The document provides context and summaries about key scenes and themes in Shakespeare's Macbeth. It discusses the significance of the three witches and how they represent the loss of nature-based religions. It also analyzes how nature is portrayed as bare and hostile in the play. Several important scenes are summarized, including the first scene with the witches and later scenes where they provide prophecies to Macbeth that influence his actions.
Ticking Mind’s new edition of 'Macbeth' takes a revolutionary approach to presenting this staple of High School English classrooms. Unlike conventional 'Macbeth' textbooks which only support students to understand that ‘gist’ of a scene or the whole play, Ticking Mind’s textbook breaks each scene into digestible 30 line chunks which scaffold students to actively understand the language and imagery at work in Shakespeare’s play. In addition to this, the textbook provides explicit instruction to students on how to annotate text, and on the counter side of each page of Shakespeare’s text, features short thinking activities which can create the framework for powerful class discussions about each part of each scene. To teach students to ultimately write about this text, Ticking Mind’s textbook does not include boring comprehension questions at the end of each scene, but scaffolded analytic writing procedures which improve students vocabulary, sentence structure skills and capacity to analyse the text. Important illustrations of themes and images in the text of the play are also signposted with icons that students can easily use to search for evidence when they are writing an essay on the text – a procedure which is explicitly taught at the end of the textbook.
Gender and power through stylistic devices in macbethGoswami Mahirpari
Shakespeare used the stylistic devices he was fully aware his Renaissance readers would approve. Without taking into consideration cultural differences, we can recognize some of them which Shakespeare uses stylistic devices to deepen his readers’ understanding of the play
Frequent symbols assure main aspects of reference throughout the play, often having very well established correlations for a reader. For instance, the presence of birds is one nature scene which symbolizes superstitions.
Foreshadowing is where, much like the witches predictions, the readers are given clues as to what is to follow.
The witches set the tone with a storm and predictions that Macbeth’s life will become so confused he will find it difficult to differentiate between right and wrong. Their later predictions foreshadow a downfall the readers are aware of long before Macbeth is willing to accept their implications.
Creating an English School Newspaper is an enjoyable, creative and educational process! This project aspires to involve many European learners in the creation of a common Newspaper! Each issue will thematic, so that all participants can get an idea of what is going on in their partners' side. Participant learners will also have the opportunity to interact via Twinspace, improving thus their speaking/typing along with their writing skills! Practising skills simulates real-life communication in a fun-filled project that will help everyone realize the emergence of English as an international language and expand their horizons. Learners will also have the opportunity to feel like citizens of the world, members of a vast community, outside the barriers of their local surroundings. Using English as the vehicle, this project will provide useful insight on their peers' daily routine, interests, customs and mentality, aloowing everyone thus to become more tolerant with diversity.
Ticking Mind’s new edition of 'Macbeth' takes a revolutionary approach to presenting this staple of High School English classrooms. Unlike conventional 'Macbeth' textbooks which only support students to understand that ‘gist’ of a scene or the whole play, Ticking Mind’s textbook breaks each scene into digestible 30 line chunks which scaffold students to actively understand the language and imagery at work in Shakespeare’s play. In addition to this, the textbook provides explicit instruction to students on how to annotate text, and on the counter side of each page of Shakespeare’s text, features short thinking activities which can create the framework for powerful class discussions about each part of each scene. To teach students to ultimately write about this text, Ticking Mind’s textbook does not include boring comprehension questions at the end of each scene, but scaffolded analytic writing procedures which improve students vocabulary, sentence structure skills and capacity to analyse the text. Important illustrations of themes and images in the text of the play are also signposted with icons that students can easily use to search for evidence when they are writing an essay on the text – a procedure which is explicitly taught at the end of the textbook.
Gender and power through stylistic devices in macbethGoswami Mahirpari
Shakespeare used the stylistic devices he was fully aware his Renaissance readers would approve. Without taking into consideration cultural differences, we can recognize some of them which Shakespeare uses stylistic devices to deepen his readers’ understanding of the play
Frequent symbols assure main aspects of reference throughout the play, often having very well established correlations for a reader. For instance, the presence of birds is one nature scene which symbolizes superstitions.
Foreshadowing is where, much like the witches predictions, the readers are given clues as to what is to follow.
