KING LEAR: SHAKESPEARE PACKET FOR AP LIT

Shakespeare: His Life and Times : Shakespeare: His Life and Times Adapted from http://www.public.asu.edu/~muckerrm/English_321_S2005/Introduction.ppt

Early Life : Early Life Born 1564—died 1616 Stratford-upon-Avon Parents: John and Mary Arden Shakespeare Mary—daughter of wealthy landowner John—glovemaker, local politician

Location of Stratford-upon-Avon : From: http://www.where-can-i-find.com/tourist-maps.html Location of Stratford-upon-Avon

Stratford-on-Avon in Shakespeare’s Time : As reproduced in William Rolfe, Shakespeare the Boy (1896). Stratford-on-Avon in Shakespeare’s Time

Stratford-upon-Avon Today : From Stratford’s web site: http://www.stratford-upon-avon.co.uk/index.htm Stratford-upon-Avon Today

Shakespeare’s Birthplace : From: http://perso.wanadoo.fr/danielle.esposito/ Shakespeare’s Birthplace

Education : Probably attended King’s New School in Stratford Educated in: Rhetoric Logic History Latin Education

King’s New School : From: http://perso.wanadoo.fr/danielle.esposito/ King’s New School

Married Life : Married in 1582 to Anne Hathaway, who was pregnant at the time with their first daughter Had twins in 1585 Sometime between 1585-1592, he moved to London and began working in theatre. Married Life

Anne Hathaway’s Cottage : From: http://perso.wanadoo.fr/danielle.esposito/ Anne Hathaway’s Cottage

Theatre Career : Member and later part-owner of the Lord Chamberlain’s Men, later called the King’s Men Globe Theater built in 1599 by L.C.M. with Shakespeare as primary investor Burned down in 1613 during one of Shakespeare’s plays Theatre Career

The Rebuilt Globe Theater, London : The Rebuilt Globe Theater, London

The Globe Theater : The Globe Theater

The Plays : The Plays 38 plays firmly attributed to Shakespeare 14 comedies 10 histories 10 tragedies 4 romances Possibly wrote three others Collaborated on several others

The Poetry : Two major poems Venus and Adonis Rape of Lucrece 154 Sonnets Numerous other poems The Poetry

Shakespeare’s Language : Shakespeare’s Language Shakespeare did NOT write in “Old English.” Old English is the language of Beowulf: Hwaet! We Gardena in geardagum Þeodcyninga Þrym gefrunon Hu ða æÞelingas ellen fremedon! (Hey! We have heard of the glory of the Spear-Danes in the old days, the kings of tribes, how noble princes showed great courage!)

Shakespeare’s Language : Shakespeare’s Language Shakespeare did not write in “Middle English.” Middle English is the language of Chaucer, the Gawain-poet, and Malory: We redeth oft and findeth y-write— And this clerkes wele it wite— Layes that ben in harping Ben y-founde of ferli thing… (Sir Orfeo)

Shakespeare’s Language : Shakespeare’s Language Shakespeare wrote in “Early Modern English.” EME was not very different from “Modern English,” except that it had some old holdovers.

Shakespeare’s Language : Shakespeare’s Language Shakespeare coined many words we still use today: Critical Majestic Dwindle And quite a few phrases as well: One fell swoop Flesh and blood Vanish into thin air See http://www.wordorigins.org/histeng.htm

Shakespeare’s Language : Shakespeare’s Language A mix of old and very new Rural and urban words/images Understandable by the lowest peasant and the highest noble

Slide 21 : Elizabethan Theatrical Conventions

Slide 22 : A theatrical convention is a suspension of reality. No electricity Women forbidden to act on stage Minimal, contemporary costumes Minimal scenery Theatrical Conventions of Shakespeare's Theatre These control the dialogue.

