The Grande Finalle

That was an incredible production. I thoroughly enjoyed everyone's part in the production on Friday. Being able to see Shakespeare through so many different lenses helped me understand how many ways a person can study his works.

MUSIC VIDEO
Doing the music video was a blast! A lot of it was just coming up with ideas in the beginning, but once the wagon started rolling the vision we had became reality. Scenes took preparation, but once we knew (1) What we were going to say (2) Who was going to say it and (3) Where or how it was going to be said it was like clockwork. Although some of the scenes took 3 or 4 sometimes up to ten cuts, we eventually finished them all and Cara did most of the editing.
One thing Cara referred to that I thought was true was our different parts in the music video. Cara was the mind for what we should do, Chris kept us organized, Meg was willing to do anything (including skipping class one day), and I was the action person. It could be because I am an entrepreneur. When people have great ideas, they are worthless, invaluable, until they are brought to fruition. Therefore, it does not satisfy to sit around and create an idea and reform it over and over until we are all unified etc. To me, when we actually start doing the things we talk about, the idea continues to unfold, new things come to mind, and the product begins to become tangible and real.

SHAKESPEARE LITERACY
Looking back on the first day of class, I feel like my Shakespeare world has turned upside down. The ironic thing about our final project is that I used to be the one who thought Shakespeare was pretty much love and roses. Although there is a lot of love, Shakespeare deals more with truth, guilt, greed, lust, war, age, nature, and other topics than I realized. One I feel like I have learned especially a lot about is truth. I have not only read about but applied a lot of the ideals we read in Shakespeare into my own life. I am noticing through my own experience that what I talked about in two older posts, Trusting the Untrustworthy and Considerest Not the Beam that is in Thine Own Eye is true today.
Of course reading through Shakespeare has helped gain the most Shakespeare literacy. King Lear, although I feel like I have just scratched the surface of understanding its meaning, was a great play that taught me a lot, especially in the last lines of the play.

ANALYZE SHAKESPEARE CRITICALLY
To analyze Shakespeare critically I have focused on the lines I enjoy, like the last link points out. Reading that post shows how I analyzed the lines of the play, took opinion from some of my classmates, and looked up a more scholarly opinion on the matter. Dr. Carson had interesting things to say because she knew some of the history of King Lear. In comparing two of the renditions she pointed out the impact of different characters delivering the two lines. This developed my own creativity and personality because (1) It's not what you say, it's how you say it and (2) Whatever it is, the person who delivers the "line," whether in real life or in a play, makes a difference in the meaning of the message.
Doing the music video project also taught me a lot about Shakespeare's "one liners." A lot of his text was explained to me by the "far more literate Shakespearean than I am" Chris. It helped when delivering lines to hear his, and Meg's interpretations of the lines. Chris would explain to me exactly what the lines meant and what was happening in the scenes. A good example would be between Aerial and Prospero. When we are having the conversation with Meg in the orange jumpsuit, Chris explained how Aerial was opening the eyes of her master. "This is the paradigm shift," Chris would say. Understanding the lines as individual pieces of text helped me to analyze Shakespeare critically.

ENGAGE SHAKESPEARE CREATIVELY
Memorizing lines, acting in front of a camera, and directing scenes of the music video all were ways I engaged Shakespeare in a way I thought I never would. Chris and I took a day to film a few scenes together which turned out to be nothing short of an adventure. We bumped into a young girl who we felt was perfect for our "who suffers alone suffers most in the mind" scene and I looked at Chris for the go ahead. He nodded and I opened my mouth and asked her if we could film her. Finally we ended up in her family's home, with all of them giving us a tour of spots to film the scene we had created in our mind. With the camera rolling, I directed her in her actions and emotions to get the right feel. Again this happened in our nature scene from King Lear and again in our jealousy scene from Othello. Chris and I drew upon our creativity skills as we directed our players.
In connection with all of this, being on the camera meant we were memorizing lines. In our dialogue between Aerial and Prospero, with King Lear, and with Biron I had to memorize a few lines in order to give the right look. Also, this involved understanding the message we wanted to portray through delivery. Portraying the messages of individual lines was a creative way to engage Shakespeare.