The witches set the tone with a storm and predictions that Macbeth’s life will become so confused he will find it difficult to differentiate between right and wrong. Their later predictions foreshadow a downfall the readers are aware of long before Macbeth is willing to accept their implications.
Creating an English School Newspaper is an enjoyable, creative and educational process! This project aspires to involve many European learners in the creation of a common Newspaper! Each issue will thematic, so that all participants can get an idea of what is going on in their partners' side. Participant learners will also have the opportunity to interact via Twinspace, improving thus their speaking/typing along with their writing skills! Practising skills simulates real-life communication in a fun-filled project that will help everyone realize the emergence of English as an international language and expand their horizons. Learners will also have the opportunity to feel like citizens of the world, members of a vast community, outside the barriers of their local surroundings. Using English as the vehicle, this project will provide useful insight on their peers' daily routine, interests, customs and mentality, aloowing everyone thus to become more tolerant with diversity.
The Monkey's Paw: a unit for teaching the story to advanced junior-high / hig...ronnieraskin
This unit plan is designed for teaching The Monkey's Paw by W. W. Jacobs to advanced junior-high / high school students who are native Hebrew speakers that study English as a foreign language. Teachers are welcome to use ideas from the presentation in their English lessons.
"Report me and my cause aright": "Hamlet" functions subversively as an intera...Marianne Kimura
"Hamlet" functions as a cultural production to subversively train fighters in the centuries-long fight to resist fossil fuels, capitalism and the western symbolic. Horatio is the avatar and Hamlet is the senpai or sensei figure.
Ten years of “Juliet is the Sun”: the allegory hidden in Romeo and Juliet and...Marianne Kimura
I discuss my idea that "Juliet is the sun" is about the problems of using fossil fuels and becoming structurally dependent on them. I include some recent thinking on New Materialism, which addresses issues where humans and non-humans meet in the material word. Thus this theory is perfect for Shakespeare. His plays are allegories about the entanglement of human and non-human.
New interest in the material world: Where the Crawdads Sing, witches, and JapanMarianne Kimura
People are struggling to understand the material world and get close to it. We have sort of lorded it over the material world, the environment, animals, nature....And climate change and other crises result. So people are looking at the material world in new ways. This paper examines some of these ways.
Willie Nelson Net Worth: A Journey Through Music, Movies, and Business Venturesgreendigital
Willie Nelson is a name that resonates within the world of music and entertainment. Known for his unique voice, and masterful guitar skills. and an extraordinary career spanning several decades. Nelson has become a legend in the country music scene. But, his influence extends far beyond the realm of music. with ventures in acting, writing, activism, and business. This comprehensive article delves into Willie Nelson net worth. exploring the various facets of his career that have contributed to his large fortune.
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Introduction
Willie Nelson net worth is a testament to his enduring influence and success in many fields. Born on April 29, 1933, in Abbott, Texas. Nelson's journey from a humble beginning to becoming one of the most iconic figures in American music is nothing short of inspirational. His net worth, which estimated to be around $25 million as of 2024. reflects a career that is as diverse as it is prolific.
Early Life and Musical Beginnings
Humble Origins
Willie Hugh Nelson was born during the Great Depression. a time of significant economic hardship in the United States. Raised by his grandparents. Nelson found solace and inspiration in music from an early age. His grandmother taught him to play the guitar. setting the stage for what would become an illustrious career.
First Steps in Music
Nelson's initial foray into the music industry was fraught with challenges. He moved to Nashville, Tennessee, to pursue his dreams, but success did not come . Working as a songwriter, Nelson penned hits for other artists. which helped him gain a foothold in the competitive music scene. His songwriting skills contributed to his early earnings. laying the foundation for his net worth.
Rise to Stardom
Breakthrough Albums
The 1970s marked a turning point in Willie Nelson's career. His albums "Shotgun Willie" (1973), "Red Headed Stranger" (1975). and "Stardust" (1978) received critical acclaim and commercial success. These albums not only solidified his position in the country music genre. but also introduced his music to a broader audience. The success of these albums played a crucial role in boosting Willie Nelson net worth.
