Good morning,
Due to classes cancellation Wednesday, I decided that the best blog topic for this week could be on the rehearsal Monday as well as my interest in King Lear.
As far as Romeo and Juliet are concerned, I am very interested to see how the performance on Movember 20th pans out. We are performing an abridged version containing many, many lines. I am a bit nervous about the line memorization in this short time, however, it seems like are group is coming together quite well. Our Genesian helpers gave great pointers and seem to be very willing to help. This whole process has been rather stressful and I can only imagine what will occur in the next few weeks.
On to next class period. I have never read or seen a performance of King Lear. It has been argued that King Lear is one of Shakespeare's greatest works. It is referenced in other Shakespearian films including Shakespeare in Love and should be quite a challenge in class. I am definitely looking forward to beginning this tragedy. With that said, I am very interested, yet nervous to watch Ran. A Japanese redition of Shakespeare, it is based on a few different Japanese legends as well as Shakespeare's King Lear.
Wikapedia.com states that "according to Stephen Prince, Ran is 'a relentless chronicle of base lust for power, betrayal of the father by his sons, and pervasive wars and murders that destroy all the main characters'. " This plot lines sound utterly intriguing and mildly entertaining. I am excited to enter class on Monday and see everyones reaction to this film.
Thursday, October 30, 2008
Thursday, October 23, 2008
Othello: Film vs. Play and our individual analyses 10/23/08
Good morning,
No class on Wednesday has left me with a few loose ends with Othello. I feel that the physical characteristics of the actors in Parker's film is very similar to my original vision for the characters. However, their acting choices are a bit less accurate. When watching the film, specifically in the beginning, it seems as though Barbantio is fearful of his daughter and her unorthodox actions whereas, I imagined him to be a bit more angry as I read Shakespeare's script. Another example of an odd acting choice is that within the film, after Othello and Desdemona wed, Othello seems more happy and in love that I imagined from reading the text. With that said, I do believe that all of these acting choices are a matter of stage direction done by the Director.
Finishing the play, I will be interested to compare the film version to Shakespeare's written word. Each contain their own interpretation and it is our job as the viewer / reader to analyze their interpretations. With that said, I do not feel our class will come to one, agreed consensus on what Shakespeare may have wanted. As Carmen has mentioned, Shakespeare is dead. It is our jobs as readers to take past experience and analyze accordingly. As we experienced with Romeo and Juliet, Titus, and Hamlet, we as a class all see a different form of these tragedies. This is what makes Shakespeare great.
No class on Wednesday has left me with a few loose ends with Othello. I feel that the physical characteristics of the actors in Parker's film is very similar to my original vision for the characters. However, their acting choices are a bit less accurate. When watching the film, specifically in the beginning, it seems as though Barbantio is fearful of his daughter and her unorthodox actions whereas, I imagined him to be a bit more angry as I read Shakespeare's script. Another example of an odd acting choice is that within the film, after Othello and Desdemona wed, Othello seems more happy and in love that I imagined from reading the text. With that said, I do believe that all of these acting choices are a matter of stage direction done by the Director.
Finishing the play, I will be interested to compare the film version to Shakespeare's written word. Each contain their own interpretation and it is our job as the viewer / reader to analyze their interpretations. With that said, I do not feel our class will come to one, agreed consensus on what Shakespeare may have wanted. As Carmen has mentioned, Shakespeare is dead. It is our jobs as readers to take past experience and analyze accordingly. As we experienced with Romeo and Juliet, Titus, and Hamlet, we as a class all see a different form of these tragedies. This is what makes Shakespeare great.
Wednesday, October 15, 2008
Othello in class October 15, 2008
Good afternoon,
Today's class was rather interesting. I always knew that Othello would produce controversial conversations of race, gender, and power, however, I never anticipated that current politics would become one of today's main topics! Because of the heated debate about Iago, Othello and their hatred, I thought that it would be most appropriate to continue to discuss my thoughts on how Shakespeare may have wanted this piece to be interpreted.
