Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Analysing shakespeare’s poetry

2,898 views

Published on

  • Be the first to comment

  • Be the first to like this

Analysing shakespeare’s poetry

  1. 1. AnalysingShakespeare’s poetry Francis Gilbert
  2. 2.  To learn HOW and WHY Shakespeare wrote poetry To learn about Shakespeare‟s use of rhythmLearning Objectives
  3. 3.  Shakespeare wrote most of his plays in BLANK VERSE: each line has TEN SYLLABLES and FIVE main BEATS. Much of his verse is IAMBIC, it consists of a regular pattern where the stress on a word comes SECOND: di-DUM The verse is written in PENTAMETER because there are FIVE main beats (PENT = FIVE)Blank Verse
  4. 4.  Good actors develop a “FEEL” for the verse, emphasizing its RHYTHMIC qualities. “But SOFT, what LIGHT through YONder WINdow BREAKS?” It IS my LADy, O it IS my LOVE” Notice how the stresses come SECOND. Notice how the words GENERATE a music, a melody…Reading Shakespeare’s verse
  5. 5.  Some of Shakespeare‟s verse is not REGULAR, ie not in “iambic pentameter” The ONLY way to work out the rhythm is to read it a FEW times and LISTEN to the beats… “O ROMeo, ROMeo, WHEREfore ART thou ROMeo?” The line creates a “FALLING” rhythm, particularly on “ROMeo” where there is a STRESS on the first syllable and then TWO “soft” stresses, creating a “FALLING” sensation. The effect of the rhythm is to create an EMOTIONAL and PASSIONATE atmosphere…IRREGULAR RHYTHM
  6. 6.  The crucial thing to think about is the EFFECT the rhythm of a line creates. You can only work this out by listening to actors perform the line, and reading it yourself…Discussing the effect of therhythm
  7. 7.  Iambic verse (di-DUM) creates the EFFECT of regularity, making things seem NORMAL, it is RISING, UPBEAT rhythm. Eg “O SPEAK aGAIN, bright ANGel…”Typical “EFFECTS”
  8. 8.  Anapaests (di-di-DUM) are RISING beats too, creating often a POSITIVE, “proud” EFFECT. “I am NO piLOT, yet wert THOU as FAR/As that VAST shore WASHED with the FARTHEST sea/ I should ADventURE for such MERchandISE”Anapaests
  9. 9.  Trochees (DUM-di) create a “FALLING” effect, and often sound irregular and disjointed. Eg “DOST thou LOVE me (TWO TROCHEES)? I KNOW thou WILT say „Ay‟/ And I will TAKE thy WORD?”Trochees
  10. 10.  Dactyls (DUM-di-di) create a “FALLING” effect too, and can create the EMOTIONAL effects of despair, worry, anxiety. “TOO like the LIGHTening, WHICH doth CEASE to BE/ERE one can SAY, „It LIGHTens‟.Dactyls
  11. 11.  Look for enjambment (run-on) lines; this often creates the sensation of “pace”, “speed”, “thinking things through”… “But trust me gentleman, I‟ll prove more true/Than thouse that have more cunning to be strange.”Enjambment (RUN-ON lines)
  12. 12.  Pauses or the ends of sentences in the middle of lines create powerful pauses that generate dramatic tension… Eg JULIET: “Well do not swear. Although I joy in thee,/I have no joy of these contract tonight.” Eg ROMEO: “Wouldst thou withdraw it? For what purpose, love?”The end of sentences or pauses inthe middle of a line (caesura)

×