New Matter and Infinite Variety

There have been a spate of articles lately questioning the continual worth of Shakespeare. It’s a media trend that comes around every once in a while, and I suspect the most recent fad for it is related in some way to the UK’s ongoing debate about how much Shakespeare to include in the curriculum. We understand the argument on this side of the pond, too, where Shakespeare, and the humanities in general, are frequent targets for those who believe that STEM subjects are the only ones with intrinsic value. Today’s entry into the conversation is “Is there anything new to say about Shakespeare?” from Michael Reisz at Times Higher Education, an article examining Shakespeare’s role in critical theory throughout the ages, wondering if scholarship has simply exhausted itself on this topic — if we’ve tapped out Shakespeare’s reserves. The article considers several different viewpoints, academic and practical, both from the ivory tower and from the trenches, and it got me thinking: my instinctive reaction to that question, “Is there anything new to say about Shakespeare?” is “Yes, absolutely, and furthermore there will never stop being new things to say about Shakespeare.” But how do I back that up?

Because it’s true: there is a lot of scholarship out there, and it’s been accumulating for a long time. As Reisz’s article points out, a lot of it is outdated, or repetitive, or erroneous, or simply out-of-fashion, yet still, there it all sits, a looming Golgotha of the supposed wisdom of our forefathers and our peers. And, despite being a scholar of Shakespeare, in possession of an advanced degree on the topic, and someone who does devote most of my waking hours to his plays, I am all too aware that the scholarship can, itself, intimidate and put people off the subject. The sheer weight of all that analysis can feel oppressive, impossible to negotiate around — which is why, at the OCS, we put so much emphasis on exploration of the plays themselves. Dramaturgy and critical theory are great tools, but they should be a means, not an end. The scholarship should be there to help, not to terrify.

Perhaps it’s because I’m an educator more than a scholar, really. My focus is primarily on getting students to find things to love in Shakespeare, only secondarily on making my own contributions to the miasma of scholarship (and even when I make the attempt, as I’ll be doing at the upcoming Blackfriars Conference, it’s still with an eye towards improving accessibility). I’m more interested in a student’s personal background than I am in the history of a certain type of critical theory. I can find new ways of hearing Shakespeare’s words by listening to what high school students, without knowing new-historicism from a hole in the ground, deliver and discuss monologues that have personal meaning for them. And I can watch Dr. Ralph, who’s been teaching Shakespeare for forty years, become overwhelmed with glee at finding something new in a passage he’s visited a hundred times.

When will you have learned everything there is to learn from Shakespeare? When you have scanned every line, analyzed every rhetorical device, played every part. And then done it again. When you’ve done it at a different age, in a different location, in front of different audiences who are feeding different emotions back to you. When you’ve done it as a different gender. When you’ve done it as a member of a different race. When you’ve done it as a member of a different economic class. When you’ve done it in a different political climate. When you’ve done it in a prison, in a school cafeteria, in an open field. When you’ve experienced the words of his lovers immediately after having your own heart broken, and immediately before getting married. When you’ve experienced the cares and concerns of his parental figures as a rebellious teenager, as a new parent yourself, while celebrating, while grieving.

My point here is that Shakespeare will never stop having new things to teach us, because we bring ourselves to Shakespeare. As there will always be new people, there will always be new Shakespeare — and no one person is ever going to experience absolutely everything his plays have to offer, though we can (and should) listen to and learn from each others’ experiences. So too do our societal, cultural, and political conditions cast a different reflection on the plays: Julius Caesar plays far differently now than in 1813 or 1613; who knows what it will have to say for us in another twenty, fifty, hundred years? There is no amount of scholarship that can account for all the variables which humanity has to offer.

A way of examining Shakespeare might grow stale, a particular production might be uninspired, but — well, Shakespeare has something to say about that, too. The fault is not in our stars but in ourselves. Someone who hasn’t found something new in Shakespeare — if not new to the world, then at least new to an individual experience — just isn’t trying hard enough, or perhaps just isn’t open enough to the possibility of discovery, in art or in himself. Remove the prescription of Shakespeare as medicinal tonic, which I think so much scholarship can engender in the casual participant or new student, and you get back to joy of what his words help us find in ourselves. All the mountains of literature written about Shakespeare’s plays do nothing to diminish the brilliant flame of a teenage girl discovering for the first time that Beatrice is speaking her language and her heart. I rather think the latter is more beautiful and more valuable than anything you’ll find on JSTOR.

So yes, Virginia, there is something new in Shakespeare — but I can’t tell you what it is, what it might be for you, whoever you are, wherever you come from. I sure hope you’ll find it and tell me about it, though.

Wandering through Wordles, Part the Third

Those of you who have been following the Education blog for some time are by now familiar with our work on Wordles. We use these word clouds primarily to introduce to students the idea that Shakespeare’s vocabulary is not what can make reading Shakespeare difficult. It helps to eliminate some of the fear, to look at all the words set out in this way, and to notice that there are very few, if any, unfamiliar words. Most of those which are strange will either be names or places, or else are fairly easy to figure out the meaning of once restored to their context. We include this as part of our Basics section in OCS Study Guides, and we can use it as a bridge into discussing rhetoric (ie, the order the words come in — usually what can make a passage difficult, and usually something that conveys character information). But, as I’ve discussed before on this blog, I’ve also discovered that distilling scenes into Wordles can reveal other information as well, about how Shakespeare is directing the audience’s focus, what information he chooses to share or to conceal, how he sets a mood, what topics are important for that scene.

