Student Gen: The Greater Meaning

Consider the following concept used when studying Renaissance Literature:

“Art as Mirror: The idea that one function of a work of art is to hold a mirror up to the world and to the audience of the work. The work should reflect the beauty and/or the unattractive aspects of the world and of human behavior. If a work dwells on beauty, it inspires us to make that beauty a part of our own lives and outlook. If the work concentrates on unattractive aspects of the natural or social world, it teaches us that this world cannot be relied upon, or it shows us the kind of behavior and attitudes to avoid. Art is a mirror in the sense that it gives us a chance to ask ourselves if we see reflections of our own faults and sins in the characters or actions depicted, it helps motivate us to change for the better.”
Frost, Jeff. "Some Concepts for Analyzing Renaissance Literature." Fedora Core Test Page. 01jan1996. Fedora Project website. 20 Apr 2007 .

The complexity of the persona that is Hamlet allows him to transcend the play and become human. This is proven when he ponders the question of the ties between existence and action, “To be or not to be”(3.1.56), which bridge the turmoil within his mind to become that which can be our own. The ultimate point of Hamlet is to relate it to your life; it is a play about what it means to be human.

Your task is to:

a) Apply Hamlet to your life by reflecting on how you can relate to him.
OR

b) Relate Hamlet to another character(s) from a previously studied text, incorporating emotional parallels and touching upon the greater theme of the human condition.

Student Gen: Hamlet and the Fishmonger

Irony is a special use of double meaning, as when someone makes a remark which, while clearly saying one thing, hints at a further and different meaning which only certain hearers would understand. The effect of such speech is often bitter and a bit sinister, always concentrated and full of suggestion. Irony maybe of situation as well as of speech, as when Hamlet spares Claudius at his prayers (Act 4, Scene 3), thinking that Claudius is making his peace with God, while in fact, Claudius is merely discovering that he cannot repent and that to continue in villainous intrigue is his only course. The whole bent of Hamlet’s mind, especially in his riddling speeches, is ironical. The device is very effective because of the note of grim humour, the sharp twist it can administer.

Dramatic irony is a special type. It depend on the fact that some characters in the play know more than others and that the audience can see more than any of them. Thus quite innocent remark will have a by no means innocent meaning to the audience. One example o this is Claudius’ speech to Laertes (Act 4, Scene 7). He has diverted Laertes’ revengeful energy onto Hamlet; then he says, “You shortly shall hear more,” (4.7.33) meaning the news of Hamlet’s death in England. But we know from Act 4, Scene 6 that Hamlet has returned and Claudius will hear more in a sense very different from his own meaning.

Using above as a reference to irony and dramatic irony, please discuss how the theme of irony and/or dramatic irony has affected Act 5 of Hamlet.

Student Gen: The Grave Loss of Innocence

In the catastrophe of Shakespeare’s Hamlet, the audience witnesses a transformation in Hamlet’s character as he progresses towards his obligation.

In Act 5, Scene 1 when Hamlet leaps into Ophelia’s grave grappling Laertes he screams “I prithee take thy fingers from my throat, / For though I am not splenative and rash, / Yet have in me something dangerous, / Which let thy wiseness fear.” (5. 1. 253-256)

In this impulsive moment what do you feel is Hamlet’s rationale behind his action? What would enrage Hamlet to target Laertes or what would provoke Hamlet to act without discretion? Could there possibly be another motive…?

Take Note of:

• Parallelism
• Theme of repressed emotions
• Hamlet’s growth as a character throughout the play

Student Gen: True Intentions

"Some critics have concentrated on Hamlet's revenge for his father's death—which directly and indirectly leads to the demise of nearly all of the major characters in the drama, including Hamlet himself—asserting that it raises the moral question of whether or not the prince is basically good or evil in his intentions."

You can read more and the full critical response at http://www.enotes.com/shakespearean-criticism/hamlet-vol-35

Please respond to this statement, whether you believe that Hamlet had good or evil intentions? Provide textual evidence and DO NOT SIT ON THE FENCE

Student Gen: Loosing Hamlet in Time

"Shakespeare meant . . . to represent the effects of great action laid upon a soul unfit for the performance of it. . . . A lovely, pure, noble and most moral nature, without the strength of nerve which forms a hero, sinks beneath a burden which it cannot bear and must not cast away. All duties are too holy for him; the present is too hard. Impossibilities have been required of him; not in themselves impossibilities, but such for him. He winds and turns, and torments himself; he advances and recoils; is ever put in mind, ever puts himself in mind; at last does all but lose his purpose from his thoughts; yet still without recovering his peace of mind."

(Johnston, Ian. “English 366: Studies in Shakespeare.” Introduction Lecture on Shakespeare’s Hamlet. 2001. Malaspina-University. February 27, 2001
<http://www.mala.bc.ca/~johnstoi/eng366/lectures/hamlet.htm>.)

Throughout reading the play Hamlet, Shakespeare has the reader question their thoughts about Hamlet and his mental sanity. Do you believe Hamlet was ever at any point of the play actually insane, or was he just putting on an antic disposition?

Discussion 8 - Driving Hamlet in Act 5

Hamlet finally gets into the drivers seat in Act 5. It's now time for you to get into the driver's seat of our class blog.
For Discussion 8, I would like 10 students to create 5 blog entries. The rest of the class is responsible to respond twice (250 words each), anywhere they see fit.

1. Yes, 10 / 5 = 2.
2. Yes, 2 means a pair.
3. Yes, I mean work in groups of 2.
   
4. Yes, I mean a blog entry, not a comment.
5. Yes, I mean in our class blog.
   
6. Yes, If you're not part of a pair writing the blog entry, you are writing 2 250 word responses to any of the 5 student generated blog entries.

This opportunity will present itself again until all students have been given a chance to create entries for other units.

Notable Quotes has moved / Lables added

I have moved the Notable Quotes. You'll find them as a "comment" to a blog entry. I also started using blogger lables, this should help with indexing the blog.

Discussion 7 - Hamlet Act 4, Loose ends

From the Falcon Shakespeare:

The first five scenes of act 4 present the consequences of the murder of Polonius: Hamlet's banishment, Ophelia's madness, and Laertes' return. The remaining two scenes show the results of Hamlet's unexpected return ... Now the forces opposed to Hamlet are once more in the ascendant, we wonder whether their schemes will be carried out successfully and whether Hamlet can in any way circumvent his enemies and achieve his purpose.

There can only be 6 students per topic:

1. How does Ophelia's madness compare with that of Hamlet?
2. How does Hamlet differ from Laertes and Fortinbras?
3. Show that Claudius is courageous, resourceful and unscrupulous in his behavior during act 4.
4. Although Hamlet himself does not appear in the last three scenes of this act, show that we are not permitted to forget him.
5. Who has the advantage in act 4, Hamlet or Claudius?

Discussion 6 - To be or not to be. Aye, there's the point.

Hamlet delivers 3 soliloquies in the first 3 acts of Hamlet. Explain how the three soliloquies build towards the explosion of action which is act 3 of Hamlet. Focus your response on the soliloquy in act 3.