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Shakespeare wrote numerous plays and poems engaged with ancient Roman history. Shakespeare’s Renaissance culture had ancient Rome as its foundation stone. Roman language and literature were at the heart of English Renaissance education, and Rome was held up as a model for English civilization. But in Titus Andronicus, the earliest of his Roman works, Shakespeare crafts a bloody tale of violence and revenge that subjects this entire cultural edifice to searing critique. Are the violence and moral vacuums of this play a perversion of Roman values, or are they a central part of the classical tradition? In this course, you’ll learn the story and historical context behind Titus Andronicus, discover the classical sources that structure this play, and see how the play’s most controversial elements pose a serious question about the purpose of tragedy.
In Part 1, you’ll be guided through a detailed account of the story with commentary by Russ Leo, Associate Professor of English at Princeton University. This episode introduces the key historical, political, and literary contexts that shape the play’s questions and themes. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
Part 2 opens with a discussion of the place of Rome in Renaissance culture. It then analyzes the Roman classical sources – sources his audience knew well – that Shakespeare uses to construct his plot, and how Shakespeare’s use of those sources calls their moral values into question. It goes on to discuss the elements of the play that have generated most shock and revulsion – the graphic violence, the irreverent dark humor – and how they relate to the very purpose of theatre.
Part 3 features close-readings of several significant scenes that show how religion, race, and literary tradition function within the violent world of Titus Andronicus and sometimes provoke that violence.
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Shakespeare wrote numerous plays and poems engaged with ancient Roman history. Shakespeare’s Renaissance culture had ancient Rome as its foundation stone. Roman language and literature were at the heart of English Renaissance education, and Rome was held up as a model for English civilization. But in Titus Andronicus, the earliest of his Roman works, Shakespeare crafts a bloody tale of violence and revenge that subjects this entire cultural edifice to searing critique. Are the violence and moral vacuums of this play a perversion of Roman values, or are they a central part of the classical tradition? In this course, you’ll learn the story and historical context behind Titus Andronicus, discover the classical sources that structure this play, and see how the play’s most controversial elements pose a serious question about the purpose of tragedy.
In Part 1, you’ll be guided through a detailed account of the story with commentary by Russ Leo, Associate Professor of English at Princeton University. This episode introduces the key historical, political, and literary contexts that shape the play’s questions and themes. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
Part 2 opens with a discussion of the place of Rome in Renaissance culture. It then analyzes the Roman classical sources – sources his audience knew well – that Shakespeare uses to construct his plot, and how Shakespeare’s use of those sources calls their moral values into question. It goes on to discuss the elements of the play that have generated most shock and revulsion – the graphic violence, the irreverent dark humor – and how they relate to the very purpose of theatre.
Part 3 features close-readings of several significant scenes that show how religion, race, and literary tradition function within the violent world of Titus Andronicus and sometimes provoke that violence.
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Shakespeare wrote numerous plays and poems engaged with ancient Roman history. Shakespeare’s Renaissance culture had ancient Rome as its foundation stone. Roman language and literature were at the heart of English Renaissance education, and Rome was held up as a model for English civilization. But in Titus Andronicus, the earliest of his Roman works, Shakespeare crafts a bloody tale of violence and revenge that subjects this entire cultural edifice to searing critique. Are the violence and moral vacuums of this play a perversion of Roman values, or are they a central part of the classical tradition? In this course, you’ll learn the story and historical context behind Titus Andronicus, discover the classical sources that structure this play, and see how the play’s most controversial elements pose a serious question about the purpose of tragedy.
In Part 1, you’ll be guided through a detailed account of the story with commentary by Russ Leo, Associate Professor of English at Princeton University. This episode introduces the key historical, political, and literary contexts that shape the play’s questions and themes. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
Part 2 opens with a discussion of the place of Rome in Renaissance culture. It then analyzes the Roman classical sources – sources his audience knew well – that Shakespeare uses to construct his plot, and how Shakespeare’s use of those sources calls their moral values into question. It goes on to discuss the elements of the play that have generated most shock and revulsion – the graphic violence, the irreverent dark humor – and how they relate to the very purpose of theatre.