I’m in the process of creating a blended Study Guide for both the Henry IVs and The Merry Wives of Windsor, and while building the Wordles for those plays, I noticed something that I haven’t been able to get over. Take a look at the Wordle for the first 100- lines of Henry IV, Part 1:

1H4-100Wordle

The two largest words, repeated most frequently, are “news” and “now”. Closer examination of the text shows that those most prominent words gets repeated four times — not, actually, a whole lot, which tells me that there isn’t a lot of repetition in the first 100 lines of the play. (And what does that, in turn, tell us about the verbal choices made by King Henry and Westmoreland?). A lot of the other oft-used words are names of people involved in the battles — but, considering the low degree of repetition overall, just getting said twice can increase a word’s prominence, as is the case with “Douglas” and “Mordake”. What information is Shakespeare giving us about the energy of this first scene? To me, it bespeaks a sense of urgency — but somewhat unfocused urgency. Henry isn’t just dealing with one problem here; he’s dealing with several all at once. As I can see by this Wordle, he’s having issues with Earls. He’s having issues with his son. He’s having issues with Scotland. These are all news, and they are all immediate issues he needs to solve.

So, that was interesting enough on its own, but then I did the Wordle for Henry IV, Part 2:

2H4-100Wordle

There, again, the largest word is “news”, and here, there is a higher frequency of repetition: “news” occurs seven times in the first 100 lines. The speaker for the first 40 lines is an anthropomorphic representation, not a historical character — and it makes sense that Rumour would have its mind on news, news, news. That fixation carries through the first scene as well, and many of the other repeated words reflect the characters’ concerns: Northumberland is waiting for word of what happened at Shrewsbury, of which Harry prevailed, of who will come home, of how the rebellion fared.

I asked Sarah what she thought would be the largest words for the first 100 lines of Henry IV, Part 1, and her guess was something like mine would have been: king, Henry/Harry, England. That would seem reasonable. Those are, after all, the major concerns of Shakespeare’s English histories. Take a look at the Wordles for the first 100 lines of Henry V and Richard III:

H5Wordle-NEW

R3Wordle-NEW

So what is it about the Henry IVs that makes them different? How is the energy different at the top of the play, how does that trickle through the following scenes, and, most importantly, what good can any of that do an actor? These are the questions we’re asking teachers and students to consider when they begin examining the language of Henry IV, Parts 1 and 2, and we hope it will lead to fruitful exploration.

“You must translate; ’tis fit we understand.”

Sarah works with students during a Little Academe.

Sarah works with students during a Little Academe.

As ever, I find myself wrestling with “Shakespeare in Translation.”  I have been invited, as part of the Shakespeare Theatre Association Executive Board, to travel to Brazil for 10 days next month to serve as an adviser on a reconstructed Globe that the Instituto Gandarela is looking to build.  Never mind that this is a trip to Brazil (!!!) or that I will get to work with the amazing Peter McCurdy, the builder behind Shakespeare’s Globe and their new indoor playhouse, The Wanamaker (and a good friend to the OCS). As I prepare for this trip, I am wondering how to get past our condemnation of “No Fear Shakespeare”-style translations (as so eloquently argued by our friends at the Folger Shakespeare Library) yet fight the good fight for Shakespeare in other languages.

Word has it (how I wish I could personally confirm) that the productions at Shakespeare’s Globe in London last summer as part of the Globe to Globe celebration were stunning and amazing explorations of theatrical production.  I have personally, and to my delight, had the opportunity to see Der Brudermord, a German translation of Hamlet directed by Christine Schmidle at the Blackfriars Playhouse.  The play was fun, and I didn’t have too much trouble following the story, despite it being in German (full disclosure: I am familiar with the English version).  I thought the experience brought me closer to what German audiences seeing the play in English in the 17th century may have experienced, but I didn’t note any particularly stirring phrases or textual expertise that stirred me to embrace the play as I did when I saw Hamlet performed for the first time by Khris Lewin on our stage.  At that performance, the “nunnery” rang in my ears, the “rant” struck my senses, the players “did not saw the air too much,” and I knew why.

My original training, in Theatre Arts, should provide a clear answer to my questions about these translated productions.  Good theatre, good productions, good performances should satisfy the quandary. But, since immersing myself in the performance of Shakespeare here, I find that I cannot break those things from the text. From the words. From the arrangement of the words to form verse, to shape rhetorical figures, and to provide clues like embedded stage directions.  Our practice is so engaged with the methods we think Shakespeare and his actors engaged with (see Tiffany Stern’s Rehearsal from Shakespeare to Sheridan, see the American Shakespeare Center’s Actors’ Renaissance Season podcasts, see our current education workshops list), that I don’t know where to begin with the question.  But I would love to start a conversation. Are you an ESL/ELL student who loves (or, for that matter, hates) Shakespeare? Are you fluent in language other than English and have read (or written) translations? Are you a professor in Japan or Taiwan (as some of our Conference attendees are) who is working with students? What are you focused on when you discuss or play with Shakespeare? Do you find that Shakespeare has an influence on Portuguese? Or French? Can you recommend a place for those of us engaged in building a Global network of Shakespeare theatres (including education departments) to go to find a common thread for exploration with our foreign language students and audiences?

I look forward to hearing your thoughts and, working with Cass and Kimberly and our fabulous interns, to finding ways to make the work with do with all of our students deeply engaging and illuminating.

