juliet. To be fair, they had no trouble reading the short exchanges such as the banter between Samson and Gregory at the beginning of the play but they did struggle when confronted with longer passages. At first I assumed that the problem lay in the language - unfamiliar vocabulary, archaic grammar and syntax and the sheer complexity of Shakespeare's verse. But many students also struggled with longer passages that weren't intrinsically difficult - just long. The solution came when I realised that they were reading to the rhythm of the blank verse, ignoring intonation, punctuation and meaning. I knew that actors often use the technique of marking their scripts at each punctuation mark. This helps them get the sense and structure of a speech. I wondered if this would also work in the classroom. So I reformatted the blank verse into lines based on meaning rather than iambic pentameters. I also paragraphed the longer speeches to give a more modern look and feel. It worked. In fact it worked like magic. Since then I have added annotations to help with difficult words and phrases and other features unique to these editions. But Shakespeare re-formatted is the essence of Twentyfirst Century Shakespeare. When I was a school boy, many years ago, only Grammar school pupils read Shakespeare in the UK. Even so, many of these brightest of pupils were turned off Shakespeare. Now we have a system in which all pupils, regardless of academic ability are expected to make some sort of sense of at least one Shakespeare play. The least we owe them is a text they can read. And who knows, they even enjoy it. Many people find that removing the straitjacket of blank verse makes the plays easier to read. They also find that it liberates the dramatic spirit of the plays and actually enhances the beauty, power and natural rhythms of Shakespeare's language. If blank verse is of primary importance to you, then this book may not be for you. This is Shakespeare for the rest of us.
In Reading Shakespeare Film First, Mary Ellen Dakin asserts that we need to read Shakespeare in triplicate--as the stuff of transformative literature, theater, and film. The potential for the mutual reinforcement and transfer of twenty-first-century literacy skills between text and film is too promising for classroom teachers to overlook. Studying Shakespeare in the high school classroom can and sometimes should begin with images and film. In Reading Shakespeare Film First, Mary Ellen Dakin asserts that we need to read Shakespeare in triplicate--as the stuff of transformative literature, theater, and film. The potential for the mutual reinforcement and transfer of twenty-first-century literacy skills between text and film is too promising for classroom teachers to overlook. The heart of this book is a triangle whose three points are literary, theatrical, and cinematic; the chapters map a route around the perimeter of the triangle, guiding teachers and students with carefully researched and classroom-tested strategies for crossing over from Shakespeare's rich and strange early modern English to equally rich and strange modern film and illustrated productions of his plays. Along the way, readers engage in reading and analyzing film stills, movie posters, and book covers; recognizing the three faces of film: literary, theatrical, and cinematic; exploring in depth the theatrical and cinematic elements of Shakespeare and then reconnecting them to the text; reading Shakespeare in full-length films; and transmediating Shakespeare's scripts into theater and film. As the "old" language of Shakespeare is constantly renewed through the "new" language of film, students develop twenty-first-century literacy skills through a marriage of the two.