SHARE SHAKESPEARE MEANINGFULLY
Sharing Shakespeare was probably the biggest focus of the class for me. Even though going to class took three or so hours a week, I feel like most of our attention was turned toward expressing our thoughts and research through blogging. One of the more formal posts this semester was mentioned above where I talked about the last lines of King Lear. Another one of my favorite, which I referred to on our midterm post was my analysis about war. Doing this was one of my favorite posts because it tied back the play to Shakespeare's time.
My informal sharing came through blogging and inviting people to the performance on Friday. I think hearing other people's brushes with Shakespeare was a treat. In fact, one girl I met had simply read the article about our Shakespeare event and decided to come out of a shear love for the art. We shared about some of our favorite plays, and finding out she had not read the Winter's Tale, I made sure she got the book as a prize (I didn't cheat I promise). :)

Overall, this class boosted my appreciation for the arts. Not just Shakespeare, but many literary and ancient realms of art. I can recall times when I saw situations through the lens of Shakespeare analysis I gained in class. That means a lot, when the things I learn in the classroom, become a part of my life outside of the classroom.

A Bit of Better Posting - Summing up my Blogging Experience

Over the semester I must say that this whole blogging thing has been really good for me. The terrifying mystery social media was to me is now friendly and VALUABLE. Two reasons. FIRST I learned how to blog. It's something I can do for the rest of my life to promote business (of which I plan to have many), to involve others in events like a family reunion or something, and to keep others posted about current events, for example if I travel to India or go see Machu Picchu. SECOND the steady consistent work we did helped me see what it takes to develop a new skill. Even though it is daunting at first, if we just try, and I mean honestly try, we can do it. It's like playing the piano, the first song you pound out is tiresome and long, but after daily practice over months and years, it comes naturally.
Now I am not saying I'm an expert, but here is one of my favorite blog posts I've done about a favorite Shakespeare plays Henry V. Obviously I put a lot of time into it and it felt good to analyze and think about the events from a historical viewpoint. On top of that, reading other's comments was informative.
Another one that I liked, which was more recent, is about the last lines of King Lear.

The weight of this sad time we must obey,
Speak what we feel, not what we ought to say.
The oldest have borne most; we that are young
Shall never see so much, nor live so long.

You can check that one out by clicking here.

Reading over my peer's posts and comments throughout the semester has been a treat. I was put into a dynamic group and feel like we heard positive, but different opinions all throughout the semester (I always enjoy an intelligent debate). One of my classmates, Christa (I could have used one from just about any of them, especially J.J.), posted about Music on her blog. The posts goes into detail about the use of music in Shakespeare's plays, analyzing the text and certain scenes from the play. She shows three of the four class outcomes in the post, gain "Shakespeare Literacy, analyze Shakespeare critically, and share Shakespeare meaningfully. The first is shown as she briefly acknowledges the "Tempest" as a contrast to another Shakespearean play, "As You Like It." Second she quotes the text and refers to scenes from the play to develop her point that "music and enchantment are eternally intertwined." And of course, by sharing her insights she is sharing it with all of us.
Again, I really feel like there were a lot of good posts given by classmates, here are two more I felt were superb. J.J.'s post, referring to the live blogging I thought the whole process was a very good, creative idea. Kelsie's post detailing how the director of the "Tempest" made Aerial and Prospero's relationship like a puppet and puppeteer.

The Orange Jumpsuit

Well things are coming together for the final project. We all met today for class at the law building and shot some film in the court room. I thought I was going to be in a scene wearing a suit, so I dressed up, but it turns out I was fit to be the convict and zipped on the orange jump suit. The things you have to do for show business!
The atmosphere of thought changed. My collared shirt wouldn't cut it for a man on trial, and we had Meg jump in to the suit and I cinched back up my tie. Chris and I played Prospero and Ariel and quoted lines about forgiveness and mercy. I don't want to reveal too much, but I think it will turn out pretty cool. Kara really knows what she's doing with directing.
To finish off the day we divided up the rest of the scenes, set a deadline for when they need to be in the drop box. After that we have to do the editing and put the picture to some music and the project will be finished.

The Last Lines of All the Plays Turns Out to be One of My Favorite

I loved King Lear. There are a lot of good speeches given by the different characters. One that made me stop and think was the one that ended the play, where the Duke of Albany says:

The weight of this sad time we must obey,
Speak what we feel, not what we ought to say.
The oldest have borne most; we that are young
Shall never see so much, nor live so long.