–Sarah

NKSC13 in Maps

As the No Kidding Shakespeare Camp trip to London was, in many ways, primarily a walking tour of some of the city’s best Shakespeare-related destinations, I thought it might be worthwhile to chart all of our itineraries through Google Maps. Cartography has always interested me, and somehow seeing each day’s journey plotted out on the map helps me to realize just how much ground we covered. Give or take a block or so, here’s where we went during our week abroad (click on any map to expand it to its full size):

Saturday:
Most of our number came in on mini-cabs, likely following this route:

Saturday1

Some of us, however, took the Underground (which, when you’re on your way in from Heathrow, begins above-ground, letting you see some of London’s suburbs). The Piccadilly Line’s Russell Square station is just a couple of blocks from Byng Place, where we were staying.

Saturday2

Saturday evening, after we got settled into our apartments and had the chance for a quick catnap, we had our first tour of the neighborhood, culminating in dinner at Busaba, a Thai restaurant. Starting at Byng Place, we saw Russell Square and Bedford Square, passing by the Montague St entrance to the British Museum. We passed through Bloomsbury into the theatre district, getting a glimpse of the Theatre Royal at Drury Lane on our way down to Covent Garden. From there, we wandered down to Trafalgar, past the National Gallery. We would have walked the full circuit back up to Busaba then, but the weather turned decidedly English by the time we hit Trafalgar, and then a closure on the Northern Line forced us to cab it rather than take the Tube.

Saturday3Saturday4

Saturday5Saturday6

Walking Distance: 2.3 miles, plus some extra yardage as we circumnavigated Covent Garden Market a bit.

Sunday:
Sunday was our day of Museums. We started off in the morning by heading down towards Cheapside. Our stroll to the Tube took us through Russell Square Garden again, and then through a charming lane called Sicilian Avenue. Once off at the St. Paul’s station, we got a glimpse of the great cathedral and of St. Mary-le-Bow, then visited Postman’s Park before hitting the London Museum. After that, we took the Underground back up towards home base and walked to the British Museum.

Sunday1 Sunday2
Sunday3

After lunch, we hopped back on the Underground and took the Piccadilly all the way down to South Kensington, just a short walk from the Victoria and Albert Museum. Dr. Ralph gave an excellent presentation as part of ShaLT, a series on Shakespeare’s London Theatres. Afterwards, we dashed across the river to the Globe for an evening performance of Macbeth.

Sunday4 Sunday5

Walking Distance: 4.4 miles (not counting perambulations inside Museums or any side excursions taken during lunch or after the show).

Monday:
Monday began with a walking tour of Shoreditch, led by archaeologist and author Julian Bowsher. We hit the major sites of the early years of London’s theatrical culture: the excavation sites of the Theatre and the Curtain, as well as touring some of the other intersections and city gates that would have been familiar to Shakespeare as he began his career in that neighborhood. After a meal in Bishopsgate, we walked through Smithfield Market, site of Ben Jonson’s Bartholomew Faire, and then to St. Bartholomew the Great (Dr. Ralph’s favorite church in the city). After that, it was back to St. Paul’s (to go inside this time), and from thence to the National Portrait Gallery for a guided tour through Elizabethan and Jacobean history with Mary Baldwin College’s Mary Hill Cole. That evening, our group split up to explore London, with many taking advantage of the city’s wonderful culinary and theatrical opportunities.

Monday1

Walking distance:  5.5 miles (whew!)

Tuesday:
On Tuesday, we were up early to catch a train from Paddington Station out to Oxford. After a tour of Christ Church College and Cathedral, we had lunch in the vicinity of the Covered Market before heading to University College for a tour and a chat with Dr. Tiffany Stern. By late afternoon, the weather had turned from the morning’s dreary downpour to cool, breezy sunshine — perfect for punting, so we headed down towards the Isis for some aquatic recreation. To celebrate our triumph afterwards, we hit the Turf Tavern, reputed to be the oldest tavern in Oxford, dating to the reign of Richard II. Some chose to head back to London after the pub, while others stayed to explore until it was time to catch the last train.

Tuesday1

And now, an example of why I love Google Maps so much: Having difficulty finding an address for our punting location to add to the map, I decided to zoom in, switch to satellite view, and scroll along the river — and lo and behold, I found the very punts we used to conquer the river!

Tuesday2

Walking distance: 3.9 miles (plus unknown distance punted)

Wednesday:
Wednesday morning began with a tour of the Blackfriars District, passing by Lincoln’s Inn Fields and the Inns of Court, where the playing companies sometimes staged shows, and which would have been the origin for many of the gallants attending shows at the Blackfriars Theatre. We visited Playhouse Yard, the former location of the Blackfriars priory and, eventually, the predecessor to our Playhouse, then crossed the river again for a tour of the Globe with Director of Education Patrick Spottiswoode and the matinee of A Midsummer Night’s Dream. After the show, our campers had the evening free. Many met at the Anchor for a drink and some post-show discussion, before breaking up for further exploration. Ralph, Sarah, and I walked back by way of the National Theatre and Waterloo Bridge before finding dinner in the vicinity of Leicester Square.

