Shakespeare, William, ——Criticism and interpretation. F37 Early modern plays commonly claim the ability to move playgoers in ways that have clearer connections to actual transport. When we attend a play, we accept the vantage points that are offered and developed by the play, and through these perspectives we are moved by the narrative from place to place. In many ways, we are encouraged to understand the changes in location as similar to what happens when we actually travel.
Plausibility, the apt translation of experience, matters in early modern drama. By linking our literary transport to literal travel, plays offer us ways to understand the imagined movement we are meant to experience with the characters. This conceit is common enough that, in when he introduces his prose narrative of travel in France, Robert Dallington reverses the terms.
Dallington assumes that readers already understand how locations in plays work, and he relies on that knowledge to explain how to read his travel book. In , Dallington assumes for his travel book a readership who may well understand stage movement better than travel. In some cases, how we know where we are is obvious: characters tell us directly.
These are both instances of characters who experience mishaps of travel; the information provided to the characters by other characters helps us as playgoers to know where we are meant to be. But where we imagine ourselves to be is not merely a case of being able, like eighteenth-century editors, to put a location note at the beginning of the scene. The plays continually control our vantage point in a multitude of ways: Which characters do we see? What information do we hear? What are we told happens or has happened?
What do we see happen? These varied vantage points give us the illusion of being in the action of the play. The plays — their frameworks and constructions — produce their effects through the perceptions of play- goers. When we read a play or attend a performance, we are caught up in the emotions and anticipations of the characters.
We forget ourselves and see into the world of the play through the window of the narra- tive.
Even in instances when we might think we are simply told the location, as in the example of the fisherman offering Pericles a place name, other elements of stagecraft help to develop and produce that knowledge. Unlike the information about locations offered by the Chorus in Henry V, we experience with Pericles the confusion about place as he lands from the shipwreck. Multiple stagecraft elements are at work before we are able to put a name to the place Pericles lands. When Pericles hears the name of the king mentioned, he repeats it, ensuring that we remember that name.
Thus, the fishermen recognize him as of a different class than themselves, and the rhetorical difference also maintains for us the distance between Pericles and the other characters on stage. We know where we are, but as important as the place name are the ways the scene has established that awareness. As his interest reawakens, two more fishermen arrive bear- ing the armor they have drawn up in their nets.
There are many stagecraft elements at work here, and they produce much of our understanding of where we are and how we should concern ourselves about that location.
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Some of them are, however, aspects specifically of early modern drama. Many of the elements of stagecraft I discuss depend on the language and methods of thought that were available, and sometimes newly available, for describing and understanding location. Recent scholarly research has expanded our knowledge of early modern scientific and philosophical thought, which in turn has changed some of the ways we can approach early modern drama.
Henry S. Despite the broader use of these ele- ments of thought, I have focused my discussion of stagecraft in this book to rely primarily on plays in the Shakespeare canon, including collaborative works such as Pericles.
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I use stagecraft very broadly in this book to include those less examined frames of drama that allow us to understand the play and that produce the meaning of the play through our experience of it. As playgoers, we are in an active position. We experience the narra- tive differently from the characters; we see and hear different things than they do. These perspectives depend on stagecraft to produce dramatic irony, sympathy, or distance.
In an intrinsic way, these elements of stagecraft connect to questions of location. In what position do we find ourselves as playgoers? One important aspect of stagecraft is the control of stage space through entrances and exits and the anticipation of the arrival of other characters. We, like the loyal men, understand the test of mercy Henry offers before the accusations are levied.
Shakespeare’s Staged Spaces and Playgoers’ Perceptions
After the Venetian excitements and difficulties of act one of Othello, in act two the play shifts to Cyprus. As playgoers, we arrive in Cyprus and are already with those in residence in Cyprus before the major characters of the play arrive from Venice. Because the scene delays the entrance of Othello and sets up that entrance in interesting ways, it is useful to remember the exact order of the entrances and exits in the scene. The scene opens with the governor of Cyprus and a pair of gentlemen discussing the sailing conditions and the arrival of the ship that carries Cassio.
Cassio then arrives after a brief description offered by a third gentleman. A man is sent out to check on the infor- mation and returns quite quickly within six lines with the news that Iago, rather than Othello, has landed. Then, about fifteen lines later, Desdemona, Iago, Roderigo, and Emilia arrive together. Finally, about a hundred lines later, Othello and attendants enter. The bulk of this hundred-line time is consumed with lengthy, witty word-play between Iago and Desdemona, not anticipatory, ten- sion-building discussions of Othello. In fact, no one returns to supply Cassio with more information about the offstage cries.
