The Critical Creative Response: Adapting a scene from "Hamlet"

Coursework task for Creative Critical Response

Here is the title you will be working with again:

Choose a scene from "Hamlet" that you could adapt for television or film. Rewrite the script including stage-directions then write a commentary on how and why you adapted the scene in the way you did. You should include reference to critical views/sources about the play and how they shaped your decisions.

It is helpful here to think of yourself as writing a set of Director's notes for a new production of your scene.

Approximate word count: 600

We will continue work on this this week. Aim to ensure that you have:

• Edited your scene down in length
• Made notes on what cuts you and why
• Made notes on the importance of what is left in
• Added stage directions appropriate to your production
• Indicated details about the modernisation (e.g. setting)

You will need to produce a typed version of your edited scene.

Comparing contexts

What differences can you identify between:

• The 16th/17th century (renaissance) context and the modern context for your scene and the play
• How audiences might have received the play and you will scene in the 16th/17th century compared with now

Make notes on similarities and differences between these two contexts. These will support your writing of the commentary on your adaptation of a scene from "Hamlet".

Assessment objectives

Here are the two key assessment objectives again:

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and achieved

Homework: Masterpiece Theatre

1. Read and make notes on this essay on "Adapting Shakespeare"on the Masterpiece Theatre website that describes how one director views the adaptation of Shakespeare from stage to screen.
2. Carry out research on Christopher Marlowe and "Dr Faustus". Hint: use the sidebars.
3. Find out about the Faust legend.

Have a blessed Christmas!

"Hamlet" Act 2, Shakespeare's Theatre and Coursework Tasks

Coursework Tasks

We will look at the two tasks together.You will be expected to produce a coursework folder of between 2000-2500 words. The maximum word limit must not be exceeded and your folder must contain both responses:

1. A creative critical response which responds to the main text Hamlet in a creative way.

2. An exploratory study of the main text Hamlet which is analytical and comparative to the other text Doctor Faustus by Christopher Marlowe and other critical or 'illuminator' texts.

You can download the coursework tasks from the links I have posted to the sidebar on the left. Scroll down until you find the section called "coursework tasks ".

Act two: Entertainment at Elsinore

In Act Two, a group of travelling players visit Elsinore Castle to provide entertainment for Hamlet and the court. Hamlet it appears, is quite an accomplished actor already. We will watch the rest of Brannagh's production of Act Two.

We will also read Hamlet final soliloquy from this act. After doing so make notes on:

1. Hamlet's response to the travelling players

2. How Hamlet speaks about himself at this point in the play

3. What his attitude appears to be to the task of revenge he has been given at this point

4. What he plans to do in the near future

5. Any examples of imagery in this speech that you find striking or interesting

Shakespeare's Theatre

Carry out research on Shakespeare's theatre, the Globe. Find out how it was similar or different to a modern-day theatre. Try to produce:

1. A timeline for Renaissance Theatre

2. A summary of developments in the theatre at this period

3. A presentation in small groups or pairs about the history of the theatre during Shakespeare's lifetime

Homework

1. Complete your research on Shakespeare's theatre in preparation for a presentation about this.

2. Get up-to-date with all written work that you have been set for this term.

"Hamlet" Act 2: Lovers and spies

Quiz

Find out who says the following lines in Act 1, to whom and what they are about:

1. "What art thou that usurp'st this time of night...?" (1.1)
2. "This above all - to thine own self be true" (1.3)
3. "O villain, villain, smiling, damned villain" (1.5)
4. "O cursed spite/That ever I was born to set it right" (1.5)
5. "My lord, he hath importuned me with love" (1.3)
6. "O Hamlet, what a falling off was there!" (1.5)
7. "Good Hamlet, cast thy nightly colour off" (1.2)
8. "Now sir, young Fortinbras,/Of unimproved mettle hot and full" (1.1)
9. "And in the morn and liquid dew of youth/Contagious blastments are most imminemt" (1.3)
10. "Angels and ministers of grace defend us!" (1.4)

Be prepared to explain your ideas to the class.