Iconic Songs
Willie Nelson net worth is also attributed to his extensive catalog of hit songs. Tracks like "Blue Eyes Crying in the Rain," "On the Road Again," and "Always on My Mind" have become timeless classics. These songs have not only earned Nelson large royalties but have also ensured his continued relevance in the music industry.
Acting and Film Career
Hollywood Ventures
In addition to his music career, Willie Nelson has also made a mark in Hollywood. His distinctive personality and on-screen presence have landed him roles in several films and television shows. Notable appearances include roles in "The Electric Horseman" (1979), "Honeysuckle Rose" (1980), and "Barbarosa" (1982). These acting gigs have added a significant amount to Willie Nelson net worth.
Television Appearances
Nelson's char
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
Artificial Reefs by Kuddle Life Foundation - May 2024punit537210
Situated in Pondicherry, India, Kuddle Life Foundation is a charitable, non-profit and non-governmental organization (NGO) dedicated to improving the living standards of coastal communities and simultaneously placing a strong emphasis on the protection of marine ecosystems.
One of the key areas we work in is Artificial Reefs. This presentation captures our journey so far and our learnings. We hope you get as excited about marine conservation and artificial reefs as we are.
Please visit our website: https://kuddlelife.org
Our Instagram channel:
@kuddlelifefoundation
Our Linkedin Page:
https://www.linkedin.com/company/kuddlelifefoundation/
and write to us if you have any questions:
info@kuddlelife.org
Natural farming @ Dr. Siddhartha S. Jena.pptxsidjena70
A brief about organic farming/ Natural farming/ Zero budget natural farming/ Subash Palekar Natural farming which keeps us and environment safe and healthy. Next gen Agricultural practices of chemical free farming.
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
2. Macbeth in Japan: Kumonosu-jo, a recent
Ninagawa production & many more
3. This class is about literature and the supernatural
(超自然), so we will especially pay attention to the
Three Witches
4. Let’s read the first scene with the witches
• The three witches can be played in many
ways! So creative! Extremely fun!
• Watch this video…(but the third one is a
bit too horrible!)….(the first 2 are OK.)
• https://www.youtube.com/watch?v=clG8ha2
D26g
5. Kumonosu-jo
• Shows the “witches” in a fascinating way
(very briefly shown in this trailer but
worth looking at)
• https://www.youtube.com/watch?v=AGYDCYR
yFrk
• (If you rent the video, the “witch/spirit”
is shown at 15:00 until 19:00.)
7. “…ere the set of sun” (the word “sun”
appears again and again in this play!)
• [Thunder and lightning. Enter three Witches]
• First Witch. When shall we three meet again
In thunder, lightning, or in rain?
• Second Witch. When the hurlyburly's done,
When the battle's lost and won.
• Third Witch. That will be ere the set of sun.
• First Witch. Where the place?
• Second Witch. Upon the heath.
• Third Witch. There to meet with Macbeth.
• First Witch. I come, Graymalkin!
• Second Witch. Paddock calls.
• Third Witch. Anon.
• All. Fair is foul, and foul is fair:
Hover through the fog and filthy air.
8. Who are Greymalkin and
Paddock?
• Greymalkin is a typical name for a gray
cat. Paddock is a name for a toad (frog).
Later in Act IV we find out the name of
the animal of Witch 3 is Harpier.
“Harpier cries”---(a bird: a raven or an
owl)
• Harpier, Greymalkin and Paddock are
the 3 witches’ familiars. (魔女の助手)
10. Witch’s familiars
• “familiars” or “animal guides” were
believed to be supernatural entities that
would assist witches in their practice of
magic.According to the records of the
time, they would appear in numerous
guises, often as an animal, but also at
times as a human or humanoid figure.
12. Witches
• Historically by 1606, pagans, heretics were
“out” and witches were more “in” as
enemies.
• Witches as images became popular scary
figures in the 1600s.
• Unfortunately there were witch hunts and
many people were burned as witches in
England and US and Europe.
• Association with animals and nature
(magic spells with herbs, rocks, etc.)
• “What was left of pagan religion”??
14. Beautiful Fairies vs Ugly Witches
• We know that fairies symbolize pagan
gods and goddesses, particularly still at
this time (1500s- early 1600s.)
• Fairies are beautiful and live in beauty
(oceans, forests, rivers, etc.)
