Today we studied the famous "mousetrap' play or play within the play. Specifically we analyzed the "Player King's" speech wherein he expounds on the tension between one's will and fate. We applied this speech to Hamlet's internal dilemma -he strives to achieve revenge but is stymied by events thereby raising the issue of free will. We next noted how the Mousetrap play reveals the King's murder of Hamlet's father,thus reversing the reality /illusion pattern as it is the play ,an illusion , that portrays the reality or truth of Hamlet's father's death.
Today we studied the iconic "to be or not be "soliloquy. Joshua prepared a written paraphrase which we used as a foundation for discussion. I discussed the play as the birth of consciousness or the awareness of mortality. Thus, when Hamlet wishes to shed his "mortal coil" we addressed the coil as the restrictions on action created by consciousness . We then explored Hamlet's dilemma in terms of Hamlet's hyper conscious state that engenders fear or hesitation .I discussed how Fortinbras , in contrast to Hamlet, can subsume consciousness to action. Last, we analyzed the famous "get thee to a nunnery " speeches that reflect Hamlet's obsession with his mother's incest.
We analyzed ACT II as the dramatization of "seems" . We previously noted the play's exploration of reality vs illusion,.Today Joshuas discussed examples from Act II such as : Hamlet's feigned madness, Hamlet's explanation of his psychological state to his friends, and last the introduction of the actors or the "players." In this mode, we note Hamlet also is an actor or player in his own life. Joshua wrote out a paraphrase of Hamlet's exposition on Mankind and the world which we noted was perhaps insincere as Hamlet is aware that his friends are reporting his actions and speech to the King and Queen. Last, we placed this conflict in a thematic context as Hamlet intends to trap the King by staging a play depicting the King's treachery. The play within the play ,an illusion , nevertheless reveals a truth .
We studied the character of Polonius and Hamlet's feigned madness during today's session. With respect to Hamlet's madness, we explored the function of this "diversion" given that ,unlike the historical source of the play, in Shakespeare's Hamlet ,the King has assured Hamlet that Hamlet will succeed him. Next, we examined how Shakespeare's language and dialogue. portray Polonius as a pedantic ,prolix, almost humorous advisor to the King. Again, we examined the function of this scene in the overall play given that the play's focus is on Hamlet's seeking revenge for his father's murder. Last, we studied parallel dramatic structure: Polonius spies on his son, Laertes, and Claudias spies on Hamlet.This parallel structure establishes the dramatic use of the foil.
I discussed the literary and historical importance of Shakespeare himself playing the part of the ghost of Hamlet's father in light of the death of Shakespeare's son also named Hamlet .We then examined the psychological journey of Hamlet as he struggles with the dictates of action. At this juncture we focused on Hamlet's speeches wherein he promises his father's ghost swift action and alacrity. Last, we explored why Hamlet is likely the worst candidate to implement a revenge murder.
Today we enjoyed identifying many cliches that derive from Hamlet such as "Frailty thy name is women;" Neither a borrower nor a lender be:" and Shakespeare's version of clothes make the man, We further studied Hamlet's obsession with sexuality given his mother's incestuous marriage to her brother in law and discussed how this sin of incest symbolically represents moral decay and corruption that permeates the state of Denmark and the state of Man.Last, we studied the diction and syntax of Polonius , the prolix advisor to the King.
We studied I(i) during today's session first noting the foreboding mood of a ghost at midnight. After noting the political situation in Denmark, we explored the metaphorical significance of the comment that the foreboding indicates an "eruption of our state." Joshua did well recognizing much more is rotten in Denmark than its politics . It is the moral decay of mankind that haunts and so disturbs Hamlet. We next studied Hamlet's cutting wit via his use of puns as well as the significance of Claudius' apparent befriending of Laertes.
We explored the historical basis for the play by first noting the influence of Thomas Kyd's revenge play , The Spanish Tragedy. I discussed how Hamlet begins within that genre but soon departs into a multidimensional exploration of the conscious mind. We discussed how literary scholars often try to fit Hamlet into a traditional framework of tragedy by describing Hamlet's hesitation as a tragic flaw. We noted how compared to Othello ,Macbeth etc Hamlet's hesitation to murder even as a revenge is not truly a tragic flaw that fits into the definition of hamartia.
For our introductory session on the play ,Hamlet, we first examined Aristotle's traditional framework for tragedy: a noble character, a flaw or hamartia, a reversal of fortune or peripeteia , and last catharsis. We then reviewed the distinction between an aside and a soliloquy as well as the historical basis for the story of Hamlet. Last, we discussed the purpose of a foil . I identified the three foil characters and discussed how the foil characters act as contrasts to the protagonist thus elucidating character.
Today we reviewed and discussed Joshua's two essays, one discussing symbolism in A Doll's House, the other comparing Hester Prynne and Nora. I had already added comments to each essay which we reviewed . In the comparison essay, we noted where to move certain ideas and sentences for clarity and then delved into how Nora and Hester differ in their approach to recreate a more equal society. Regarding the second essay, I emphasized my comments admonishing Joshua to answer the AP essay prompt , to create a thesis that is an interpretation, and to avoid plot summaries.