A Scholarly Interpretation

Dr. Christie Carson, Royal Holloway University of London (shown on right) commented on the influence of these four lines on the play. Because the play has many renditions, there are times when Edgar delivers the line and, like the one we read, the Duke of Albany does so.

Edgar
Here, she quotes the director of the 1997 play in the National Theater, Richard Eyre. He says in essence that because Edgar has experienced some of the biggest tragedies in life, but stayed pure through it all it is perfect for him to give the advice to "open your heart, speak what you feel."

Duke of Albany
The lines of course have the same meaning, but a different effect when they are delivered by a different character. By his deliverance the words are kosher to the audience because of his "seniority," but she still feels like there needed to be a change to fit the audience's needs. By changing the character who delivered the lines from the Duke of Albany to Edgar, the play ends with more hope rather than "absolute despair."


My Own Interpretation

The first line really talks about the brutality of this life. There a lot of things we must go through in this life, there is no way out.

The second line, "speak what we feel, not what we ought to say" refers to being honest with ourselves no matter the cost. In our group, we talked about how this line refers to the beginning of the play. Christa pointed out how Goneril and Regan both said what they thought they should say while Cordelia said what she actually felt. Even though this put her life into a whirl, she seems the type of character that would not take back her actions had she the chance to do so.

The third and fourth line to me give glory and wisdom to old age. It submits that youthful people should honor the aged because they ultimately have gone through these trials. In connection, "we that are young shall never see so much, nor live so long" refers to the fact that youth can always learn from their elders. Even with time, the old will be older than the young and more experienced.

Just Doing My Part

I am glad to be part of the music video team. The filming has been an adventure to say the least. Since we met, we have divided up the different scenes by looking at who is going where over the break and what resources they will have. Because I drove through Las Vegas, I was assigned to video some of the city there as it fits right into our theme, "Shakespeare's Commentary on Society."

My First Footage
Driving down the fifteen I poked my head out the window and got my camera above my car to get a good view. The buildings were in plain sight and I shot places such as the space needle, the pyramid, and some of the beautiful hotels along the strip. Hopefully those, combined with others that I get on the way up will suffice for our "city shots."

A Work in Progress
Another theme I'm trying to capture is nature. I've been asked to film a man screaming lines from King Lear but in a modern day setting, of course, in a huge storm. If we can't get it, we may have to use a fan and a few buckets of water.... :)

Shakespeare and the Army

What a successful day! We had a lot of good experiences that helped us realize what we are doing will have the intended impact.

Project Progress
First, we sat down and cranked out the story board. With the lines set, we went through each page and decided what shots to shoot, assigning each person with shots they could do over the next week. Cutting, adding, expounding, and pulling ideas from past and present, we finally finished and raced over to the ROTC we we had set up a meeting with the soldier over PR.

A Well Rounded Soldier
When we got there we explained to Cadet Hess that we wanted film of different soldiers quoting lines from King Henry V's famous St. Agincourt rally cry. He jumped for excitement. "I've got the whole thing memorized!" I was astounded to see that this man had learned the whole thing by heart. Before filming though, we had to go and talk with one of the Majors.

Shakespeare. Love and Roses?
When we went in he was a little hesitant and seemingly opposed the idea. "What on earth does Shakespeare and music videos have to do with the army?" he asked. Both Kara and I knew he had asked the perfect question, the question we wanted our audience to ask so we could uncover the truth.
Kara began to explain how we wanted to show clips of soldiers reciting a speech by Shakepeare that glorified war. When we left, he realized not only that we had a good motive, but also that Shakespeare is not all, "love and flowers," as Kara phrased it.

Another Unexpected Shakespearean
Finally while sitting in the hall, waiting to follow the fifty to one hundred soldiers to their training site, one of the officers exploded with emotion. "St. Agincourt speech?! What about 'O God of battles; steel my soldiers' hearts!" I was in awe. There was a stark contrast between these two US soldiers who knew Shakespeare so well they could quote it, and the one who thought the only connection between Shakespeare and the military will be demeaning.

Evidence Toward Our Analysis
I don't blame him, it is the understanding of the general public that Shakespeare is feminine. Thus my point, and the point of our music video. WE WANT TO SHOW SHAKESPEARE IS MORE THAN LOVE! (Check out the first search result when I typed in 'What is Shakespeare's message?')
I feel like our group as a whole contains a diverse understanding and wide variety of knowledge about Shakespeare in order to get our point across.