• Sometimes a storm comes along and it is
like a vexing but beautiful mermaid…
• Macbeth’s witches are ugly and rather
nasty; it is never sunny.
16. What do the witches represent?
• These witches are ugly and live in barren places
(heath) amid storms. They may represent the
loss of pagan religion, the new view of nature as
something to be conquered and vanquished and
controlled.
• Can man really control nature? (Can Macbeth
really understand the witches and rely on them
and their words? Can he be sure they tell him
the truth and can he be sure he interprets their
words correctly?)
• Can the new view of science really bring man
complete control over nature?
18. “…the set of the sun…”
• The end of the sun-based religions
(except marginally)
• No more beautiful fairies (for example in
border ballads) after this (border ballads
were created 1300-1400-1500, not later)
• No more pagan gods (Colonial powers
went to convert people in other lands.)
• No more nature-based festivals
(Puritans banned these festivals)
20. The witches are….
• The witches are the loss of nature-based religions
• Nature-based religions put people serenely among a
beautiful and complete universe.
• The loss of nature-based religions meant that gods
were no longer found nearby in trees, rivers, the
sun, the ocean.
• Nature became a blank, unalive, material space of
strangeness.
• Man is #1; nature is at the edge, at the margins, in
blank spaces, ruins, deserts.
• Macbeth constantly feels unsure about the witches’
messages: are they good or bad?
22. Nature is now bare and dark and
hostile….
• In Macbeth, the witches are always outside (i.e.
associated with nature)
• The witches are never in the castle (the domain of
Man (Macbeth is man))
• The witches are in the margins, at the edges, on the
heath (a heath is a kind of landscape that is not
fertile).
• Gone is “friendly” nature with pagan gods nearby in
trees, rivers, mountains. (No more pagan gods..)
• The witches mention “filthy air”…possibly pollution
of coal smoke (London’s air was very polluted by
coal smoke at this time.)
24. Summary of the play
• https://www.youtube.com/watch?v=UkBp-
2fAbiU
• https://www.youtube.com/watch?v=rFtCYESo
sDw
25. Understanding the plot of play is important
• Please read a synopsis (あらすじ)of the plot
in Japanese too.
• https://ja.wikipedia.org/wiki/%E3%83%9E%E3%8
2%AF%E3%83%99%E3%82%B9_%28%E3%82%B7
%E3%82%A7%E3%82%A4%E3%82%AF%E3%82%
B9%E3%83%94%E3%82%A2%29
• Here is the next important scene with the
witches. The witches sort of or seem to
make a prediction (at least Macbeth thinks
it is one)
• https://www.youtube.com/watch?v=kEidcxBTu0E
26. Importance of first lines in Shakespeare’s plays: THEME
is introduced in the first lines(シェイクスピアのお芝居では、
最初の一行が重要:最初の一行がその劇のテーマを端的に示
している。)
• Romeo & Juliet
• Sampson: Gregory, upon my word, we’ll not
carry coals (1.i.1)
• (here first line explains sun vs. coal theme)
• Macbeth
• Duncan: What bloody man is that?(I.ii.1)
• (here first line explains theme of suffering of
people, always fighting, ambitious: “bloody
man”)(この第一行は、常に争い、野心や欲望を持っ
ている人々の苦難というテーマを説明している。「とん
でもない奴」)
27. The witches show Macbeth some
more (占いこと)
• https://www.youtube.com/watch?v=w0LrdOa
7uZQ
• Act 4 scene 1 (famous “double double toil
and trouble” scene) (1:24 into the video)
28. “The witches reveal their prophecies”
(魔女は予言を明らかにする):
• Come, high or low;
Thyself and office deftly show! 1625
• [Thunder. First Apparition: an armed Head]
• Macbeth. Tell me, thou unknown power,—
• First Witch. He knows thy thought:
Hear his speech, but say thou nought.
• First Apparition. Macbeth! Macbeth! Macbeth! beware Macduff; 1630
Beware the thane of Fife. Dismiss me. Enough.
• [Descends]
• Macbeth. Whate'er thou art, for thy good caution, thanks;
Thou hast harp'd my fear aright: but one
word more,— 1635
• First Witch. He will not be commanded: here's another,
More potent than the first.
