QotW: 11 June 2018 (#45)

“Let’s leave politics out of Shakespeare” … Hello? Hello? Anybody in there?

BH thrillist
image:  thrillist.com

If I had a pound for each time I was challenged, ‘What’s Shakespeare got to do with me?‘, this blog would have more bells and whistles on it, as well as many more posts to reflect not having to work for a living.

This week’s post was prompted in part by reading somewhere in my recent internet travels, the notion of ‘keeping politics out of Shakespeare.’  That plus a ‘setting the world to rights‘ drinking session which was actively, intensely political, and which was also chock-full of Shakespearean dilemmas and situations.

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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

BH the smiths

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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QotW (#43): 28 May 2018

Manners maketh the man, it seems …

Elizabeth I of England

It wasn’t till I got to University that I came across Malcolm’s ‘king becoming graces’ in Macbeth.  I thought them startling – an almost impudent challenge to James I about what the country expected from their new monarch, in a play which, I’m increasingly convinced, is all about what it means to be a ‘man’:

As justice, verity, temperance, stableness,
Bounty, perseverance, mercy, lowliness,
Devotion, patience, courage, fortitude,  (IV, iii) [a]

But what of those in the level below?  What were the expectations placed on nobles and courtiers?

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A Restless Ecstasy …

Here’s looking at you, H …

BH RIII I i 1.001

So.

It’s been a long, hard, day.  No, really!  In amongst the pre-school meeting; the marking; the trying to keep your errant Year 11s just on this side of hysteria, given they have their second English Lit exam on Friday; the data (two classes’ worth, by lunchtime, thanks very much); the lunchtime storytelling club for younger pupils; the broken photocopiers; and the almost insignificant matter of actually teaching,  you need an oasis of calm.

Or two …

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Quote of the Week: 21 May 2018 (#42)

Let battle commence: Shakesparring was the highlight of last week …

 

Friday found myself and a colleague sacrificing a precious free period (one of only four per week) for the opportunity to Shake-spar … and what fun it was.

Let me set the scene – one of our colleagues in the department was unwell.  She also teaches A Level Lit to Year 12, and would have done so in period 2, when I’m free.  Two of the students in that class are in my form, so I casually said to them in the morning that if there were ‘any problems‘ relating to that lesson, they ought to come and see me.

Perhaps I shouldn’t have been surprised to find about a dozen girls at my door at about 09:55?

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No greater love …

No allergy excuses this time, kids …

BH stevenson
image:  Manuel Harvan

[Andrew Scott is Hamlet:  director, Robert Icke]

Part Two:

Forgive the delay in arriving at Part II: here’s an explanatory (and favourite) quotation from Stephen King by way of apology:

“The most important things are the hardest to say. They are the things you get ashamed of, because words diminish them — words shrink things that seemed limitless when they were in your head to no more than living size when they’re brought out. But it’s more than that, isn’t it? The most important things lie too close to wherever your secret heart is buried, like landmarks to a treasure your enemies would love to steal away. And you may make revelations that cost you dearly only to have people look at you in a funny way, not understanding what you’ve said at all, or why you thought it was so important that you almost cried while you were saying it. That’s the worst, I think. When the secret stays locked within not for want of a teller but for want of an understanding ear.”

And don’t forget the health warning:  you don’t read Shakespeare, he reads YOU.

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Quote of the Week: 14 May 2018 (#41)

Having fun exploring the role of literature in preserving an unfair system …

BH capitalism1Last week finished with me in full theatrical mode, pacing the classroom like a restless, caged predator, declaiming at full volume (and probably decreasingly coherently), on the likely politics of Marlowe and Tennyson.  That’ll teach my Y13s to ask for some ideas on Marxist Literary Criticism (AO5, folks), during Period 6 on a Friday …

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PTS 11/067: Know When to Hold ‘Em

Know when to fold em …

BH CSF14 RII 86564
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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Quote of the Week: 07 May 2018 (#40)

bh-politics-disraeli-ireland-irish-church-irish_church_disestablishment-csl0220_low.jpg

Mistrust might be too strong a word, but there was always a youthful rebellious streak in me (Catholic-educated in what was at the time a pretty Catholic town), pushing against what I increasingly viewed as the bastard child of The Party in Orwell‘s Nineteen Eighty-Four and a medieval Ponzi scheme.  The Catholic hierarchy increasingly personified notions of hypocritical middle-men, ‘eternal life’ assurance brokers, gatekeepers against the hereafter who would feed on the poor, vulnerable and frightened, whilst actually allowing anyone through, if the price was right.

Finally, I officially ‘fell out’ with God in a completely predictable spat  – over bureacracy, not the Bible; red tape, not redemption; compliance, not communion …

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