Music Video

The direction we are going with the music video is one we can all agree on. I like the idea of having themes from the different plays incorporated into our song and of course video.
I agree that focusing on Shakespeare's commentary toward society, rather than just the "love" and other things people think Shakespeare is about, will be beneficial to educating our audience. Some of the themes that fit this category to me are:

1. Nature - Including lines from the Tempest and King Lear about how it is used to subject us to a higher power. I think we could take advantage of the snow storms that frequent the area.

2. A Play within a Play, or Music Video within a Music Video - I think we can get creative with this and show people preparing for a music video in a music video while developing other themes at the same time. Some of the lines that will work well with this are form Hamlet.

3. Knowledge - This can developed within the music video as a sub theme. For example, lines from Prospero going to study and losing power, or the men from Love's Labours Lost seeking knowledge and swearing off women.
Under this theme, I think it would be awesome to use parts from Biron's "justification."

Consider what you first did swear unto,
To fast, to study, and to see no woman;
Flat treason 'gainst the kingly state of youth.
Say, can you fast? your stomachs are too young;
And abstinence engenders maladies. Line 1640
And where that you have vow'd to study, lords,
In that each of you have forsworn his book,
Can you still dream and pore and thereon look?
For when would you, my lord, or you, or you,
Have found the ground of study's excellence Line 1645
Without the beauty of a woman's face?
[From women's eyes this doctrine I derive;]
They are the ground, the books, the academes
From whence doth spring the true Promethean fire]
Why, universal plodding poisons up Line 1650
The nimble spirits in the arteries,
As motion and long-during action tires
The sinewy vigour of the traveller.
Now, for not looking on a woman's face,
You have in that forsworn the use of eyes Line 1655
And study too, the causer of your vow;
For where is any author in the world
Teaches such beauty as a woman's eye?

4. Intensity of War - There are many good quotes to along with a music video here. Some of them include the famous St. Crispin's Day speech (we could use parts) or powerful, poetic lines that show vigor such as "there's not a piece of feather in our host..." A lot of King Henry's lines are very poetic. If we want to run with a theme related to him it would be fitting for a music video. Here are some of his lines:

Shall this his mock mock out of their dear husbands; 435
Mock mothers from their sons, mock castles down;

Cheerly to sea; the signs of war advance:
No king of England, if not king of France. 830

5. Acting vs. Our True Identity - This is one of my favorite themes in Hamlet. There are so many lines where Hamlet is tearing apart his emotions to find out who he is. We could use a lot of his self reflecting lines in order to capture this theme. Further, the music video could portray one of us in different scenes going about (hitting on different themes in different venues) to find out who we really are.
Check out some of Hamlet's self reflection:

To be, or not to be- that is the question: Whether 'tis nobler in the mind to suffer Line 1750 The slings and arrows of outrageous fortune Or to take arms against a sea of troubles, And by opposing end them. To die- to sleep- No more;...

'Tis now the very witching time of night,
When churchyards yawn, and hell itself breathes out Line 2265
Contagion to this world. Now could I drink hot blood
And do such bitter business as the day
Would quake to look on. Soft! now to my mother!
O heart, lose not thy nature; let not ever
The soul of Nero enter this firm bosom. Line 2270
Let me be cruel, not unnatural;
I will speak daggers to her, but use none.
My tongue and soul in this be hypocrites-
How in my words somever she be shent,
To give them seals never, my soul, consent!

"O that this too too solid flesh would melt,
Thaw, and resolve itself into a dew! ...

How weary, stale, flat, and unprofitable
Seem to me all the uses of this world!
Fie on't! ah, fie! 'Tis an unweeded garden
That grows to seed; things rank and gross in nature Line 340
Possess it merely. That it should come to this! ...

She married. O, most wicked speed, to post Line 360
With such dexterity to incestuous sheets!
It is not, nor it cannot come to good.
But break my heart, for I must hold my tongue!"

I am excited to talk it over with you guys. We can use all of these or one of them. This is going to be an awesome project, but a lot of work.

Eye Can See!