Although Shakespeare is indeed dead and has been for many years, I feel that it is our duty as students and readers of Shakespeare's masterpieces to give our own personal interpretations of his works and compare. From what I have read in this class and previous classes as well as viewed and played in a production of Othello, I can honestly say that Shakespeare wrote this tragedy to illustrate his utter disgust with his current world, whether politics and / or the public itself. He seemed to want to show how one small inkling of hatred can start of war.
In relation to the subject of racism, I am not sure how much racism occurred in Shakespeare's time, however, generally speaking, Shakespeare's time had many different categories of class. This could be our modern day battle with race. Shakespeare adds many different forms of discriminatory language that helps to support his disgust with his world as well as deepening the plot of his tragedy. I do not believe that his wording and racial innuendo is out of line nor inappropriate, but rather appropriate for this play. As pointed out in class, ALL OF SHAKESPEARE'S PLAYS ARE OVER THE TOP. The language and extreme acts of hatred towards Othello and other characters is no more inappropriate than Romeo and Juliet killing themselves because the could not be together, Titus killing his offspring because they were "out of line", or even Aaron's personal goal in life to be evil.
I am very interested to complete the Parker film and compare it to our modern day Othello, "O". I have been searching for a good intertextual connection from the cinematic world and I think Josh Hartnett and Julie Stiles will help us all understand Shakespeare and his work better.
Today's class was rather interesting. I always knew that Othello would produce controversial conversations of race, gender, and power, however, I never anticipated that current politics would become one of today's main topics! Because of the heated debate about Iago, Othello and their hatred, I thought that it would be most appropriate to continue to discuss my thoughts on how Shakespeare may have wanted this piece to be interpreted.
Although Shakespeare is indeed dead and has been for many years, I feel that it is our duty as students and readers of Shakespeare's masterpieces to give our own personal interpretations of his works and compare. From what I have read in this class and previous classes as well as viewed and played in a production of Othello, I can honestly say that Shakespeare wrote this tragedy to illustrate his utter disgust with his current world, whether politics and / or the public itself. He seemed to want to show how one small inkling of hatred can start of war.
In relation to the subject of racism, I am not sure how much racism occurred in Shakespeare's time, however, generally speaking, Shakespeare's time had many different categories of class. This could be our modern day battle with race. Shakespeare adds many different forms of discriminatory language that helps to support his disgust with his world as well as deepening the plot of his tragedy. I do not believe that his wording and racial innuendo is out of line nor inappropriate, but rather appropriate for this play. As pointed out in class, ALL OF SHAKESPEARE'S PLAYS ARE OVER THE TOP. The language and extreme acts of hatred towards Othello and other characters is no more inappropriate than Romeo and Juliet killing themselves because the could not be together, Titus killing his offspring because they were "out of line", or even Aaron's personal goal in life to be evil.
I am very interested to complete the Parker film and compare it to our modern day Othello, "O". I have been searching for a good intertextual connection from the cinematic world and I think Josh Hartnett and Julie Stiles will help us all understand Shakespeare and his work better.
Monday, October 13, 2008
Shakespeare Blog Reflection Paper, posted 10/13/08
The stages of reading development are an interesting aspect of everyday learning. We as students and teachers use these stages to better our analytical minds and our written thoughts such as blogs. With that said, I do not think that we should look at reading development through stages, but rather as benchmarks. Many classmates have noted that these stages are a spectrum. However, I would rather label each stage as a benchmark, using the information from the previous stages to improve upon the current benchmark. After reviewing each of my blogs from the past few weeks, I have noticed a lot of growth. Although I started as a stage one / two, I do believe that I have improved my understanding of the material learned as well as how to verbally profess opinions in an analytical fashion. Due to the improvement in my blogs and my successful completion of benchmarks one and two, I have currently labeled my self as a stage two / three of the reading development levels.
Before this semester began, Shakespearian tragedies we an exciting part of my educational history. With that said, I never truly had the chance to analyze and / or discuss these literary masterpieces to the length and depth that they deserved. As a result, my reading development was between stage one and stage two. I was able to compare and contrast Shakespeare’s works to other literary works, cinema, and other classmates points-of-view; however, I unfortunately was not at a stage where the world was ever considered. My entries contain many different example of “I-centered” material as well as some descriptive language.