Slide 23 : Theatrical Conventions of Shakespeare's Theatre Audience loves to be scared. Soliloquy Aside Types of speech Blood and gore Use of supernatural

Slide 24 : Theatrical Conventions of Shakespeare's Theatre Use of disguises/ mistaken identity Multiple marriages (in comedies) Multiple murders (in tragedies) Last speaker—highest in rank (in tragedies)

Putting the Pieces TogetherLesson 3: Handout 4 : Putting the Pieces TogetherLesson 3: Handout 4 Write various types of imagery in the puzzle pieces (you can write a description or quote instead of a line) Animal imagery Eye imagery Storm imagery Clothing imagery Pain imagery Circle imagery

Lesson 4 Questions : Lesson 4 Questions Answer the following questions on the back of HD 6 (p.3) What happens in this scene to further the subplot? What happens to further the main plot? Which characters help to weave the plots together? How? What is Kent’s opinion of Oswald? Who starts the fight? Who stops the fights? What is Kent’s behavior towards Edmund and Cornwall. Give reasons for Kent’s aggressive behavior towards everyone. What is the letter which Kent reads and why is it important?

KING LEARLessons 5-8 : KING LEARLessons 5-8 LESSON 5 Shut Up Your Doors! Objective: Understand Lear’s fluctuating behavior as he begins his descent into madness Consider the problems of the elderly

Background Information : Background Information Lear’s reaction to seeing Kent in stocks “Rising Heart” Humiliation of Lear by his daughters “Oh fool, I shall go mad!” “Shut Up Your Doors.”

ACT II, SCENE 4(to line 94) : ACT II, SCENE 4(to line 94) Questions: What is Lear’s reaction to Kent’s punishment? In Kent’s explanation, what added reason does he give for his behavior towards Oswald? How does Kent acknowledge his own fault? What comments or songs does the fool contribute? Answer these questions and attach them to your handout packet:

Spiral Into MadnessAct II, Scene 4 (line 94-end) : Spiral Into MadnessAct II, Scene 4 (line 94-end) “O, let me not be mad, not mad, sweet heaven! Keep me in Temper; I Would not be Mad!” “Oh fool, I shall go mad!”

Regan and Goneril Attack Lear : Regan and Goneril Attack Lear Old Age Retinue of Knights Act 1 Goneril: “As you are old and reverend, you should be wise” “dotage” “insolent retinue” “men so disordered, so debauched, and bold that this our court…shows like a riotous inn.” Regan: ???

Lear's Diminishing Knights : Lear's Diminishing Knights What was his agreement with his daughters regarding his knights? How many did Goneril dismiss? Consider Lear’s reaction to the dwindling numbers: 100-50-25-10-5-1-0 What does Lear’s comment to Goneril in lines 289-292 show about his character?

LESSON 6Four Levels of Action : LESSON 6Four Levels of Action Objectives: To become aware of the Elizabethan worldview and the concept of order in the universe To identify the continuing use of imagery in the play

The Worldview of the Elizabethan Audience : The Worldview of the Elizabethan Audience Man is a reflection… E.M. W. Tillyard, The Elizabethan World Picture “…a chain, a series of corresponding planes, and a dance.” The Chain Corresponding Planes Dance: Heavenly Harmony Common Link: Order Handout 9 Lecture Notes

Imagery : Imagery Storm Scene Turmoil of ___________ and ______________. Add Examples of animal and eye imagery from Act II, scene 4 to HANDOUT 4. What imagery to we see in Act III, scenes 1 & 2? What label should we use for piece 3 of the puzzle on HANDOUT 4 Act II, scene 4 and 11.

HANDOUT 9Worlds Both Large and Small : HANDOUT 9Worlds Both Large and Small The pyramid on this side one of this assignment is a model of how Elizabethans felt life should be balanced. On the back side, you have a jumbled mess of Lear’s life. In the first half of the play, you should be able to find at least one reference to disorders in each level of the pyramid. I will give you an example of a disorder for each of the four tables and you will find an example of your own.

DISORDER : DISORDER

LESSON 7The Turning Point : LESSON 7The Turning Point Objectives To understand the dramatic structure of the play form exposition to climax TO examine Lear’s words as they reflect the changing of his character

FORM OF SHAKESPEAREAN TRAGEDY : FORM OF SHAKESPEAREAN TRAGEDY Five Acts Six Elements Starting point Initial exciting force Some kind of rising action Turning point Some kind of falling action Ending These have been identified more formally as the following:

Formal Elements in a Shakespearean Tragedy : Formal Elements in a Shakespearean Tragedy Exposition Mood and conditions, time and place, characters Exciting Force Complication/initial incident, “gets things going,” begins conflict. Rising Action Series of events leading to climax, gains interest, more than one act. Climax Turning point, protagonist moves towards inevitable end Falling Action Climax to hero’s death, advances and declines, more than one act The Catastrophe Greek: exodus; French: denouement/ consequences of protagonists actions= death, simple and brief