After researching in the Oxford Encyclopedia of British Literature I was not able to find anything that supported my last post comparing King Lear and King Leontes, but I did find more about the motif that things are not as they always appear, another theme Shakespeare stretches across his vast variety of plays.
While talking with a student from another Shakespeare class, we discussed how many of Shakespeare's plays involve sight. She explained how many of the major sonnets, speeches and scenes in Shakespeare often involve eyes, sight or something of the like. The point of this post is to begin developing the theme of seeing things as they really are.
In this play, King Lear's foil, Gloucester loses his eyes, and "learns to see." So what does it mean to see?
According to this play and other Shakespeare plays, people and their circumstances are more than meet the eye. When Gloucester loses his eyes, he has to rely on feeling, smelling, tasting and touching in order to understand. It is in the use of these senses that we can accurately see the world around us, not just our eyes.
In a theme analysis by Michael Cummings, he states the common theme that things are not always as they appear is found in other plays such as Macbeth or Othello. This is one of the prominent critical statements made by Shakespeare throughout his works and I'm sure we will see it further develop in King Lear.

King Lear vs. Winter's Tale

In the opening of King Lear, it is almost a mirror image of the Winter's Tale.

King Lear	Winter’s Tale
Starts out with King Lear going about business, nothing unusual	Starts out with King Leontes going about business, nothing unusual
Other characters come in, King Lear makes rash decision about his daughter	After some interaction, King Leontes makes rash decision about his wife
Kent tries to be the voice of reason and is cast out	Leontes confides in Camillo, who eventually flees with Polixenes

In both plays, the stage is set for a King to recognize his faults, change, and seek forgiveness. I'm curious to see what role "accepting someone back into society" will play in King Lear versus the Winter's Tale.

Setting the Stage

Shakespeare really shows some talent in his writing of the first scene, in particular, when the three daughters speak to their father. William is tasked here with presenting characters in the light they will be seen throughout the whole play and I wanted to focus on how he sets Cordelia to be pure.

First, when the 2 daughters are speaking, she speaks aside to herself. Looking at this factor to develop Cordelia's character. Shakespeare uses the element of self speech because a character's words are more believable when they are speaking to their self.
Second, look at what she is saying she is worried about motive and accurately expressing

What shall Cordelia speak? Love, and be silent. Line 63

Then poor Cordelia!
And yet not so; since I am sure my love's
More richer than my tongue. Line 80

She is worried about motive and accurately expressing her feelings for her father, both things deal with honesty. Shakespeare could have written many things for her to say, but in these lines he developed Cordelia's integrity, setting the stage for her role in the play.

She then speaks giving him her word and without exaggeration. "I love my Majesty according to my bond; no more no less." Line 95

These hints fall on to the sub conscience of the audience and the play moves on with the viewers trusting more in Cordelia because of Shakespeare's use of words and stage direction.

As a side note, I love the reaction King Lear has to her first response. I think directors could make it a comical dialogue during this serious situation. When she first says "nothing," to his inquiry about her love for him, he responds "Nothing?" To which she confirms and the King says, "Nothing can come of nothing. Speak again." If he were to change his voice to a higher pitch and make his line a little commanding I think it could turn out comical. Remind me and I'll explain in our group.

Checking My Shakespearean Temperature

Midterm Post

1. How have I gained Shakespeare literacy?

Looking back on our first day of class, my literacy of Shakespeare has increased ten fold. This has mainly come from reading the plays, watching the performances, and listening in class. Every play we have read has been new to me, and although I still feel inadequate when discussing them, my knowledge is much deeper than before. The deepest things I have learned are the ones I have spent the most time researching on the Internet. Thus in my posts about Henry V I felt the most confident because I read professional commentary on the subject. Breadth however, has come from reading classmates posts about their place and especially discussing them in the car on the way up to Salt Lake. The performance I saw there, along with others I have watched (including Henry V and Winter’s Tale) have also attributed to my Shakespeare literacy. Hearing Brother Burton say, “You have some Shakespeare literacy now" made me feel good not because I was flattered, but because I felt there was truth in it.

2. How have I analyzed Shakespeare critically?

I think reading through my blog posts, which are beginning to focus on how Shakespeare comments on society’s ethics show how I have critically analyzed Shakespeare. Two posts that come to mind link Winter’s Tale and the Tempest together talking about honesty and loyalty. Theme analysis is an important part of the learning outcomes as well as analyzing through language and formal devices, which I explore in my post For Entertainment’s Sake regarding Love’s Labours Lost. Reading opinions from other authors and taking time to understand what Shakespeare is saying is the most effective way I have found to analyze his work. This can be best seen in my post about war from Henry V (see section titled "A Little History") where I consider the historical events taking place compared to what Shakespeare wrote about England and war.