Part 3 features close-readings of several significant scenes that show how religion, race, and literary tradition function within the violent world of Titus Andronicus and sometimes provoke that violence.
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Part 3 starts with a discussion of general reading strategies to help you discover the poetic techniques and insights of any individual sonnet. It concludes with a close-reading of three sonnets from Professor Michael Schoenfeldt that show the extraordinary range of tone, emotion, and perspective in Shakespeare’s poems. Speeches and performers: Sonnet 29, “When in disgrace with fortune and men’s eyes” (Ashley Byam) Sonnet 18, “Shall I compare thee to a summer’s day?” (Jeff Cornell) Sonnet 116, “Let me not to the marriage of true minds” (Amanda Harris) Sonnet 129, “Th’ expense of spirit in a waste of shame” (Amanda Harris)
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Part 2 focuses closely on the two major “characters” to whom the sonnets are addressed: a beautiful young man, and a woman described as black. You’ll learn how the speaker represents his relationship to these figures and his desire for them, and what significance those relationships might have had in Shakespeare’s culture, as Professor Michael Schoenfeldt discusses sexual identity and race in early modern England. Sonnets Included in Episode 2 Sonnet 20, “A woman’s face with Nature’s own hand painted” (Ashley Byam) Sonnet 147, “My love is as a fever, longing still” (Jeff Cornell)
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The sonnet — a 14-line poem with a strict rhyme scheme, conventionally associated with love — was one of the most popular poetic forms in late Elizabethan England. In 1609, Shakespeare published a sequence of 154 sonnets that radically reimagined the question of what love can mean, including the question of who one might desire and what the experience of desire might be like. In the course, you’ll learn about the structure and history of the sonnet, hear individual sonnets of Shakespeare’s performed and analyzed by world-class actors and literary scholars, and discover how gender, status, and race intersect to shape this sonnet sequence. In Part 1, you’ll be guided through a history and overview of Shakespeare’s sonnet sequence with commentary by Michael Schoenfeldt, John R. Knott, Jr. Collegiate Professor of English at the University of Michigan, Ann Arbor. You’ll learn about the sonnet form and how it came to England from Renaissance Italy, what attracted Shakespeare to this form, and what attracted audiences to Shakespeare’s poetry. You’ll also discover the literary mysteries surrounding the sonnets that have intrigued readers for centuries, and how Shakespeare took this traditional form in unexpected directions.
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Part 3 features close-readings from Professor Laurie Maguire of some of the play’s key speeches: Caliban’s extraordinarily lyrical description of the island; Prospero’s beautiful and disturbing evocation of theatre, and perhaps the world, coming to an end; and Prospero’s renunciation of his magic. Speeches and performers: Caliban, 3.2, “Be not afeard …” (Kelly Hunter, MBE) Prospero, 4.1, “Be cheerful, sir. Our revels now are ended …” (Anton Lesser) Prospero, 5.1, “You elves of hills …” (Dame Harriet Walter)
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With Professor Laurie Maguire, Part 2 explores the play’s many ambiguities — its uncertain geography, mental space, and genre — and how they reflect the play’s ethical ambiguities. Does Prospero contrast with or resemble the “foul witch” who was Caliban’s mother, or the brother who betrayed him for the sake of power? Is he a figure of spiritual regeneration or of colonization? We also look more closely at Prospero’s relationship with Caliban and with Ariel, another servant in bondage, who forces Prospero to look at his humanity in a new way.