Map of the six elements in Shakespearean Tragedy : Map of the six elements in Shakespearean Tragedy

Gustav Freytag’s Representation : Gustav Freytag’s Representation A: Exposition B: Rising Action C: Climax D: Falling Action E: Catastrophe A B C D E

HD 10-11 : HD 10-11 Complete handouts 10-11 DRAMATIC STRUCTURE OF KING LEAR (HD 10) LEAR’S TRAGEIC FLAW & PARAPHRASING FOR UNDERSTANIDNG (HD 11)

LESSON 8The Mad King and His Companions : LESSON 8The Mad King and His Companions Objectives: To contrast Lear’s kingly appearance with his mad behavior in the trial scene Identify major themes in the play

Review : Review Scene 5 Edmund reaps the rewards of his villainy Edgar is banished Gloucester is to be removed Edmund to become Earl Lear at his lowest Scene 6 Lear holds mock trial for daughters Lear’s madness contrasts with his former Kingly splendor Final Scene of Act III Most horrid and repulsive depiction of human misery on stage Eyesight Imagery and theme of blindness/vision

From this….To this : From this….To this Contrast Lear from Act I, Scene 1 to Act III, Scene 6 Appearance Surrounding and Companions Language What happens after Gloucester appears? COMPLETE HD 12

The Most Violent Scenes on Stage : The Most Violent Scenes on Stage Scene 7 Who suggests hanging? How many eye references are in this one scene? What does Gloucester discover about Edmund? Why does blinding seem the only possible punishment? What does the action of Cornwall’s servant and the conversation between the two servants at the end add to the meaning of the play?

Slide 48 : Intrigue in Love and War OBJECTIVES: Minor Characters develop into major roles Edgar and Albany Themes of discord in family and country LESSON 9

Background Information : Background Information First five scenes of Act IV Dramatic Structure Review Falling action Climactic scene Lear’s changing character Gloucester’s new vision in his blindness What’s happening now… Preparation for war Intrigue between Goneril and Edmund Regan’s jealousy of her sister Effects of suffering (Lear and Gloucester Intertwined) Review of flat and round characterization

THEMES IN THE TRAGEDY : THEMES IN THE TRAGEDY Wisdom does not necessarily come with _____. AGE Man can never be too _____ to learn. OLD One learns by ___________. EXPERIENCE A man must know __________ before he can know _________. HIMSELF/OTHERS People are often ___________by appearances. DECIEVED People _____ what they want to ______. SEE/SEE

Slide 51 : We see _______ in others before we see them in ___________. FAULTS/OURSELVES ___________ speak louder than __________. ACTIONS/WORDS _________ cannot be measured or ___________. LOVE/BOUGHT People are a mixture of ____________ and ____. GOOD/BAD

Read Act IV, Scene 1-5 : Read Act IV, Scene 1-5 First five scenes of Act IV Short Further intertwine two plots Moves the action quickly forward Summarize the scenes: Scene 1 Ex: Edgar is saying that fortune has done her worst and then he sees his blinded father and realizes that “the worst is not so long as we can say ‘This is the worst’.” Now summarize scenes 2-5

Characterization of Edgar and Albany : Characterization of Edgar and Albany Consider them as they first appeared in the play. Edgar seemed rather naïve and trusting, falling in with Edmund’s plans without question Albany had very little to say in the beginning, and appeared ignorant of Goneril’s real nature. HANDOUT 14 SIDE 1- go back through the play to answer how the character of Albany has developed. NOTE THAT THE ACTS ARE INDICATED BY THE LARGE ROMAN NUMERAL AND THE SCENES BY THE LOWER CASE ROMAN NUMERAL SIDE 2- Consider how the seemingly gullible, colorless, and not-so-bright Edgar is becoming the centerpoint of the other characters. NOTE THE PARALLELS WITH EACH CHARACTER ON THE CHART. WRITE YOUR EXPLANATION OF THE RELATIONSHIPS BETWEEN EDGAR AND THE CHARACTER IN THE MARGIN NEXT TO THAT CHARACTERS NAME.