3. How have I engaged Shakespeare creatively?

This is a great question. I love creativity. One creative suggestion Brother Burton gave that I took the time to do during my personal play was writing summaries for individual scenes. This helped me to remember a lot more and was a commodity when I went back in search for a particular aspect. Another thing that has helped with going back is my use of highlighting. I have four different colors I have used to highlight themes and different parts of the text that jump out at me. You can see this being used in my post about rhyming from Love’s Labours Lost. Another thing I plan on doing is looking up Youtube videos that correlate with a topic from class to see what others voice about the subject. It would help me to learn because I am a visual person.

4. How have I shared Shakespeare meaningfully?

The best way I have shared Shakespeare is definitely through blogging. Not writing on my personal blog, but reading other’s and replying to people’s comments has been effective to keep the topic on my mind daily. I have tried to read more than one person’s blog every day to have a better understanding of what is going on in the group. I try to leave meaningful comments as found on Christa’s blog about Ariel and Prospero's being puppet and puppeteer, or J.J.’s blog about Figment of Imagination to develop insights pointed out by them or that I recognized in light of their post. Further, many conversations have led to Shakespeare, including with my mom, an alumni and English major from BYU, and the girl I have been dating. We have talked about the Tempest, watched Henry V (nice cheap date), and discussed the festival that her family attends yearly down in Cedar City ;).

B. Self-directed Learning

The two most influential things in my self-directed learning have been the use of highlighting, and talking with other students substantially about their assigned plays. By using highlighting in my writing I have been more alert when I read, looking for different themes, word use and important lines. This has enhanced my depth. From reading other student’s blogs, to channeling a conversation on the drive to Salt Lake, I have learned about many of Shakespeare’s plays. These include Macbeth, Measure for Measure and Much Ado About Nothing, and other plays. Doing this has built my breadth of learning. Hearing other’s opinions and listening in class has taught me what to look for, for example poetry in a play or lighting on a stage. As I continue to meet with my group, my thinking evolves, mostly because they are far ahead of me in critical analysis. I plan to document a lot of my learning in my final project which I am thinking will consist of YouTube videos, or some way of teaching Shakespeare.

C. Collaborative and Social Learning

Many students have helped me become more literate in my Shakespearean knowledge. J.J. has blogged and commented effectively, while Christa and Kelsie have given unique insights during group discussion. Talking to Kara about her individual play and others we read has also helped form my opinion about Shakespeare and his writing. While working in our assigned groups, I have enjoyed reading each other’s blogs and discussing what we analyz

ed from the text, but I feel the discussion can be improved. One way it could be more interesting is if each group was given a theme to focus on in their discussion. After that, each group could summarize what they found. Doing this would help us get to know our classmates more and talk with them more about our plays. I have been able to talk extensively outside of class (especially in our car rides) to other people about their experience in the class. Beyond this, I have discussed with friends what we have read as I boldly admit that yes, I am in a Shakespeare class. Interestingly enough I have found that many BYU students know a lot about Shakespeare.

D. Looking Ahead

I plan to continue to learn on my current course. By doing the blogs and reading assignments I have found that my literacy has increased significantly. Also, participating in class discussion is important to me, as well as group and outside personal discussions. Looking toward the final project, I plan to teach others about Shakespeare. In doing this, I know I will learn more about him and his writings along the way. Through videos, presentations, or writing I plan to document my learning and put the documentation to use for my final project.

I Feel Like a Parent with Teenagers

Well what could that mean? Although it may be an exaggeration, I'm alluding to the time in life when parents work hard to get something out of their kids only to find one word answers. Don't let this alarm you, the results are satisfactory.
I first wanted to discuss my experience reaching "outside the Utah bubble." I jumped onto Icerocket and Google blog search and looked for a few posts to comment on. After searching, I commented on one called Our Shakespearean Blog and another, the League of Dead Films. Responses still pending on those. Further, I opened up an account on Goodreads, offering people a chance to read my review on Henry V. Nothing. I will get an email and update my blog as soon as they respond.
In conclusion, my experience reaching out into the outside world has been a lot harder than I expected. Nonetheless, I will try harder, like Brother Burton said.