• [Thunder. Second Apparition: A bloody Child]
• Second Apparition. Macbeth! Macbeth! Macbeth!
• Macbeth. Had I three ears, I'ld hear thee. 1640
• Second Apparition. Be bloody, bold, and resolute; laugh to scorn
The power of man, for none of woman born
Shall harm Macbeth.
• [Descends]
• Macbeth. Then live, Macduff: what need I fear of thee? 1645
But yet I'll make assurance double sure,
And take a bond of fate: thou shalt not live;
That I may tell pale-hearted fear it lies,
And sleep in spite of thunder.
[Thunder. Third Apparition: a Child crowned, with a tree in his hand] 1650
What is this
That rises like the issue of a king,
And wears upon his baby-brow the round
And top of sovereignty?
29. . Be lion-mettled, proud; and take no care
Who chafes, who frets, or where conspirers are:
Macbeth shall never vanquish'd be until
Great Birnam wood to high Dunsinane hill
Shall come against him.
• All. Listen, but speak not to't. 1655
• Third Apparition. Be lion-mettled, proud; and take no care
Who chafes, who frets, or where conspirers are:
Macbeth shall never vanquish'd be until
Great Birnam wood to high Dunsinane hill
Shall come against him. [Descends]
• Macbeth. That will never be
Who can impress the forest, bid the tree
Unfix his earth-bound root? Sweet bodements! good!
Rebellion's head, rise never till the wood
Of Birnam rise, and our high-placed Macbeth
Shall live the lease of nature, pay his breath
To time and mortal custom. Yet my heart
Throbs to know one thing: tell me, if your art
Can tell so much: shall Banquo's issue ever
Reign in this kingdom?
• All. Seek to know no more.
31. The riddle is: “Who can impress the forest, bid the tree
Unfix his earth-bound root?”
Macbeth says, “That will never be (the forest
will never move)(森は決して動かない。)
Who can impress the forest, bid the tree
Unfix his earth-bound root?”(一体、誰が森を動
かせよう。誰が木々に大地に張った根を引き抜くよ
うに命じられるのか?)
Macbeth is proved wrong: one answer is “the
army disguised with branches”. But another
answer to the riddle is “the sun” since the
sun has the power to make a forest grow. But
Macbeth is out of touch with the sun!!
32. At the end of the play, the forest moves as the army comes (the
riddle is solved), and ALSO Macbeth starts to talk ABOUT THE
SUN (showing the riddle can also be solved with the word “sun” …)
Macbeth: I pull in resolution, and begin
To doubt the equivocation of the fiend
That lies like truth: 'Fear not, till Birnam wood
Do come to Dunsinane:' and now a wood
Comes toward Dunsinane. Arm, arm, and out!
If this which he avouches does appear,
There is nor flying hence nor tarrying here.
I ‘gin to be aweary of the sun,
And wish the estate o' the world were now undone.
Ring the alarum-bell! Blow, wind! come, wrack!
At least we'll die with harness on our back.
(V.v.41-48)
33. • At the end of the play, the forest moves as
the army comes (the riddle is solved), and
ALSO Macbeth starts to talk ABOUT THE
SUN (showing the riddle can also be solved
with the word “sun” …)
• お芝居の終わりで、軍人たちがやってくると森は
動き出す。(謎は解けた。)そして、マクベスは太
陽について話し始める。(謎は「太陽」という言葉
でも解くことができるということを示唆している。)
• I (be)’gin to be aweary of the sun(太陽に疲
れは始めている。)
34. The last prophecy shows that only Banquo’s descendants
become kings, not Macbeth’s
• Macbeth. I will be satisfied: deny me this,
And an eternal curse fall on you! Let me know.
Why sinks that cauldron? and what noise is this? 1675
• [Hautboys]
• First Witch. Show!
• Second Witch. Show!
• Third Witch. Show!
• All. Show his eyes, and grieve his heart;
Come like shadows, so depart!
[A show of Eight Kings, the last with a glass in]
his hand; GHOST OF BANQUO following]
• Macbeth. Thou art too like the spirit of Banquo: down!
Thy crown does sear mine eye-balls. And thy hair,
• Thou other gold-bound brow, is like the first.
A third is like the former. Filthy hags!