One specific entry that describes this stage is my first blog, published in week one of class. Describing John Madden’s film, Shakespeare in Love, I simply give my personal opinion of the film, stating “…I simply loved this movie because it showed who Shakespeare really was, giving us as viewers a chance to see him as a real human being with all the human characteristics of love, imperfection, and utter reality” (Blog Entry #1, 8/27/08). Tying in stage two, I later discuss how as a future English Teacher, a film of this magnitude could be a great teaching tool due to its topics of race, gender, politics, economy, and love, issues that we deal with in everyday life (Blog #1, 8/24/08). Although this could be a blog entry helpful to some, most would find this publication to be rather boring and “text book”. It does not have a lot of emotion, nor does in contain outside sources that could be used as an intertextual connection or a compare / contrast.
As unfortunate it is to admit, I notice that my second week’s blog was very similar to week one. I do not believe that I grew in my stages of reading development. Because we had not read anything yet in class, I based my entire entry on Luhrmann’s classic, Romeo and Juliet. Very similar in descriptive language and “I-centered” comments, I was able to connect this film to my future classroom, but not fully to any other outside sources or to the world. In my week two blog, I was able to take the opportunity to point out my opinions on the acting, stating “there were a few scenes containing "overacting" such as Juliet and Friar's scene after Romeo's banishment or Romeo's intensity before killing Tybalt after Mercutio's stabbing. Their facial expressions of eye popping, blood red faces, and rolling of intense tears along with wailing body motions, and vocal screams, adds a bit too much drama for one scene” (Blog Entry #2, 9/3/08). I decided to state this opinion because in class, I had a conflicting opinion with another student in class, but was unable to give my opinion on this subject because of time-restraint. Interestingly enough, my classmate believed that the acting was perfect and appropriate. Although I deemed it appropriate as well, I felt that it was a bit over the top, but perfect for a 14-16 year old audience.
As the week’s continued, I found myself using my blog as a way to state an opinion that I may have not professed during class time. With more class discussion and reading under my belt, I noticed that my blogs seemed to transition from stage one / stage two to a solid stage two. By week four, I was able to take what we had accomplished in class, as well as the literature read for the particular class and compare. Specifically in week four, we discussed the difference between camp, parody, and pastiche. Commenting on Titus Andronicus as a film and Shakespearian tragedy, “The movie itself is very "camp" as I pointed out in class due to its very serious plot line and quick scene changes. However, after reading Shakespeare's play itself, I found the piece to be rather Pastiche (with thin lines of Parody weaved within)” (Blog Entry #4, 9/17/08). Continuing, I was able to compare the film and literary piece to the band, Journey, and their music video. “Very similar to a Journey music video or even Luhrmann's rendition of Romeo and Juliet, the plot itself is meant to be a tribute / celebration of the work itself. However, in attempt to create a pastiche performance, I believe some of the overacting and scenery / props create a bit of a spoof within the piece” (Blog Entry #4, 9/17/08).
Week four seems to be a great stepping-stone. I am more acquainted with blogging as well as understanding the importance of using outside sources and class discussions to support my theories. This is one of the main aspects of stage two as well as the connecting link to stage three, a stage that I have not reached in my other classes. Students as well as I must learn to use those connecting links between stages to help make are blogs better and more developed. The more details and outside sources presented, the better analysis given.
Continuing reviewing my blogs, I noticed that between week five and week six, my blogs presented more information and detail that was not provided earlier in the semester. As a result, it seems that I have grown in my blogging, improving my writing, analysis, and discussion topics, currently placing my reading development in between stages two and three. I have not yet reached the entire third stage, however, I have shown signs / presented certain aspects of stage three.
One example of my transition is within week five’s blog. I discuss the topic of opinions and how personal experiences and past history can shape a person’s analysis of a play, book, or film. During class, a discussion came up about the character of Aaron in Titus Andronicus. This created a heated discussion on whether he should or should not be sympathized with and why. Because of this lengthy debate, I decided that my blog should reflect the different opinions of my classmates as well as scenes within the story that support or go against those specific comments. “…In the hanging scene, the movie provides a lot more emotion and depth than the literature itself, giving Aaron more dignity and ownership than Shakespeare had originally bestowed upon the character” (Blog #5, 9/24/08). Continuing, I point out how a movie can also change a person’s opinion due to visual stimulation. “…The actors and directors [have] more independence to present their play as the wish” (Blog #5, 9/24/08). It is utterly amazing how a film can change one person’s opinion instantly, while another person is not affected. As a result, I felt a comparison between the two sides was the best course of action when publicizing my blog.
