Forensic Friday (#10)

Richard II = Edward II = Prospero = Duke Vincentio = Henry VI = every useless boss you have ever worked for,

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Richard’s return from Ireland is NOT a happy one …

Richard II appears on my reading list for Edward II each year.  It’s not just me – this is what Jonathan Bate, who I recently gushed about, has to say:

Richard II’s relationship to Edward II is so obvious that it is not very interesting. The structure of the two plays is identical: the King is surrounded by flatterers and pitted against an assemblage of nobles with vested interests of their own, then isolated and uncrowned, stripped of his royal identity, thus forced to discover his inner self by means of a supple, reflective soliloquy delivered whilst humiliatingly in prison. In each play the Queen is pushed to the margins in part because of the king’s homoerotic leanings. Marlowe is bolder than Shakespeare in his explicit portrayal of the homosexuality and his neat device of joining the Queen with the rebels in revenge. [a]

It should be easy to find something in Richard which’ll look familiar to my Edward students, right?  Let’s have a go …

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Forensic Friday (#09): Edward II (iv.400-407)

Without any protection from his class background, Gaveston’s fall was always going to be fatal.

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Alex Honnold – image: Jimmy Chin

Meet Alex Honnold:

‘history’s greatest ever climber in the free solo style, meaning he ascends without a rope or protective equipment of any kind.'[a]

Just researching a picture for this post made me feel a little nauseous …

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Forensic Friday (#08) Edward II: iv, 223-229

‘We’ve had this date from the beginning’ …

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Marlon Brando and Vivien Leigh
Sometimes the air crackles as soon as two characters lock eyes … Brando and Leigh had it in ‘A Streetcar Named Desire’, and I think Marlowe achieves it towards the beginning of Edward II

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Forensic Friday (#07): Edward II, (iv.15-21)

‘Know your place’, the world of literature seems to scream. ‘Or else …’

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Jacob Jordaens (1593-1678):  ‘Phaeton Falling’ … careful he doesn’t land on you!

If there’s anything I enjoy as much as anti-heroes, it’s tales of Promethean over-reachers.

Christopher Marlowe belongs in that category, I believe …

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Forensic Friday (#06): Edward II, i.4-8

Piers Gaveston believes he’s hooked a rich man …

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Andrew Tiernan as Piers Gaveston:  an unsettlingly naked, chittering demon, occupying Edward’s throne (Jarman, 1991)

Episode 6 of Forensic Friday – the rules are here for first-timers – effectively kicks off this summer’s likely obsession with Marlowe.

My OCR A Level students are not obliged to analyse Edward II in this way; perhaps they’ll wonder at the point of today’s exercise.  The point is that you ought to be able to do this – and enjoy the process – for any text, people.  We are, after all, archaeologists of the written word – this is what we do …

Anyway, here’s a tiny extract that speaks volumes about Edward II’s lover and their relationship …

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Forensic Friday (#05): RIII – V.v.61-65

Richard III is fooling very few of us with his inclusive pronouns …

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I’ve had to take a week out, basically, through pressures of work.  It could easily have extended into a fortnight, but to paraphrase Lord Foul – the Sauron-style character in Stephen Donaldon‘s Chronicles of Thomas Covenant – I am ‘stubborn yet’.

So, where were we?

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Forensic Friday (#4): RIII III.ii.39-42

 

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A nice positive GIF for my Y12 class … you CAN score, people!

‘SQUEAKY BUM TIME’:  the point towards the end of a football game, or season, when you hold a slender lead but are almost shitting yourself, in case something goes horribly wrong …

– – –

I’m publishing this with a exactly a week to go before my Y12s face their end of year exam –  a full exam on everything we’ve done this year: Tennyson‘s ‘Maud’; Marlowe‘s Edward II; and of course, Richard III.  Evidence suggests my students are in full ‘squeaky bum’ mode, despite my best efforts to reassure them.  And, hey, it’s the World Cup:  if Mexico (one of ‘my teams’ can hang on to a 1-0 lead for an hour against Germany, I think you can hang on to what I have taught you this year for another seven days?

You know what to do: especially (for the first question) if you have been reading these …

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Forensic Friday (#03): RIII I.iv.180-183

It’s dawning on Clarence that he won’t talk his way out of this one …

“Do you do ‘PEEFE’* on Saturday nights, Sir?” one wag asked me, to general titters of amusement in C5.

‘Why not?  It’s fun.’ I replied.  And it is.  So why not?

Why not, actually, spend some time thinking again about RIII, I.iv?  Thinking about a grown man who has such a terrifying nightmare that he asks another to sit with him whilst he tries to get some sleep.  About a man desparately pleading for his life in every way he possibly can (see the Blues Brothers, above), when faced with two murderous executioners.  Much more fun than Love Island, surely?

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Forensic Friday (#02): RIII I.ii.107-109

Don’t just talk the talk – walk the walk, Sir!

Subtitled: This Charming Man

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What kind of teacher asks their students to do something they wouldn’t do themselves?

My latest Y12 Homework task was titled, yes, This Charming Man – students were asked to analyse the exchange between Richard and Anne in Act I scene ii of Richard III.  Those who were feeling a bit flash were challenged to get in as many song titles as they could from The Smiths discography.

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Forensic Friday (#01): RIII I.i.20-21

We can give those long dead words tone, inflection, pace … and meaning.

THIS is what we do, students.

We are archaeologists of the written word.  Remember that.

BH skeleton2We take our soft brushes and gently but resolutely stroke away the accumulated layers of popular misconception, plain bullshit, and systemic Shakesnobbery that surrounds a text until we are left with the bare bones – the words themselves …

Then – armed with contextual knowledge that keeps us somewhere on the Continuum of Plausibility – we ‘perform’ (and that is precisely the word, so enjoy the performative aspect of the work) forensic autopsies on those long-dead words: we dissect, analyse and record our findings.  

Occasionally, what we’re looking at might seem as alien as some of the stuff Scully chops up in the X-Files, but we persevere, we find points of reference, and with care we perform a kind of necromancy: we can practically bring the sample in front of us to life.  

We can give those long dead words tone, inflection, pace … and meaning.

THIS … … … is OCR H472/01 (Drama and Poetry pre-1900), A Level English Literature, section 1, question A … your Shakespeare extract task.
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