PTS 12/072: A Game of Two Halves …

Maybe Prince Escalus should have gone to VAR … ?

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The keeper (left) tried to make himself look big, whilst under pressure from a swarthy Croatian defender, Harry Kane tried to nudge the ball home

Ponytail Shakespeare read-through: Romeo and Juliet, Act I, scene i

Regular readers will understand my complex relationship with the notion of ‘England’.

The catchy simplicity of Three Lions (It’s Coming Home) turned from pleasantly nostalgic ‘earworm‘ – I well remember the song’s release for Euro ’96 – to a cankerous ‘worm ‘i the bud‘ [a] long before Wednesday’s almost inevitable defeat to Croatia.  The entire nation, it seemed, had been reduced to a vocabulary of just three words – a mantra which was unchallengeable, a self-evident truth destroyed in just 120 minutes (if only Brexit could fall as quickly.) As I watched people (including several students) spill out of The Sun – opposite where I was drinking – in a numbed state of shock after the match, I was glad I wouldn’t hear it for a while.  Having ‘sat like Patience’ I was now, almost, ‘smiling at grief’.  To no avail:  by 11am the next day – no lie – I was hearing “World Cup 2022:  It’s Coming Home” in the corridors of ‘C’ Block … sigh.

Has this anything to do with Romeo and Juliet?  Of course.

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PTS 12/071: Choose Life!

‘Why would I bother watching Titanic, when I know how it ends?’ Silence …

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Ponytail Shakespeare read-through.  Romeo and Juliet:  Prologue

As a trainee, I remember ‘inheriting’ R&J from the usual teacher on placements. Twice.  And I vividly remember teaching the Prologue to a top set of smart, welcoming, wonderful students.

This was the class that christened Romeo the ‘pervy monkey boy‘ after watching Zeffirelli‘s interpretation of the balcony scene.  Thanks, Hannah – I will never forget that.  They’re also the bunch that did the ‘Mean Girls‘ recreation of Act III, scene v.  They made ‘fetch’ happen!  So much for ‘Two households, both alike in dignity‘ …

Despite the brilliant memories, I wonder if it’s significant that I have never, since, opted to teach the play, now that I am largely in charge of my own destiny?  And for PTS purposes, what can we, can I, pull out of these fourteen lines that hasn’t been said before over the last 400-years?

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PTS 11/070: The Richard II Soundtrack Album

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And so to our traditional end-of-play knees-up.

The usual defiantly embarrassing mix-tape, in no particular order, with the usual plea:  if I’ve missed anything, please let me know!

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PTS 11/069: I’ve Wasted Time …

Be careful what you wish for, Bolingbroke …

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PTS read-through – Richard II;  Act V

Why’s it taken me so long to get this one written? To get this play finished?  To ‘officially’ say goodbye to Richard II for a few years, given I have no opportunity to teach it at either GCSE or A Level?  That question probably contains its own answer.

Or, the fact that it’s Romeo and Juliet next …

You know – if you’ve been reading along – how deeply I feel an affinity for Richard’s journey.  Perhaps when I (eventually) get to the end of the PTS I’ll reflect that the ‘most important things are the hardest things to say‘, as Stephen King tells us [a].  It’ll be interesting to look back and see whether the plays I found harder to connect with came and went rather quicker.

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PTS 11/068: ‘Team Richard’ T-shirt Time …

The power of beauty vs. the beauty of power …

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Cambridge Shakespeare Festival 2014.  Image: ME

An emerging theme in my reading – and teaching – is the notion of being careful what you wish for.  For too many, Nietzsche’s ‘will to power’ is ephemeral, evaporating once a goal is achieved.  To others, it is an insatiable addiction. What links both is the outcome: unhappiness and deep satisfaction – the former cannot easily retain their newly won goal; the latter need another, greater fix of achievement.
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PTS 11/067: Know When to Hold ‘Em

Know when to fold em …

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Cambridge Shakespeare Festival, 2014.  Image:  ME

PTS read-through:  Richard II, Act III (part 2)

(in which Richard shows what a crap poker player he would have made)

An important lesson for students:  it is OK to disagree with a critical view – in fact OK to disagree with ME and my ideas.  As long as you can argue your opposition to a stance or point of view.  I’m about to take issue with  Germaine Greer

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My Shakespeare Bromance

What was the first word I thought of when I heard the word, ‘Shakespeare’?

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‘Here’s tae us, wha’s like us?’  as Rabbie Burns might say

Apologies.  I’m neglecting my PonyTail Shakespeare read-through, but suddenly writing more frequently, and hopefully more pithily (but I somehow doubt that), at the moment.  Let’s see how long it lasts …

I’ve already recommended Duane’s blog – the longest-running Shakespeare blog I know of – to you.  Tonight – and I had something work-related to do – I stopped by whilst having dinner, and promptly got distracted. Which is what the best blogs do, right?

The internet being a brilliant example of intertextuality, Duane’s most recent post is itself a response to something he read on Reddit.  And here I am, responding in turn.

The premise is ‘What do you think of when you hear the word Shakespeare?

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