Why do you show me this? A fourth! Start, eyes!
What, will the line stretch out to the crack of doom?
Another yet! A seventh! I'll see no more:
And yet the eighth appears, who bears a glass
Which shows me many more; and some I see
That two-fold balls and treble scepters carry:
Horrible sight! Now, I see, 'tis true;
For the blood-bolter'd Banquo smiles upon me,
And points at them for his.
[Apparitions vanish]
What, is this so?
35. [A show of Eight Kings, the last with a glass in]
his hand; GHOST OF BANQUO following]
Macbeth. Thou art too like the spirit of Banquo: down!
Thy crown does sear mine eye-balls. And thy hair,
Thou other gold-bound brow, is like the first.
WHO is BANQUO??
The “gold-bound brow” is the clue: not just kings, but the sun.
(Ways of life organized around the sun.)
The future “rulers” of the world are those who live with the sun.
Macbeth (modern man) colonized (植民地化します) and took the
land of the aboriginal (先住民) people.
But when the coal is gone, then the sun will still remain.
Colonization (植民地化) was/is related to economic growth (経済
成長)and coal.
Shakespeare stands with the oppressed in opposing colonialism
and the forced imposition of market economies and capitalism.
Macbeth is an oppressor, yet partly he doesn’t like this role.
Macbeth himself is shown to also be (somewhat) oppressed (by
fossil fuels and by a culture that values them.)
36. • Man lives with the sun----Man lives with fossil
fuels----Man lives with the sun
• (But this process could take thousands of years)
• “Fossil fuel Man” is Macbeth….his pattern is a
sharp rise and a sharp fall. Macbeth doesn’t like
to hear the prophecy that Banquo’s descendants
will rule (that is, it is a coded prophecy that fossil-
fuel-run economies won’t last.)
37. The Sun in Macbeth
• The SUN is very very important in
Macbeth!!!
• “..ere set of sun”
• “Oh never shall sun that morrow see!”
(Lady Macbeth says it to mean “never”
will King Duncan leave, since she and
Macbeth plan to kill him)
• “I ‘gin to be aweary of the sun”
43. Lady Macbeth (“bad voice”) convinces Macbeth (“good
voice”) to kill King Duncan
• https://www.youtube.com/watch?v=S0_DYc8
q7Oc
• https://www.youtube.com/watch?v=5JLdA7Q
ECiw
44. In all the 3 tragic cases, the “bad” voice is a voice for
coal and the “good” voice is a voice for the sun
• In all the 3 tragedies, the voice for coal
wins (Iago in Othello, Goneril and Regan in
King Lear and Lady Macbeth in Macbeth)
• Coal is very convenient, people can just dig
it up and don’t need to wait for summer
sunshine.
• But coal brings pollution (environmental
crisis) and coal gets used up, causing later
economic crisis.
46. Juliet was the sun, Bottom-the-Weaver was
another sun figure and now King Duncan is the
sun
• A sun figure gets associated with the sun in
terms of descriptive imagery
• “All that impedes thee from the golden
round”: (Lady Macbeth wants Macbeth to
have it, but Duncan has it at that time,
“golden round” is like the sun as well as a
royal crown)
• “Here lay Duncan,
His silver skin laced with his golden blood;
And his gash'd stabs look'd like a breach in
nature “ (sun-like image)
48. Macbeth depicts
• Ambition as Elizabethan people (and later, others) raced to
compete and stop using the sun as they used coal
• The crisis (it could last centuries) as the sun’s energy
returns to importance as the fossil fuels are slowly used up.
• Macbeth makes this historical era look so dramatic, but
Shakespeare’s comedies such as A Midsummer Night’s
Dream made it look more peaceful and easy.
• Shakespeare was an artist and an artist needs inspiration
to succeed…
• The energy and beauty of the sun simply inspired him.
• It is ART, not science, so this information is pretty vague as
far as timing goes.
51. The energy of the sun is “nature”
for us
• Fossil fuels (produced by fossils of plants grown
with the sun’s energy) are also part of “nature”
• Macbeth uses the word “nature” 25 times!!