"Hamlet" Act 2

Act 2 is divided into five sections:

1. Polonius the diligent father?
2. Who are Rosencranz and Guildenstern?
3. Hamlet’s Love Letter
4. My excellent good friends!
5. Hamlet and the Players

This week we will concentrate on the first half of Act Two, in particular on the relationship between Hamlet and Ophelia and on the role of his two friends Rosencrantz and Guildenstern.

Reading the script and responding to the Brannagh production

We will read together Act Two Scene One lines 73 to the end of the scene and the first 220 lines of Scene Two to the point at which Polonius leaves the stage. After reading and watching Brannagh's production make notes on these questions:

1. How is Hamlet portrayed in this part of the script?
2. What about Ophelia?
3. How is their relationship explored indirectly?
4. What do we learn about Rosencrantz and Guildenstern?
5. How are the king and queen portrayed here at the start of Act Two?

Homework

1. Summarise the first Act of Hamlet scene by scene.
2. summarise what you have learned about the relationships between Hamlet and Ophelia, Polonius and Ophelia, and Hamlet and the King and Queen (his uncle and mother).

Image: Hamlet and Ophelia from Brannagh's production.

Angels and ministers of grace defend us: language and context in Act One of "Hamlet"

This week we will examine further the meaning of 'context' when applied to the study of literature. We will also examine further the language of the ghost's story in act one and two speeches of Hamlet.

Context: Elizabethan and Jacobean England

In pairs talked briefly about the findings of your research into the context of Hamlet that he conducted last week and for homework. Be prepared to present your findings to the class as a whole.

Language in the Ghost's story

Look back at the story which the ghost of old Hamlet tells his son in act one scene five. Pick out examples of language that refers to:

• The physical corruption and death
• purity and impurity, especially sexual impurity
• the body
• religious language

What impression does the ghost's speech gives the audience of:

• Old King Hamlet
• Claudius
• Gertrude to the Queen?

Angels and ministers of grace defend us

We will reread Hamlet's speech before he meets the Ghost and immediately after. These will be found in act one scene four lines 39 to 57 and act one scene lines 92 to 109.

In pairs or small groups discuss what impressions of Hamlet both these speeches give?

Is there a noticeable change between the time beforehand that he meets the ghost and after?

Make notes and be prepared to feedback to the class.

Homework

Summarise Hamlet's reaction to the Ghost at the end of Act One. Refer both to the Ghost's speech and to Hamlet' s two speeches before and after meeting the Ghost.

Image: Hamlet's dead father.

Welcome to Shakespeare Inc.

You will not have seen this site before perhaps, but is is for your use during AS and A Level English Literature study at SSPP.

This week we are focusing on the Ghost's story in Act 1 scene 5 of "Hamlet"and on the meaning of the "context" of the play. The context of a work of literature includes:

• historical background/time period
• developments in science/art/literature
• culture
• social life of the time
• religion/religious life of the time period
• structure of society (e.g. class)
• new discoveries
• attitudes

Any of these may have influenced the writer and may be reflected in the literature of a time period.

Find out more about Shakespeare's time period and life in Elizabethan/Jacobean England using the links on the sidebars on this site. Make notes and keep them for the next lesson to discuss and present.

Homework:

1. Read the whole of Act 1 in the script;
2. Make notes on the major characters.

New Readings for "Brave New World" and "That Hideous Strength"

Online readings

Now that we have finished the 'great debate' - which I thoroughly enjoyed by the way - you can move on to your next shorter study for unit 4. The title is:

Examine how both novels deal with the relationship between the individual and society (1250-1500 words).

To enhance your work on AO3 (different readers), you could consider referring to any of the readings below. Click on the link to go to the reading, download then read and annotate to select suitable quotations/ideas you could use:

Main Themes in Brave New World by Mireia Ferrandis Pradas, 2000.

Brave New World: A Defense of Paradise-Engineering? by Dave Pearce, 1998.

Brave New World: The Cost of Stability by Ricky Gehlhaus, Jr., 1998. See also the pages about Huxley at somaweb.org.

Don't foget about:

Apocalyptic Themes in "That Hideous Strength" by Marisa White.

Homework

Chose one reading and prepare notes on it for next week.