As playgoers, we are established with the Cypriots, then the staggered arrival of the other characters develops the sense of dispersed control of the space. We settle into the rhetoric and discussion in this foreign place before Othello arrives. In a different register, we can see how an initially controlled stage space becomes disordered in the opening scene of 1 Henry VI, when the solemn funeral of Henry V enters accompanied by a dead march.
Then the members of the nobility seem to resume the activities the scene initially sets up: a ceremonious and royal funeral. But within ten lines these obsequies are interrupted by the first of three messengers, all three of whom bear unwelcome, disruptive news.
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The control of the stage space in this opening scene embodies the power strug- gles that become the major conflicts in the remainder of the play. Despite the articulated desire to maintain the ceremonious order of the funeral and court, the nobles begin the fracturing of power that events — delivered here by messengers as news — continue to develop throughout the play.
If we pay attention to the control of stage space, we can see more clearly the craft of the playwright. In soliloquy, characters often have long, rhetorically complicated speeches that excite attention, both from playgoers and scholars. Also, soliloquies offer playgoers what appear to be moments of unmediated access to the thoughts and often the feelings of characters.
Frequently soliloquies can directly address playgoers, particularly in productions interested in maintaining early modern playing conditions. Asides can also be directed to playgoers. In these instances, playgoers are granted an access denied the other present characters. In soliloquies, direct address engages us in those revelations and decisions by a character alone on stage. In performance, this connection is height- ened by both our shared temporal experience of the moment with the character and, if we do not already know the play, our inability to predict how long we will have that access.
hukusyuu-mobile.com/wp-content/best/941-spyware-oneplus.php By convention, in early modern plays characters speaking in soli- loquy tell the truth. However, some of the power of that opening subsequently increases because of the canny use of soliloquy throughout that scene and the scene immediately following it. The strength of his opening soliloquy reverberates and then increases from the later uses of soliloquy and the absolute control over the stage space that Richard maintains throughout the scene.
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While this first scene of Richard III establishes the effect, the differ- ences in the next scene retroactively exacerbate it. Lady Anne enters with guard, attendants, and the corpse of Henry VI. On the page, the speech has the appearance of soliloquy, since she is the only speaker for the first thirty lines of the scene and this monologue is only bro- ken after the entrance of Richard.
However, the opening of the scene is the antithesis of soliloquy. She provides us with a great deal of informa- tion and we understand her situation the better for it, but the scene does not allow her the immediate access to playgoers that Richard has in the previous scene. If we do not find the wooing of Anne compelling enough to convince us of his power, Richard still has, at the end of the scene, another soliloquy of thirty-eight lines.
Obviously, the opening soliloquy of the play has a great deal of rhe- torical power; however, some of its power, as it relates to the play as a whole, depends on the way soliloquy is handled in the remainder of that opening scene and in the scene following. Part of the pleasure of attending a play depends on the experience of having live actors performing in front of us.
We may strain to hear and see; we may miss bits of stage action if our attention wanders to another place on the stage. The time and plot move inexorably toward the interval if there is one and then toward the end of the play. We are aware of other playgoers, sometimes more aware than we might wish. We see the stage as the playing space and we know that it is a stage.
Simultaneously, we are willing to see the stage as forest, in the stage-illusion world of the play. In the auditory play world, characters talk to and about one another, expose events in the pre-play past, conjecture about their futures, and develop the realities of the worlds in which the characters live. Clark is a retired banking executive from Sioux Falls. Hall is an environmental engineer and author from Rapid City, and Tornquist is a professor and chief librarian at Hilton M.
Clark, a year veteran of the banking industry, recently retired from Wells Fargo Bank, where she was regional vice president of commercial banking for South Dakota, North Dakota and northwest Iowa. Clark was then recruited to Norwest bank, which became Wells Fargo. Cathy and her husband, Steve, have three grown children.
She enjoys traveling, hiking, reading and exploring the next chapter in life. She has a B. Her research centers on British literature of the 16th and 17th centuries.
The culminating event of the programming around the exhibition was the Shakespeare in South Dakota Symposium. Farabee's current book project explores the metaphors and representations of travel and navigation in the drama of Shakespeare's period. Hall's name is familiar to those who attend the South Dakota Humanities Council's signature event, the annual South Dakota Festival of Books , which unites local, regional and national authors with readers. She has been featured as a presenter at the event several times. Hall, an environmental engineer and writer, earned a B.
She spent many years working in Minnesota's oil industry as an environmental engineer, eventually leaving to start her own environmental consulting business—and to devote time to writing. Hall has also served on the Pennington County Planning Commission where she worked on issues of water protection, and she is currently the president of the Black Hills Writers Group, the oldest continuously operating writing organization in the state. She and her husband Jeff Nelsen live outside Rapid City.
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Kristi Tornquist, originally of St. Briggs Library. Tornquist, who is also a professor at SDSU, directs the work of staff and faculty members and oversees the extensive resources of Briggs Library.