King Lear 35, Othello 24
• If art can be attached to nature, it can share in
the organic success of nature…
• ….this is also the principle of “wa”(和)---
harmony with nature….(the human mouth
unified with the plant (nature))…Shakespeare
didn’t know the kanji “和” of course, but he
understood the principal that nature is a huge
cosmos and we are just one small part of it.
53. So the sun is many things for
Shakespeare
• The sun is first an artistic inspiration for
Shakespeare
• Also Shakespeare liked and supported
Giordano Bruno’s heliocentric ideas
• There was a Renaissance cult of the sun as
well (no evidence that Shakespeare
belonged or did not belong to it.)
• So it is good not to focus too much on “fossil
fuels” and to think instead of the beauty of
the sun when you read Shakespeare….
55. Shakespeare was born in 1564
• It’s almost 500 years ago.
• He can’t be called an expert on science
and energy.
• We can’t use his ideas to predict the
future of energy.
• He was simply inspired by the sun’s
energy.
• Above all, he was an artist. He was not a
scientist!
57. Nevertheless, if you google “end of fossil fuels”
you will get many results (I’m sure you know
about it already)
• “Fossil Fuels Just Lost the Race Against
Renewables “---Bloomberg, April 2015
• “Fossil-fuel phase-out”—from Wikipedia,
the free encyclopedia
• “Paris 2015: The Beginning of the End
for Fossil Fuels?”—Global Wind Energy
Council
• Etc...(It seems to be decades away, not
right away…)
58. “G7: End of fossil fuel era?”
By Roger Harrabin BBC environment analyst
June 9, 2015
59. Coal-related imagery for Lady Macbeth
(thick, smoke, gall=stinking, dark)
Lady Macbeth: The raven himself is hoarse
That croaks the fatal entrance of Duncan
Under my battlements. Come, you spirits
That tend on mortal thoughts, unsex me here,
And fill me from the crown to the toe top-full
Of direst cruelty! make thick my blood;
Stop up the access and passage to remorse,
That no compunctious visitings of nature
Shake my fell purpose, nor keep peace between
The effect and it! Come to my woman's breasts,
And take my milk for gall, you murdering ministers,
Wherever in your sightless substances
You wait on nature's mischief! Come, thick night,
And pall thee in the dunnest smoke of hell,
That my keen knife see not the wound it makes,
Nor heaven peep through the blanket of the dark,
To cry 'Hold, hold!' (I.v.37-54)
60. The most noticeable sun vs. coal-related imagery occurs right after Duncan’s murder
Act II. Scene iv. Lines 1-9
Enter Ross with Old Man
Old Man: Threescore and ten I can remember well:
Within the volume of which time I have seen
Hours dreadful and things strange; but this sore night
Hath trifled former knowings.
“I have lived a long time but this night was the worst I’ve ever seen”の意味
Ross: Ah, good father,
Thou seest, the heavens, as troubled with man's act,
Threaten his bloody stage: by the clock, 'tis day,
And yet dark night strangles the travelling lamp:
Is't night's predominance, or the day's shame,
That darkness does the face of earth entomb,
When living light should kiss it? …
万象を照らす光が地の面に接吻する時になっても、暗闇が地の面を覆っている。
61. Other academics are also talking
about the crisis of capitalism:
The human prospect in the twenty-first century is not an altogether happy one.
From the outset, our future can be specified at two levels of abstraction. The first
is humanity-in-nature. Human engagement with the rest of nature has, over the
past decade, reached the point “where abrupt global environmental change can
no longer be excluded.” The second is capitalism-in-nature. The unfolding crisis
of neoliberal capitalism—now in between the signal crisis of 2008 and the unpredictable
but inevitable onset of terminal crisis—suggests we may be seeing
something very different from the familiar pattern. That pattern is one in which
new technologies and new organizations of power and production emerged
after great systemic crises, and resolved the older crises by putting nature to
work in powerful new ways. The neoliberal revolution after the 1970s is only the
most recent example. Today, however, it is increasingly difficult to get nature—
including human nature—to yield its “free gifts” on the cheap. This indicates we
may be experiencing not merely a transition from one phase of capitalism to
another, but something more epochal: the breakdown of the strategies and relations
that have sustained capital accumulation over the past five centuries.
Jason W. Moore, “History as If Nature matters: Introduction to Capitalism in the Web of Life” (Verso,
2015)