Wednesday1
Wednesday2

Walking distance: 3.5 miles (plus whatever routes, walking, Underground, or cabbing, that our participants took during our evening off — for Ralph, Sarah, and I, for example, that meant another 2+ miles on our feet before catching the Tube at Leicester Square)

Thursday:
We took a bit of a slower start on Thursday, both to allow folk to rest up from previous days’ journeys, but also to allow the intrepid to go out in search of more theatre tickets, many of which are available at discount rates early in the morning. After convening mid-morning, we headed to Middle Temple Hall, one of Tom McLaughlin’s primary inspirations for the interior of the Blackfriars Playhouse. After a tour, we enjoyed an excellent lunch in the hall, then headed across the Thames, back to the Globe, where Peter McCurdy treated us to a lecture about the building of the Globe and the Wanamaker, and where director and actor Nick Hutchison led us in a great workshop on cue scripts and clues for performance in Shakespeare’s texts.

Thursday1

Walking distance: a mere 2 miles! (plus whatever folk did on their own at night)

Friday:
On our final full day in London, we explored Southwark, the district south of the river which became a center of theatrical culture. We began with a tour of the ruins of the Rose Theatre, preserved underneath a modern building, then we walked through the district to Southwark Cathedral and the ruins of Winchester Palace. For lunch, we hit the George, an old tavern with a yard which may have seen performances of early modern plays.

Friday1

Then our group had the afternoon free to revisit favorite locations or to discover new delights. For me, this meant heading to Sir John Soane’s Museum, a truly charming collection of art and antiquities, then heading back to the British Museum to hit some of the rooms I missed the first time around (and to do a little souvenir shopping) — another 1.6 miles.

Friday2Friday3

In the evening, we had cocktails at Ralph’s apartment on Bedford Place before heading to the Haymarket Theatre for One Man, Two Guv’nors, a new play based on The Servant of Two Masters. After dinner, it was just around the corner to Mint Leaf for a final banquet.

Friday4

Walking distance: 2.1 miles in the morning, variant paths in the afternoon, then another 1.1 in the evening

Saturday, many of us headed back to Heathrow, while the rest took themselves to King’s Cross Station and points north.

Total Walking Distance: 24.7 miles for the week — and that only counts our official trips, not any of the independent evening journeys. What’s fOCSinating about this for me is to remember that, until fairly recently in history, walking was the primary method of transportation for most people. Few could afford horses and carriages, and even if you had them, they weren’t always practical inside the City of London, with its narrow streets crowded by stalls and pedestrians. If you didn’t want to brave London Bridge, you could hire a ferry to get across the Thames, but through most of the districts we toured, people four hundred years ago would have walked nearly the same paths. Though many of the sights have changed, thanks to the 1666 Great Fire and to a few centuries’ worth of building, rebuilding, and reconstruction, many of them remain remarkably similar. If you’re interested in seeing pictures to accompany those 50,000 footsteps, check out the NKSC13 album on Facebook.

“If’t be summer news, smile to’t before”

Accolades for OCSTC 13 Session 1 CampersWhoever dubbed this time of year “the lazy days of summer” sure didn’t work for OCS Education. We’re much more about “the very Midsummer madness”. Perhaps most prominently, this is the time when we host the annual OCS Theatre Camps for high school students. We’re in the  middle of Session 2 now, with students deep into work on The Taming of the Shrew, Richard II, and Ben Jonson’s Volpone. Their final performances are on Sunday, August 4th. Though it can sometimes feel like the camps dwarf all other activity during the summer, they are far from the extent of OCS Education’s aestival programming — and this year, we seem to have more going on than ever before.

Since 2010, we have also held a summer camp for adults, the No Kidding Shakespeare Camp. This summer, we’re taking the show on the road and heading to London for a week exploring Shakespeare’s old haunts. Several friends of the OCS, including MBC Professor Mary Hill Cole, archaeologist Julian Bowsher, eminent Oxford scholar Dr. Tiffany Stern, Globe Education Director Patrick Spottiswoode, craftsman Peter McCurdy, and director and actor Nick Hutchison, are graciously sharing their time and expertise with the group. Our travels will take us to many important London monuments, as well as some lesser-known gems, including: the Bloomsbury and Covent Garden districts, the Globe, the new Wanamaker Theatre, Shoreditch, St. Bartholomew’s, St. Paul’s, the National Portrait Gallery, several of the colleges of Oxford, the Blackfriars District, Guildhall, the Inns of Court, Southwark Cathedral, the Museum of London, the British Museum, and the Victoria and Albert Museum, where Ralph is delivering a lecture on the early modern Blackfriars Theatre and our Blackfriars Playhouse as part of the “Shakespearean London Theatres” series. We’ll see A Midsummer Night’s Dream and Macbeth at the Globe and One Man, Two Guv’nors at the Haymarket. We’ll also be exploring London’s culinary delights, from traditional pubs to Thai and curries. It hardly seems possible with all of those scheduled wonders, but we’ll also all have some time to explore the city on our own. (I’m hoping to catch a musical in the West End on one of our free nights, since, as I’ve confessed before, musical theatre is another of my great loves). Since I’m something of a photo-hound, I’m sure I will return with many, many pictures of our adventures, so look for those on Facebook and in an upcoming blog post, and if you follow me on Twitter (@OCS_Cass), I’ll be posting real-time updates with hashtag #NKSC13.

