Without readers and theatergoers, there is no
Shakespeare. His work is like a musical
score, and we are the musicians who embody and bring it life. Throughout this blog, there are many strategies
are offered for joining Shakespeare’s orchestra. This post offers a list of
this range, referencing the Index number (46) for posts for how to bring Shakespeare’s
works to life. You can access the Index
@ https://www.blogger.com/u/2/blogger.g?blogID=4711406005322167702#allposts
I.
Poetry (36)
a. Imagery
(six senses) (66)
b. Vowel
Sound Frequencies (94)
c. Rhyme
d. Alliteration
e. Consonances
f. Speech
mouth and face metaphors (94)
g. Rhythm
h. Diction
i. Etymologies
j. Puns
k. Contrast
to prose
l. Numbers
(69, 70, 71, 95)
m. Sonnets
(103)
II.
Theme (43)
a. Titles
b. Binary
Oppositions (20)
c. Content
Analysis
d. Critical
Approaches (90)
e. Paper
Clip (29)
f. Story
not Plod (55)
g. First
words (19)
h. Last
words
i. Genres
(99)
j. Parallels
to current events
III.
Character:
a. Typecasting
(92)
b. First
words (19)
c. Names
(93)
d. Role
reversals (96)
e. Deconstruction
(96)
f. Shadow
selves
g. Shifting
alliances
h. Practices
i. Projection
j. Development
(97)
k. Seven
deadly sins
l. Speech
Acts
IV.
Staging (23)
a. Rhetorical
devices
b. Dramatic
Irony
c. Setting
d. Props
(42)
e. Stage
directions
f. Lighting
g. Sound
h. Metatheatre
i. Where’s
Iago?
V.
Plot (55)
a. Why
summaries don’t work (6)
b. Character
as plot
c. Setting
as plot
d. Staging
as plot
e. Subplots
VI.
Writing strategies:
a. Land
the Helicopter (5)
b. Banish
summary and paraphrase (6)
c. Paginate
(25, 61)
d. Punctuate
(26, 27)
e. Be
honest (28)
f. Paper
Clip (29)
g. Caress
the Literature (33)
h. Digest
quotes (39)
i. Start
where it starts (40)
j. Be
original (43)
k. Avoid
the intentional fallacy (48)
l. Story
not Plod (55)
m. Avoid
clichés (59)
n. Titles
(79, 81)
o. Use/mention
(91)
p. Genealogies
(100)
q. Enjoy
(50, 71)
Works Cited:
Cover Art:
Text:
Because I Can Teach: becauseicanteach.blogspot.com
reading has shown me that Shakespeare and any other body of work can be interpreted and understood on a far deeper and cerebral level by actually examining the text. Its less on what the text is saying and more like how its used and the why leading to all sort of interpretations that can breath new life and meaning in any author works. Shakespeare is rich with text that allows the reader to form their own interpretations as they use these ideas to caresses and truly relates the Author's story.
ReplyDeleteDr. Rich,
ReplyDeleteFor my last and final blog post, I felt that this one was a great finale. I like that this gives a summary of key points that we have addressed in class. I even came to this blog post in order to get an idea on what I wanted to write about for my Henry V paper. These strategies are unique to this class because of your teaching style; however, I have incorporated some in my other writing assignments. Things like how to write an interesting title, or focusing heavily on a section of a book, or even working out sounds and meanings from words. This class was definitely an eye opener in regards to how repetitive and boring writing general assignments can be. I appreciated stepping out my comfort zone because I do not do that very often. I understand more now how interpretation is key and how we can not assume what a writer meant, but we can create an interpretation for ourselves. This interpretation can give the entire story a new light or even if it is just a “paperclip” of the story.
-Janaya