Now, talking to another person about Shakespeare turned out better. I did not want to force it on anyone, or give the "I'm doing this for a class approach," so it turned out to be different. I first called my little brother Spencer (he's the one at the bottom in the picture). He is in eighth grade, an avid reader, and the youngest of seven.

Me: "Spenny what's up?!"

Spencer: "Hey Matt!"

Me: "How is school going?"

Spencer: "Which subject?"

Me: "Uh... English."

Spencer: "It's good." Typical teenage response.

Me: "Are you reading any books?"

After a thorough description of an intense eighth grade book I turned the topic to Shakespeare. We talked about the Tempest, and he actually said he has heard of it, but didn't know what it's about.

Me: "Well there is this man who gets stranded on an island with all these people and he uses magic."

Spencer: "Like Harry Potter?"

Me: "Kind of. This guy used to be like a King, but when he was studying, he got overthrown and cast out to this island." I then pointed out how he was gaining knowledge but he lost power. I asked him what he thought about that, but he did not say much. Finally, the conversation led to other things and I let him off the hook.

I think this assignment helped me to learn how little I know. Reading all of the different blogs about Henry V and trying to explain it to my little brother in eighth grade terms was eye-opening.

I will be posting as I hear responses from other people on my comments.

Follow Up on Trust

Well I appreciated your guys' comments so much from the last post that I thought I would blog in response to them. To catch up anyone who missed it, you can read the post here, scroll down if you're on my main blog, or keep reading until the end of this paragraph for a summary. In Acts 3 and 4 we read about many different story lines. In one of them, Caliban swears loyalty to Stephano, when he already has a master, Prospero. My comment to that was, "if he can't keep his loyalty to Prospero, he can't keep his loyalty to Stephano." By the end of the play, if the principle stands true, Caliban again would have flip-flopped.

Reading Act V, I will be honest, I was kind of struggling following what Prospero was saying. I knew already what was going to happen, but the details were hard to catch. However, when Caliban came on stage, his line hit me like a sack of bricks. He transferred his loyalty again! Caliban says he was mistaken to "worship this dull fool!" Line 2373.
If someone cannot be trusted with another's secret, fail to trust them with yours. I'm not saying to go around not trusting people. In fact, like my high school English teacher emphasized, "you have my trust until you prove you can't be trusted" is a good way to live. There are so many elements of trust in Shakespeare's plays.
Lastly I wanted to touch again on the value of trust. Two people I have a lot of trust in are my mission president and my professor who took a group of students (including me) to Asia. One day after meeting with my professor, I reflected on our relationship. He is one of the few people I could honestly trust with my life. He and my mission president are people I know will do what they say. That is something to strive for.

Trusting the Untrustworthy

Loyalty and trust. Ah we see it again. If you think back two or three weeks ago, we had a good discussion about trusting others. Both Hamlet and the Winter's Tale deal with trust. Now, here in Acts 2 and 3 of the "Tempest", Caliban and Stephano's relationship is set up to tell a similar ironic story. Shakespeare loves to do this.
Caliban says in Act 2 that he will be loyal to Stephano...




Caliban:

"I'll swear upon that bottle to be thy true subject; for the liquor is not earthly." Lines 1213/1214
"I'll kiss thy foot; I'll swear myself thy subject" Line 1239

Here he is swearing loyalty to someone when he has another master, Prospero. In the next act (Act 3) they plot together against Prospero, Caliban's master. As I mentioned in an old post about loyalty, there is a principle of integrity that if someone does not uphold (a) s/he will not be trustworthy themselves and (b) s/he will usually not trust others. Here, after swearing loyalty to Stephano, Caliban goes against any loyalty he had to Prospero. This is just like telling someone a secret you "promised not to tell" and in return they trust you with a secret you "promise" not to tell. It doesn't make sense! Nor does it make sense to tell someone a secret you want to keep secret when they just proved they could not do so.

I bet Caliban will betray Stephano by the end of the play, it's in his character. Get him in an intense situation and he becomes self-interested. What do you think?

See if you can connect Atlas with this post. Who knows their Greek mythology?