Slide 54 : Despair and Hope OBJECTIVES Paradoxes of the play: Sanity in madness Vision in blindness Grotesque humor in tragedy READ ALL OF ACT IV, SCENE 6 (as long as scenes1-5 put together) BEFORE COMPLETING LESSON 10

ACTION OF CHARACTERS IN SCENE 6 : ACTION OF CHARACTERS IN SCENE 6 Concentrates on action of main characters in both plots Gloucester prepares to commit suicide Edgar seems to be helping him to do it Gloucester’s Circumstance Blinding criticized as too horrifying and brutal Attempted suicide Criticized as too ludicrous and grotesque

IMAGERY ENRICHED ACTION IN SCENE 6 : IMAGERY ENRICHED ACTION IN SCENE 6 Meeting between Lear and Gloucester Lear is mad and garlanded with wild flowers Gloucester is blind but seemingly reconciled now. The encounter heightens the theme of suffering.

THE FINAL ACTION IN SCENE 6 : THE FINAL ACTION IN SCENE 6 Oswald attempts to kill Gloucester but is slain by Edgar Letter found on Oswald’s body proves Goneril is an adulteress murder would not be a stretch for Goneril Edgar calls Gloucester father Not proof that he is revealing his identity Term of respect for the aged

Read ACT IV, scene 6 : Read ACT IV, scene 6 How does Edgar create the cliff with words? Why does Edgar deceive his father? Critics have said Edgar claims to help his father but actually he treat him very cruelly. What is your opinion of his behavior? Which of Gloucester’s words might indicate that Edgar’s scheme worked?

Read Scene 6 from Lear’s Entrance to His Exit : Read Scene 6 from Lear’s Entrance to His Exit What are the several recurring images in this section of the play? Page 224 “They flatter me like a dog” Page 228 “Through tattered clothes” Page 226 “I remember thine eyes” DON’T FORGET TO KEEP ADDING IMAGERY TO EACH SECTION OF THE PUZZLE FROM BEGINNING OF HANDOUTS

SEEMING CONTRADICITIONS OF THIS SCENE : SEEMING CONTRADICITIONS OF THIS SCENE Kingship Lear claims three times that he is a king, yet the only sign of kingship is the crown of wild flowers on his head. Sight Both Edgar and Lear tell Gloucester to see, read, or look up several times. Lear even says “Look with thine ears.” Does vision necessarily need eyesight? Insanity Lear is definitely mad but some of his statements seem quite meaningful or reasonable “tattered clothes” speech The knowledge that he is “not age-proof.: Is there any sanity in madness? Is there any wisdom in his folly?

Slide 61 : Reconciliation and Capture OBJECTIVES Consider the main point of the play Goes beyond Lear’s education through suffering LESSON 11

Background Information : Background Information Read Act IV, Scene 7 to Lear, Cordelia, the Doctors Exit If the play ended here how would you feel about the ending? Lear is reconciled with Cordelia Resurrect or reborn after his madness More Kingly as he kneels for forgiveness However, evil forces are still at work. READ THE LAST TEN LINES How do you feel about the ending now? Lear must undergo even more suffering TRAGEDIES CANNOT END HAPPILY

Act IV, Scene 7 : Act IV, Scene 7 Reread Lear’s first words upon awakening. What do they tell us of his frame of mind? Why does Lear kneel to Cordelia and what scene does this action echo? If the last ten lines of scene 7 were omitted, why might this be a logical place to end the play? What do the last ten lines remind the audience of?

HANDOUT 4 : HANDOUT 4 Sixth and final puzzle piece of imagery. Cycle or circle imagery Ixion Mythical inhabitant of the Greek underworld Sinner punished by being tied to a wheel of fire

PUZZLE PIECE TITLES : PUZZLE PIECE TITLES The following are the titles of each puzzle piece. Please write these down and find at least 4 types of imagery for each puzzle piece. Document these on your puzzle (handout 4). You can write the page and line number or write the quote out (label it clearly) This will be a quiz grade for King Lear.