A good blog entry also contains intertexual connections that help to support or reject a specific statement or opinion. This is one of the main branches of stage two / stage three, and a very dominant part of the conclusion to my fifth blog. I discussed my opinions of the movie, Titus Andronicus as well as how it could be portrayed better.
“[Titus Andronicus] is a bit over the top at times (as many Shakespearean movies are) as well as drawn out in a few scenes, specifically the ending…most of these performances are modernized for their audience and as a result, can be a bit pop cultured. Consequently, I wish that there was another rendition of the Titus in film version to compare it to” (Blog #5, 9/24/08). To support my statement, I chose to bring up an intertectual connection of a film our class reviewed earlier in the semester, Romeo and Juliet. “Romeo and Juliet is one of the Shakespeare Tragedies that does have two versions and can provide a good visual comparison” (Blog #5, 9/24/08). Bringing in an outside source helped strengthen my opinionated statement. Without an intertextual connection, I do not believe that a statement as bold as mine would be valid. Support is needed when stating any opinion and as a result, this use of an outside source help improve my reading development t from a solid stage two to a middle stage between stage two and three.
Although I am currently in between stages, my goal is to improve my reading development from a stage two / three to a solid stage three, adding non traditional outside sources such as political, psychological, religious, or even scientific support from the world. Text-World is a difficult stage to master because it forces us as readers to think “outside the box” when analyzing, writing, or studying material of written or visual form. It truly is a different way of thinking that needs to be conditioned into our brains. Neither stage one nor stage two of the reading development levels are instilled in us. As readers, we had to learn and condition ourselves to think in a different way than usual; the third stage is no different. However, we must ease into stage three using baby steps. To conquer these steps, I have come up with a few strategies on how to accomplish and master stage three. My first strategy in mastering stage three is to continue reviewing previous blogs, breaking each blog apart, and rewriting them using the different sources, thinking outside the box. In addition to reviewing my previous blogs, I will also review my classmates’ previous blogs. Depending on what level of reading development each blog is, I can review their material and learn what more I can do to make my blogs better and more credible. The final strategy that I will use to improve my reading development in not only my Shakespeare class, but also all other classes is to simply read more. The more I read and the broader my spectrum of reading material is, the better informed I will be and consequently, the better my blogs will be. In addition, as a future teacher, reading is my number one resource for educating my students. If I do not read, how can I as an English teacher tell my students to read? I must practice what I preach. The more I read, the better teacher I will be.
The stages of reading development are benchmarks to a better student, teacher, and person. Although many classmates feel reading development should not be a stage, but rather a spectrum, I feel that we must master one stage before moving on to the next stage. However, with any benchmark, one must take the information previously learned and use in within the next stages of learning. This is the same for reading development. I have mastered stages one and two, however, I will never master stage three if I do not take the information learned from my previous benchmarks, and use it to better my stage three blogs. If I take a few points from each stage as well as completing the strategies listed above, than stage three will not be as impossible / untouchable as originally thought.
Before this semester began, Shakespearian tragedies we an exciting part of my educational history. With that said, I never truly had the chance to analyze and / or discuss these literary masterpieces to the length and depth that they deserved. As a result, my reading development was between stage one and stage two. I was able to compare and contrast Shakespeare’s works to other literary works, cinema, and other classmates points-of-view; however, I unfortunately was not at a stage where the world was ever considered. My entries contain many different example of “I-centered” material as well as some descriptive language.
One specific entry that describes this stage is my first blog, published in week one of class. Describing John Madden’s film, Shakespeare in Love, I simply give my personal opinion of the film, stating “…I simply loved this movie because it showed who Shakespeare really was, giving us as viewers a chance to see him as a real human being with all the human characteristics of love, imperfection, and utter reality” (Blog Entry #1, 8/27/08). Tying in stage two, I later discuss how as a future English Teacher, a film of this magnitude could be a great teaching tool due to its topics of race, gender, politics, economy, and love, issues that we deal with in everyday life (Blog #1, 8/24/08). Although this could be a blog entry helpful to some, most would find this publication to be rather boring and “text book”. It does not have a lot of emotion, nor does in contain outside sources that could be used as an intertextual connection or a compare / contrast.