To "End the Conflict" on War

A Little History

In the 1590’s, England was on her toes. She had just won the battle against Spain’s Armada (with weather’s help), but Spain was still furious. In 1596 King Phillip of Spain promised Spain would strike again. “The overpowering fear of invasion reached its apogee in 1599, the very year, according to general scholarly consensus, that Shakespeare penned Henry V.”¹

Analysis on War

You don’t have to be a scholar to know Shakespeare is sending messages about war, but what is it he is telling his English audience in the early 1600’s? Depending on which side is looked at, critics have argued that Henry V is a genuine war hero while others feel Shakespeare painted the ironic image of a “Christian King” who served as a tyrant and an unmerciful ruler.²

Text to Configure the Conflict

In my posts I have discussed possible reasons for war, the glory of war, and the outcomes of war portrayed in Henry V. To tie these together and answer the question from the latter post “War... what is it good for?” I want to discuss Shakespeare’s use of Christianity in his text to show God fought for England and condoned the war.

Henry V “We are in God’s hand, brother, not in theirs.” Line 1637

Earl of Salisbury “If we no more meet till we meet in heaven.” Line 2238

Henry V “Praised be God, and not our strength, for it!” Line 2609

Fluellen “Is it not lawful, an please your majesty, to tell how many is killed?”

Henry V “Yes, captain; but with this acknowledgement,

That God fought for us.” Lines 2827-2830

Chorus “Being free from vainness and self-gloirous pride;

Giving full trophy, signal and ostent

Quite from himself to God….” Lines 2867-2869

This tone in the play suggests that it is God’s will that England fight the war.

Recall the time period. People were scared of Spain’s attack. They needed a boost, a different vision, and Shakespeare struck their hearts saying, “God is with us!”

Kenneth Branagh’s Adaptation

Of course, looking at the play from another angle produces another critique. Kenneth Branagh’s film from 1989 emphasizes the horrors of war and downplays justifiable reasons for it.

In the beginning, King Henry is given tennis balls from France to pay for the lands they feel are rightfully owned by France. It is over this that Branagh makes it seem King Henry goes to war. The king’s pride is overpowering and “will not be mocked.” As I discussed in a former post, Branagh portrays colorful blood scenes, directs the loss of “Boy” to be horrific with hysterical women trying to touch the dead body, and paints Henry V slightly irrational as he executes past friends with memories of the past flashing before his mind. By no means is he as irrational as King Leontes from Winter's Tale, but nonetheless, there is no mercy or second chances.

From Branagh’s adaptation, it is clear he feels Shakespeare is painting a gruesome battlefield, glorious at the expense of other’s lives.

An Opposing View

In a blog by Samantha Warren, a Murray State University student, she expresses how Shakespeare tried to portray Henry V as a tyrannical leader. She claims, as many others, that Henry V represents the ideas of Niccolo Machiavelli, an Italian philosopher who taught about corruption in a nation’s government.³ To learn more about her research click here.

So Why is this IMPORTANT to Us?

Well this is interesting to me because I LOVE hearing different people’s opinions about controversial topics. Doing this helps us understand how important point of view is. We can be looking at something with a strong opinion and then change our view and WALLAH, change our opinion.

Especially with this topic, from my religous background, I have a strong opinion about when war is justified. While serving as a missionary, I discussed for over a

n hour with a woman who opposed war at all costs. Recently in my history class, we discussed World War I and whether the US should have entered the war. The topic is open ended, and constantly emerging as it is prevalent in our past. It is important for us to become knowledgeable about it as it will undoubtedly be in our future.

So write your opinion, either about the post or about war in general. I would love to hear.

Source Citation:

1. "Machiavellianism by William Shakespeare." Shakespearean Criticism. Ed. Michelle Lee. Vol. 107. Detroit: Thomson Gale, 2007. 67-199. Literature Criticism Online. Gale. Brigham Young University - Provo. 20 October 2011 http://galenet.galegroup.com/servlet/LitCrit/byuprovo/FJ2633550003

2. Deats, Sara Munson. “Henry V at War: Christian King or Model Machievel.” In War and Words: Horror and Heroism in the Literature of Warfare, edited by Sara Munson Deats, Lagretta Tallent Lenker, and Merry G. Perry, pp. 83-101. Lanham, Md.: Lexington Books, 2004.

3. Warren, Samantha. "William Shakespeare's Henry V: The Self-Interested Schemer." http://samantha-warren.suite101.com/william-shakespeares-henry-v-the-self-interested-schemer-a330688