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The Tempest, one of the last plays Shakespeare wrote, draws on themes and stories that fascinated him throughout his career while also taking his art form to unexpected new places. Set in the course of a single day on a magical island, the play focuses on a magician named Prospero who plots to punish the enemies who exiled him to the island 12 years ago — including his own brother. But will Prospero ultimately follow the route of the revenger like Hamlet? Will the warring brothers make peace, as in As You Like It? Or, as in Twelfth Night, will tempest and shipwreck set the characters on new pathways they didn’t predict? In this course, you’ll learn the story of The Tempest, hear the play’s key speeches performed and analyzed by world-class Shakespearean actors and literary scholars, and see how Shakespeare recreated old stories in the context of New World exploration and exploitation. In Part 1, you’ll be guided through a detailed account of the story with commentary by Laurie Maguire, Professor of English Language and Literature at the University of Oxford. You’ll learn how the play reflects contemporary European encounters with Africa, North America, and Latin America (what Europeans called the “New World”), especially through the figure of Caliban: an earlier inhabitant of the island who is made Prospero’s slave. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
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In Part 3, Professor Simon Palfrey offers close-readings of some of the play’s most significant scenes. You’ll hear the play’s dark energies emerge through Mercutio’s speech about “Queen Mab”; see how Juliet discovers a new, eroticized vision of the world and of herself as she awaits her wedding night, and witness one of the most iconic scenes in literature, when Juliet on her balcony imagines the possibility of love transforming identity: “What’s in a name?” Speeches and performers: Mercutio, 1.4, “O, then I see Queen Mab hath been with you …” (Mark Quartley) Juliet and Romeo, 2.2, “O Romeo, Romeo …” (Katy Stephens) Juliet, 3.2, “Gallop apace, you fiery-footed steeds …” (Katy Stephens)
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With Professor Simon Palfrey, Part 2 looks closely at the play’s characters, and especially at the intelligence and swiftness of Juliet. You’ll see how the lovers apprehend new possibilities of human life, but also how their social world constrains their possibilities; and how the play might seem to offer the possibility of comedy, but how it’s destined for tragedy all along. And the tragedy doesn’t belong only to the young lovers who are thwarted by their parents — it belongs to the parents, too, and to every person who opens themselves to loss by opening themselves to love.
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Children of families who are locked in a fatal feud, Romeo and Juliet risk community, identity, and life to pursue an all-consuming love. Today, Romeo and Juliet is one of the most famous love stories in the world. But the play isn’t simply a celebration of love or an idealization of the lovers. This wild and dangerous play lays bare the link between desire and death, between love and loss. The tragedy of Romeo and Juliet isn’t that their love is thwarted or impossible. The tragedy is love. In this course, you’ll learn the story of Romeo and Juliet, hear the play’s key speeches performed and analyzed by world-class Shakespearean actors and literary scholars, and see how Shakespeare brings its characters to life with the brightness and briefness of lightning. In Part 1, you’ll be guided through a detailed account of the story with commentary by Simon Palfrey, Professor of English at the University of Oxford. Professor Palfrey explains how this play is Shakespeare’s experimentation with new possibilities in drama and a masterpiece of his own poetic powers. You’ll learn how Shakespeare characterizes Romeo and Juliet and how their relationship is reflected in their particular forms of poetry. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
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In Part 3, Professor Emma Smith offers close-readings of some of the play’s most important scenes, which dramatize the wide range of relationships and types of love explored in the play. Speeches and performers: Orsino, 1.1, “If music be the food of love, play on …” (Jeffrey Blair Cornell) Malvolio and Olivia, 1.5, “I marvel your Ladyship takes delight in such a barren rascal …” (Amanda Harris) Antonio and Sebastian, 2.1, “If you will not murder me for my love …” (Kelly Hunter, MBE) Viola, 2.2, “I left no ring with her …” (Katy Stephens) Malvolio, 2.5, “M.O.A.I. …” (Jeffrey Blair Cornell)
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Part 2 looks at the many instances of inversion and transgression, looking at how characters cross boundaries of gender, status, and social role, and how they are punished or rewarded. Professor Emma Smith looks closely at the final scene and how it settles—or doesn’t— the characters’ roles and the play’s own status as a comedy.