Summer is also a great time for Educator Resources. In 2011, we began hosting Summer Seminars in addition to our already-established school-year programs, and two weeks ago, we hosted the 2013 Summer Special Teacher Seminar, welcoming teachers from Virginia, Maryland, Pennsylvania, Massachusetts, Tennessee, and Michigan. This seminar was a “Class to Cast” special, focusing on methods of producing a Shakespeare play in the classroom or as an after-school activity. We covered everything from cutting and doubling to audition techniques, from tablework to blocking and embedded stage directions, from marketing to music. You can hear the playlist we built for The Comedy of Errors on Spotify, and the Study Guide we used is available on Lulu. Here are just a few of the comments we received from teachers who attended this seminar:

  • “This was the best and most useful workshop I have ever taken.” — Martin Jacobs, Lincoln High School, Ypsilanti MI
  • “I would love to attend Class to Cast again. I feel comfortable with Shakespeare as an English teacher, but I knew very little about directing. This seminar gave me a good sense of the overall process of putting on a show, including things like stage management and marketing, which, as an English teacher, I probably would have overlooked. I learn something new and understand my prior knowledge even better every time I come to a seminar, so I would definitely come back. … Most of my other professional development experiences have been full of generalities without actionable suggestions. I can see direct applications of the techniques from this seminar, such as scansion, reading from cue scripts, and cutting the text, to my classroom.” — anonymous
  • “AMAZINGLY helpful! I would recommend this (and have!) and will be returning.” — Jeffrey Cole, Director of Education, Henley Street Theatre/Richmond Shakespeare
  • “I am used to attending seminars that are presented in a strictly academic manner. This seminar called upon me to participate fully, heart, mind, and , body in exciting ways. … I would not hesitate to recommend the seminar to a high school drama or English teacher. My first thought at the end of each day was that I didn’t want it to end. My first thought at the completion of the seminar was, “When can I take another OCS seminar?” The instructors were extraordinarily knowledgeable, creative, and articulate. Now, I understand why so many of the people taking the seminar return again and again.” — Barbara Johnson, Drama Instructor, Faith Christian School
  • “I will be back for sure! This was an AWESOME workshop! … Cass and Sarah were exceptional hosts and provided a wide-reaching program that really helped to capture and address some of my hesitance with approaching Shakespeare. With greater confidence, I plan to embrace the Bard this upcoming fall!” — anonymous

We were thrilled to welcome so many enthusiastic educators, and we thank them for being willing to step outside of their comfort zones for a few days. Best of luck to them as they take on the challenge of directing in their schools! And we hope to see everyone back for future seminars.

Summer is also, as Sarah noted back in June, high tide for our flow of interns. Our offices are teeming over with eager students, working on a variety of different projects. Just this week, we welcomed Ellington, a rising senior at Oberlin University, who will be working on media and technology for us. Jess, who will be with us through the fall, is preparing dramaturgy packets for the upcoming Actors’ Renaissance Season. Emily has joined the World’s Mine Oyster troupe, preparing materials for The Merry Wives of Windsor as well as helping with their workshop prep. Self-described “jack of all trades” intern Sadie is helping out with Hospitality, Development, and the Box Office, and Sara has delved into our archives. To keep up with our fabulous interns and their research, following the OCS Interns’  Blog.

So, once the summer ends, do things slow down at all? Not in the least. As soon as schools are back in session, we begin welcoming groups for tours, workshops, and Little Academes, as well as starting our regular Student Matinee schedule and the Blackfriars Lecture Series. Our Fall Teacher Seminar is October 4-6th, focusing on Romeo and Juliet and All’s Well That Ends Well. And, of course, the 7th Blackfriars Conference occurs at the end of October. Acceptance letters for plenary papers and colloquy sessions will go out next week, and then we set to work finalizing the schedule, arranging banquets, preparing entertainment, printing programs and nametags, arranging catering, and shepherding all the other miscellany that go into making the Blackfriars Conference a unique and valuable experience for all of the scholars and practitioners who attend. Like the OCS’s Artistic Department, performing shows 52 weeks a year, OCS Education is truly a year-round institution, and we hope that you’ll come to the Blackfriars Playhouse soon — or talk to about bringing our Education Artists to you, wherever you are.

Midsummer Madness: Science, Social History, and Shakespeare

Today, those of us in the northern hemisphere observe the summer solstice. It’s a great time of year, finally warm enough for the beach and the pool, students are out for the holidays or will be soon, the fireflies are out, honeysuckle and roses are in bloom, and the long hours of sunlight mean you can stay out on the porch well into the evening. With such bounty and festivity, it’s no wonder that Shakespeare wrote a whole play set on this holiday: A Midsummer Night’s Dream.

But wait? Why Midsummer? Isn’t this the beginning of summer? Why the temporal-linguistic confusion? The answer to that has to do with two things: the difference between astronomical seasons and meteorological seasons, and the difference between how we reckon seasons now versus how folk from the classical period on up through the early modern period reckoned them.

Graphic representation of how axial tilt causes the seasons, from NOAA

Science first: Solstices and equinoxes are determined by the earth’s axial tilt — not, as is a common misconception, by the distance from the sun. The earth will actually be at its aphelion, the farthest point from the sun, around July 5th, and at its perihelion, its closest point, around January 3rd. On June 21st, though we are farther from the sun, the earth’s tilt means that the sun falls in line directly over the Tropic of Cancer at 23.5° north latitude. This means that the northern hemisphere gets more of the sun’s energy during this time, and the southern hemisphere gets less. Six months from now, all that will be reversed; the sun will be directly over the Tropic of Capricorn, at 23.5° south latitude. What I find really fOCSinating about all of this is that it tells us just what a fragile habitable zone the earth exists in. A little more or less distance, a little more or less axial tilt, and the earth or parts of it might not be able to sustain any kind of life.