PUZZLE PIECE TITLES : PUZZLE PIECE TITLES ANIMAL IMAGERY EX: Act I, scene iv: “the hedge-sparrow fed the cuckoo” EYE IMAGERY EX: Act I, scene i: “dearer than eyesight, space and liberty” STORM IMAGERY EX: Act I, scene iv: “blasts and fogs upon thee” CLOTHES IMAGERY EX: Act II, scene iv: “fathers that wear rags” PAIN IMAGERY EX: Act III, scene ii: “art cold? I am cold myself” CIRCLE IMAGERY EX: Act V, scene iii: “The wheel is come full circle”

THE SIXTH PART OF DRAMATIC STRUCTURE : THE SIXTH PART OF DRAMATIC STRUCTURE What is the sixth part of dramatic structure? What is its purpose? What is the effect of it on Lear’s circumstance?

Read Act V, Scenes 1-2 : Read Act V, Scenes 1-2 What are Goneril and Regan’s feelings towards Edmund? What are Edmund’s feelings for Goneril and Regan? What are the feelings of Albany and Edmund regarding the battle? What is Edgar’s function in scene 1? What is his function in scene 2?

SHAKESPEREAN SYNTAX : SHAKESPEREAN SYNTAX Short Scenes Rush of action Especially battle scenes Emphasis Development of main theme EX: war between French and English- 10 lines

Slide 70 : THE WHEEL COMES FULL CIRCLE Objective: Share personal reactions to the conclusion of the tragedy. LESSON 12

Reader Response Questions : Reader Response Questions Is the ending of King Lear optimistic (good triumphs, evil is punished)? Is the ending of King Lear pessimistic (good people needlessly die along with the evil)?

Slide 72 : Putting the Pieces Together Objective: To synthesize your knowledge of Shakespeare’s use of imagery and other elements to form a complete picture. LESSON 13

HANDOUT 4: IMAGERY : HANDOUT 4: IMAGERY ANIMAL IMAGERY Act I, Scene iv “the hedge-sparrow fed the cuckoo” Act I, Scene iv “detested kite” Act I, Scene iv “thy wolvish visage” Act II, Scene ii “like rats . . . Their halcyon beaks . . . Like dogs”

More Animal Imagery : More Animal Imagery Act II, Scene iv Act II, Scene iv Act III, Scene iv Act III, Scene vi Act III, Scene vii Act IV, Scene ii Act V, Scene iii Act V, Scene iii

Slide 75 : EYE IMAGERY Act I, Scene i “dearer than eyesight, space and liberty” Act I, Scene i “see better Lear” Act I, Scene iv “where are his eyes” Act I, Scene iv “old fond eyes, beweep this cause again, I’ll pluck ye out”

More Eye Imagery : More Eye Imagery Act I, Scene iv Act II, Scene iv Act III, Scene vii Act III, Scene vii Act IV, Scene i Act IV, Scene vi Act V, Scene iii

Slide 77 : STORM IMAGERY Act I, Scene iv “blasts and fogs upon thee” Act II, Scene iv “nimble lightnings . . . Fensucked fogs” Act II, Scene iv “the bleak winds do sorely ruffle” Act III, Scene i “bids the wind blow the earth into the sea”

Slide 78 : Act III, Scene ii Act III, Scene ii Act IV, Scene vi Act IV, Scene vii

Slide 79 : CLOTHES IMAGERY Act II, Scene iv “fathers that wear rags…” Act II, Scene iv “if only to go warm were gorgeous” Act III, Scene iv “is man no more than this?...poor, bare, forked animal?”

Slide 80 : Act IV, Scene vi Act IV, Scene vii Act IV, Scene vii

Slide 81 : PAIN IMAGERY Act III, Scene ii “art cold? I am cold myself” Act III, Scene iv “tempest in my mind doth from my senses take all feeling” Act III, Scene iv “poor naked wretches…houseless…unfed” Act III, Scene iv “led through fire and through flame”

Slide 82 : Act III, Scene vi Act III, Scene vii Act III, Scene vii Act IV, Scene I Act V, Scene iii

Slide 83 : CIRCLE IMAGERY Act I, Scene i “this coronet part between you” Act I, Scene iv “give me an egg, and I’ll give thee two crowns” Act I, Scene iv “an O without a figure” Act II, Scene ii “Fortune…turn thy wheel”

Slide 84 : Act II, Scene iv Act IV, Scene iv Act IV, Scene vii Act V, Scene iii