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Twelfth Night, named for the celebration that is both the culmination and the close of the Christmas festivities, is a bittersweet romantic comedy at once melancholy and merry. Through its central plot, in which the female Viola takes on the guise of the male Cesario and becomes beloved of both men and women, this play is also one of Shakespeare’s most modern approaches to identity and sexuality. In this course, you’ll learn the story and context of Twelfth Night, explore the questions it raises around genre and gender, and hear the play’s key speeches performed and analyzed by world-class Shakespearean actors and literary scholars. In Part 1, you’ll be guided through a detailed account of the story with commentary by Emma Smith, Professor of Shakespeare Studies at the University of Oxford. Professor Smith offers key historical context for understanding the wide variety of relationships depicted in the play. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
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In Part 3, Professor Stephen Greenblatt offers close-readings of some of the play’s most significant scenes. You’ll get an in-depth look at the powerful relationship between Antonio and Bassanio, the climactic confrontation between Antonio and Shylock in the court, and the hard-edged poignancy of the play’s most famous speech: “Hath not a Jew eyes?” Speeches and performers: Antonio, 1.1, “I pray you, good Bassanio, let me know it …” (Scott Ripley) Shylock, 3.1, “He hath disgraced me …” (Ray Dooley) Portia, Antonio, and Shylock, 4.1, “Tarry a little …” (Katy Stephens)
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Part 2 discusses the play’s central characters, their profound bonds of intimacy and animosity, and the effect of money on those bonds. Professor Stephen Greenblatt explores the way that Shylock took hold of Shakespeare’s imagination and how Shakespeare transforms a stereotypically villainous figure into something much larger and more complex. You’ll also discover how Shylock’s fraught experience is echoed in other characters across the play, which looks frankly at the difficulties of friendship and love, even as it offers the traditional satisfactions of comedy.
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The Merchant of Venice is one of Shakespeare’s most gripping and challenging plays. Labeled as a comedy in Shakespeare’s First Folio, today it resonates as tragedy as well, thanks to its most unforgettable character: the Jewish moneylender Shylock. Shylock experiences humiliation and oppression at the hands of the Venetian Christians, particularly the merchant Antonio. But when Antonio must borrow money from Shylock to help his beloved friend Bassanio woo the wealthy Portia, Shylock finds his dearest enemy in his power — and we see what harvest hatred reaps. In this course, you’ll learn the story of The Merchant of Venice, hear the play’s key speeches performed and analyzed by world-class Shakespearean actors and literary scholars, and witness how this comedy plumbs the difficulty and discomfort that shadow our most hostile and our happiest relationships. In Part 1, you’ll be guided through a detailed account of the story with commentary by Stephen Greenblatt, John Cogan University Professor of the Humanities at Harvard University. Professor Greenblatt discusses the complicated historical context behind Shakespeare’s representation of Venice and of Shylock, and the role Shylock comes to play in Shakespeare’s comedy. This summary is told using the language of the play itself, placing key quotations in context to help you understand where these lines come from and what they mean.
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In Part 3, Professor Palfrey offers close-readings of some of the play’s most significant scenes. You’ll witness the king and the beggar in the heart of a storm; the naked man and the blind man on the edge of a cliff; and the father and daughter on the cusp between life and death; and you’ll learn how Shakespeare takes us into strange, impossible new places via the words and bodies of his actors. Speeches and Performers Lear and Edgar, 3.4, “Poor naked wretches …” (Michael Bertenshaw) Edgar and Gloucester, 4.6, “Come on, sir …” (Kelly Hunter, MBE) Lear, Edgar, and Kent, 5.3, “And my poor fool is hanged …” (Michael Bertenshaw)
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Part 2 explores the way that Shakespeare revised the original Lear story and the way he revised his own play to create a uniquely wrenching form of tragedy. Professor Simon Palfrey also discusses the literary and generic traditions that inspired the play, showing how the central characters can be interpreted very differently depending on the literary lens through which we see them. Finally, we focus on the recurring concept of “nothing” in the play, watching how King Lear strips everything away from its characters to reveal what might lie at the bare foundation of human life.
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