Of course, the exact way in which axial tilt affects the weather in any given location is pretty complex. Areas closer to the equator have less difference from season to season, whereas areas closer to the poles see wide variations. Since water and land heat at different rates, proximity to oceans can determine how quickly or slowly an area heats up into summer weather. Those heating and cooling rates also affect how precipitation systems form and move, which is why we tend to get more thunderstorms — and, in the North Atlantic and much of the Pacific, more hurricanes — from mid-summer through early autumn. Queen Elizabeth might have had axial tilt to thank, at least in part, for the freak August storms that helped to finish off the Spanish Armada in 1588.

Thermal lag graphically explained by Accuweather

Because of these variations, meteorologists assign different seasonal designations based on, well, the weather. For temperate zones in the northern hemisphere — like the US and England — this means that meteorological summer begins June 1st, autumn on September 1st, winter December 1st, and spring on March 1st. These dates mark the transition point for each season. The hottest point of summer for these regions falls well afterwards, mid-July through early-August, because of something called “thermal lag” or “seasonal lag,” which has to do with the varying rates at which the earth’s land, water, and atmosphere absorb all of that solar radiation. Since it takes a while for all of that to reach equilibrium, we don’t feel the heat of being pointed right at the sun until a few weeks later.

So, we now call June 21/22 the “first day of summer” because our common lexicon has sort of split the difference between these concepts. It’s the day when we begin moving further away from the sun, axial-tilt-wise, but when our region is just starting to head towards the hottest and stormiest part of the year. The shifting of the weather seems to have influenced Shakespeare when he wrote A Midsummer Night’s Dream:

TITANIA
Therefore the winds, piping to us in vain,
As in revenge, have suck’d up from the sea
Contagious fogs; which falling in the land
Have every pelting river made so proud
That they have overborne their continents:
The ox hath therefore stretch’d his yoke in vain,
The ploughman lost his sweat, and the green corn
Hath rotted ere his youth attain’d a beard;
The fold stands empty in the drowned field,
And crows are fatted with the murrion flock;
The nine men’s morris is fill’d up with mud,
And the quaint mazes in the wanton green
For lack of tread are undistinguishable:
The human mortals want their winter here;
No night is now with hymn or carol blest:
Therefore the moon, the governess of floods,
Pale in her anger, washes all the air,
That rheumatic diseases do abound:
And thorough this distemperature we see
The seasons alter: hoary-headed frosts
Far in the fresh lap of the crimson rose,
And on old Hiems’ thin and icy crown
An odorous chaplet of sweet summer buds
Is, as in mockery, set: the spring, the summer,
The childing autumn, angry winter, change
Their wonted liveries, and the mazed world,
By their increase, now knows not which is which:

England was experiencing particularly nasty, wet summers in the mid-1590s, and Shakespeare has Titania describe how her quarrel with Oberon has disordered the seasons and caused storms and floods. Summer and winter have become mixed-up. Comparing Titania’s description to accounts of English weather from 1594-1597 is one way that scholars have worked to date the play’s composition.

And now, the social history: While earlier civilizations like the Sumerians and Egyptians tended to measure seasons by floods and harvests, European societies from the Greeks forward marked seasons by the passage of the sun and stars.  The beginnings of each season were actually on the cross-quarter days — February 1st, May 1st, August 1st, and November 1st. Many East Asian calendars also followed this distinction, and many continue to do so to this day. Those cross-quarter dates became important holidays for the Celts, and those festivals were later merged with Christian saints’ days and holy days — February 1st’s Imbolc became Candlemas, May 1st’s Beltane became May Day, August 1st’s Lughnasadh became Lammastide, and November 1st’s Samhain became All Hallows’ Day. Solstice and equinoctial holidays were not as important for Celtic and Germanic cultures, but various associations still bled over. The Christian calendar created quarter days on or around the 25th of those months: Lady Day in March, Midsummer in June, Michaelmas in September, and Christmas in December. Apart from being religious observations, these were also the days in England when taxes and rents were due. Moveable feasts like Easter and Pentecost tend to fall near some of these dates as well, though not in every year, thanks to the way in which the liturgical calendar calculates them.

St. John's WortFor Shakespeare, the strongest summer holiday correlation may have been to either St. John’s Eve, celebrated on June 23rd, or possibly St. Peter’s Eve, celebrated on June 28th. Both festivals frequently involved bonfires and feasting, while other rituals focused on purification of or by water, connecting to St. John’s role as a baptist. Many folk medicinal traditions collected around St. John’s Eve  and Day as well. It was considered the best time to collect certain kinds of plants, including St. John’s Wort (pictured at right), used to treat mild wounds, menstrual cramps, snakebites, among other things. St. John’s Wort was thought in the Middle Ages to be particularly good at driving out demons — and it is now used in the modern day as an anti-depression treatment. Exactly which other plants were associated with the holiday tends to vary by local tradition, but they were often those used in herbal remedies to ease pain — and perhaps for this reason, the holiday has often had a connotation with witchcraft and the supernatural. Jumping over the St John’s Eve bonfires was meant to prove virility in men and to help maids find their husbands, the ashes from those fires were thought to bring good luck to homes, and roots gathered on St. John’s Eve were said to be particularly powerful in love spells. Some of these customs continue to the modern day in certain Catholic populations, with notable celebrations in Ireland, Spain, France, Quebec, and New Orleans. These traditions of magic and fertility may resonate in A Midsummer Night’s Dream with the “little western flower” and “Dian’s bud” that Oberon and Puck use to enchant Titania, Lysander, and Demetrius.

Midsummer also had theatrical connections long before Shakespeare: this was the favorite time of year for the mystery play cycles, local religious pageants put on by trade guilds in major cities and towns throughout England. Though mystery plays were officially banned by King Henry at the beginning of the Reformation, many continued to perform or were illegally revived through Elizabeth’s reign, and they likely influenced the earliest playwrights of the early modern era. We’re doing our bit to celebrate at the OCS by offering 20% off the Study Guide for A Midsummer Night’s Dream, and tonight we officially open Romeo and Juliet, thought to be written at about the same time as Midsummer. You can see similar threads in the two plays, not only through language and the focus on courtship and romance, but also in the season. Romeo and Juliet takes place in mid-July, two weeks before Lammastide. Perhaps Friar Laurence’s fixation on herbal remedies has to do with the gathering that took place on St. John’s, just a few weeks earlier?

Book Review: Shakespeare’s London, by Stephen Porter

ShxLondonShakespeare’s London: Everyday Life in London 1580 to 1616 is a thorough and detailed look at the English metropolis during the early modern period. While other books have taken similar approaches, none have honed in quite so specifically on a particular place at a very particular time. Porter uses not just Shakespeare’s life but his time in London as his fenceposts, and this allows him to delve, as we like to say in OCS Education, deep and narrow into a moment in history.

Porter is nothing if not comprehensive. The book wends its way through many aspects of early modern life, particularly with regards to economic realities and social conventions of the common citizens of London. Porter devotes a lot of time to industry and mercantilism, and not unjustly, since trade formed the basis for London’s explosive growth in following centuries. He discusses the various neighborhoods and their relative statuses at length, and the pictorial sections of the books include a number of illustrative maps (though, since they are early modern in origin and scaled down to fit the page, these are not always easy to read). Throughout the book, Porter liberally mixes primary source accounts in with his narrative, adding valuable details to the picture he’s painting. I particularly appreciated that during the heavily economic sections of the book, since it gave the real human interest factor back to what would otherwise have been a rather dry summary of trade deals and market fluctuations.

Major events to do with monarchs and nobles only get coverage for how they affected the bulk of the populace. One of my favorite examples has to do with King James’s influence on the cloth industry. England had always done quite a lot of trade in both heavy broadcloths and lighter linens, but typically sold them overseas “in the white,” undyed. English dyers just weren’t as adept as those in other countries, nor could they dye as cheaply, so although finished cloth fetched a higher price, England had chosen to rely on its strengths and focus on creating a huge output of undyed cloth. In 1614, King James decided, on the advice of a wealthy alderman (who, coincidentally, lent the king money), that the country would, from then on, only export dyed cloth. The Dutch responded by banning imports of dyed cloth, since that was one of their major industries. James then banned the export of wool, the main raw material which the Dutch used. This trade war did not go well for the English, who did not have the expertise to turn out quality material in high enough quantities to match previous sales of undyed cloths. In 1617, with the entire industry in England threatening to collapse, James changed his mind, with the Privy Council declaring that it was ‘now his Majesty’s pleasure and resolution not to disturb the trade of whites with any further essay, but to leave the same to the train and course of trade now in practice and according to the use before the former alteration’ (116-117).

The book also does a great job of tying the social history into the world of the plays. Porter frequently refers to various plays by Shakespeare and his contemporaries, illustrating how the temporal reality of London found its way into so many stories on the early modern stage. Playwrights like Dekker and Middleton often put London itself right up onto the stage, and Dekker was also a pamphleteer, whose observations about the world around him tell us much about life in the era. Shakespeare may never have written a city comedy, but that definitely does not mean that his London was absent from his plays. Porter relates the conmen and petty criminals of London to Mistress Overdone’s customers in Measure for Measure, and he suggests that “Shakespeare’s metropolitan audience at The Winter’s Tale no doubt smiled at the pretentiousness of the newly-rich shepherd and his son’s shopping list for their sheep-shearing feast,” based on recognition of the produce and spices traded out of London to country burghers (120). He points out that the Boar’s Head tavern in Henry IV was likely the same as that in Great Eastcheap, near to where the Lord Chamberlain’s men then played in the winters. The diseases and pestilence mentioned in so many of his plays were those that the people of London lived with and feared spreading. Any Shakespearean reference to apprentices reflected the vast population of young men in the city who, while vital to the economic structure, were also apparently prone to lethargy and rioting. Shakespeare’s London clearly lives in his plays, no matter if they’re set in Italy, Egypt, or Bohemia.

My biggest criticism of Shakespeare’s London is that I think this book could have benefited from a different organizational structure — perhaps by sub-dividing chapters or by simply having more chapters. There are only eight in the 250-page book, and so each one has a lot of topical ground to cover. As a result, sometimes the sense of storytelling is rather haphazard. A few chapters get a little “info-dump”-y, while others seem to have a strong narrative which then gets derailed. The best example of that is when the section on printhouses and print culture comes in the middle of a chapter which is otherwise about demographics and the early modern life cycle. The information is both interesting and useful, but it sort of comes out of left field. Printing also doesn’t get a mention in the index (which seems to focus more on proper nouns than on broader topics), so if you picked this book up specifically looking for information on that subject, it would be difficult to suss out where to find it. Information about the playhouses and playgoing culture is also scattered through a few different chapters. On the whole, though, Shakespeare’s London is chock-full of fantastic, detailed information, much of it straight from the original sources. I think it’s most comparable to David Cressy’s Birth, Marriage, and Death: Ritual, Religion, and the Life Cycle in Tudor and Stuart England: a compendium of information, almost overwhelming at times, but providing a wonderful window into the lives of everyday citizens who just happened to live four centuries ago. Shakespeare’s London is one of the “suggested reading” texts for the upcoming No Kidding Shakespeare Camp, and I’m looking forward to taking its insights with me as we travel through London in a few weeks.

Dr. Ralph Presents: Twelfth Night (2013)

American Shakespeare Center Co-founder and Director of Mission, and Mary Baldwin College Professor Dr. Ralph Alan Cohen delivers a pre-show lecture on William Shakespeare’s Twelfth Night, with special input from eminent Shakespeare scholar Stephen Booth, before a live audience at the Blackfriars Playhouse in Staunton, VA, on April 10th, 2013.

Dr. Ralph Presents: Twelfth Night
File Size: 40.8 MB; Run Time: 42:23
Please note: This lecture was recorded on Ralph’s iPad; we apologize for any fuzziness.

Hit the cut for the text which Dr. Ralph used during this lecture.

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You Can’t Bop a Bop: Idiosyncrasies of Process and Personality in the Theatrical World

I’ve spent the past few weeks preparing a new Study Guide for this summer’s Class to Cast Seminar. It’s been an unusual challenge, not only because this Study Guide doesn’t follow the structural format I’ve established for all of our show-specific guides, but also because I frequently find myself trying to explain in written words things that I learned kinetically. The Class to Cast Guide will provide teachers with a start-to-finish model for producing a play with their students, either inside their classroom or as an extracurricular opportunity. Our goal is to cover everything that a teacher totally new to this concept would need to know: cutting the script, doubling, holding auditions and casting, the rehearsal process on the macro and micro level, dealing with text-based tablework, warm-up activities, guiding actors to make strong choices physically and vocally, dealing with particular staging challenges, audience contact, using dramaturgy, and finally dealing with the production concerns of costuming, props, stage combat, music and sound, marketing, and putting the whole thing on its feet for showtime.

Little Academe 2013; Photo by Pat Jarrett

Little Academe 2013; Photo by Pat Jarrett

What makes this process even stranger is that I am not, broadly, a kinetic learner. I’m a verbal learner — written or auditory. Yet the theatrical world is a place where kinetics seem to take over in a stronger way. Most of what we do for the stage, we learn by observation, instruction, and emulation. For a lot of us, it starts back in middle or high school, watching what the older students do, following in their footsteps, then passing the traditions on in our turn. I can easily write instructions for our usual activities — scansion, rhetoric, staging challenges, historical perspectives, textual variants — but when it comes to describing the procedures that shape a rehearsal process, I found myself having to engage entirely different writing muscles.

The oddity of attempting to put these things into words first struck me when I was scribing the instructions for Zip-Zap-Bop-Boing, the variation on Zip-Zap-Zop that we played at William & Mary. Staring at an empty bulleted list, I decided to try talking it out to myself. “Zips go to the side, zaps go across, bops rebound, and, of course, you can’t bop a bop.” Makes perfect sense, right? Well, no, unaccompanied by action, that’s total gibberish. While I’ll be able to demonstrate the actions to those teachers attending our Summer Seminar, I still have to make sure that the written guide is comprehensible to anyone else who might purchase it. Stretching routines and vocal exercises were also difficult to wrap language around. I’m coming to have a lot of respect for people who actually write whole books on those processes — but I also see very clearly why so many of them promote their workshop series and why more and more professionals are taking to YouTube for their demos.

Warm-ups and physical action aren’t the only difficult things to flatten onto the page: detailing the ins and outs of scheduling and structuring rehearsals takes some linguistic wrangling as well. This is something else I learned by mimesis: when I directed my first solo full-length show in college, it was after many years of exposure to other directors. Many start in assistant positions before taking on solo projects, in order to see the behind-the-scenes work and get a feel for the ebb and flow before diving in. And, of course, no two directors will run their rehearsal process in the same way, nor do all productions have the same needs. Cast size, rehearsal space, and actor availability are just some of the factors that can influence the scheduling, particularly for school productions rather than professional companies. So how to express something so nebulous? I’m giving a basic breakdown of how to think about those variables, but I’m also giving our teachers a few different examples: an OCSTC three-week schedule, the six-week format I used in college, a recent Ren Season schedule covering only three days. Hopefully this will give our teachers the information they need while still showing them the necessary flexibility of such a project.

What this is all really bringing home to me is just how important people are to the theatrical process. I know that might sound like a no-brainer, but I don’t think I’ve ever thought about it in exactly this context before. When I hear people talk — directors, actors, vocal coaches, etc — about their training and experience, they don’t tend to talk about what books they read. They talk about who they learned from. They talk about the amazing workshop they went to. They talk about summer immersion programs and the best course they ever had at school. They talk about the high school drama teacher who gave them a phrase that still rattles in their brains twenty years later. They talk about the first director who opened a door that let them feel like they were really doing something great on-stage.  That’s the sort of guidance I hope OCS Education can offer: a tangible and personal connection to the work, above and beyond the words on the page.

–Cass

Blackfriars Backstage Pass: Twelfth Night

In this edition of the Blackfriars Backstage Pass, OCS actors Lexie Helgerson, Jacob Daly, Seth McNeill, David Millstone, and Andrew Goldwasser discuss their work on William Shakespeare’s Twelfth Night with OCS Co-founder and Director of Mission Ralph Alan Cohen. This podcast was recorded on May 3rd, 2013.

Blackfriars Backstage Pass: Twelfth Night
File Size: 48 MB; Run Time: 50:01