As unfortunate it is to admit, I notice that my second week’s blog was very similar to week one. I do not believe that I grew in my stages of reading development. Because we had not read anything yet in class, I based my entire entry on Luhrmann’s classic, Romeo and Juliet. Very similar in descriptive language and “I-centered” comments, I was able to connect this film to my future classroom, but not fully to any other outside sources or to the world. In my week two blog, I was able to take the opportunity to point out my opinions on the acting, stating “there were a few scenes containing "overacting" such as Juliet and Friar's scene after Romeo's banishment or Romeo's intensity before killing Tybalt after Mercutio's stabbing. Their facial expressions of eye popping, blood red faces, and rolling of intense tears along with wailing body motions, and vocal screams, adds a bit too much drama for one scene” (Blog Entry #2, 9/3/08). I decided to state this opinion because in class, I had a conflicting opinion with another student in class, but was unable to give my opinion on this subject because of time-restraint. Interestingly enough, my classmate believed that the acting was perfect and appropriate. Although I deemed it appropriate as well, I felt that it was a bit over the top, but perfect for a 14-16 year old audience.
As the week’s continued, I found myself using my blog as a way to state an opinion that I may have not professed during class time. With more class discussion and reading under my belt, I noticed that my blogs seemed to transition from stage one / stage two to a solid stage two. By week four, I was able to take what we had accomplished in class, as well as the literature read for the particular class and compare. Specifically in week four, we discussed the difference between camp, parody, and pastiche. Commenting on Titus Andronicus as a film and Shakespearian tragedy, “The movie itself is very "camp" as I pointed out in class due to its very serious plot line and quick scene changes. However, after reading Shakespeare's play itself, I found the piece to be rather Pastiche (with thin lines of Parody weaved within)” (Blog Entry #4, 9/17/08). Continuing, I was able to compare the film and literary piece to the band, Journey, and their music video. “Very similar to a Journey music video or even Luhrmann's rendition of Romeo and Juliet, the plot itself is meant to be a tribute / celebration of the work itself. However, in attempt to create a pastiche performance, I believe some of the overacting and scenery / props create a bit of a spoof within the piece” (Blog Entry #4, 9/17/08).
Week four seems to be a great stepping-stone. I am more acquainted with blogging as well as understanding the importance of using outside sources and class discussions to support my theories. This is one of the main aspects of stage two as well as the connecting link to stage three, a stage that I have not reached in my other classes. Students as well as I must learn to use those connecting links between stages to help make are blogs better and more developed. The more details and outside sources presented, the better analysis given.
Continuing reviewing my blogs, I noticed that between week five and week six, my blogs presented more information and detail that was not provided earlier in the semester. As a result, it seems that I have grown in my blogging, improving my writing, analysis, and discussion topics, currently placing my reading development in between stages two and three. I have not yet reached the entire third stage, however, I have shown signs / presented certain aspects of stage three.
One example of my transition is within week five’s blog. I discuss the topic of opinions and how personal experiences and past history can shape a person’s analysis of a play, book, or film. During class, a discussion came up about the character of Aaron in Titus Andronicus. This created a heated discussion on whether he should or should not be sympathized with and why. Because of this lengthy debate, I decided that my blog should reflect the different opinions of my classmates as well as scenes within the story that support or go against those specific comments. “…In the hanging scene, the movie provides a lot more emotion and depth than the literature itself, giving Aaron more dignity and ownership than Shakespeare had originally bestowed upon the character” (Blog #5, 9/24/08). Continuing, I point out how a movie can also change a person’s opinion due to visual stimulation. “…The actors and directors [have] more independence to present their play as the wish” (Blog #5, 9/24/08). It is utterly amazing how a film can change one person’s opinion instantly, while another person is not affected. As a result, I felt a comparison between the two sides was the best course of action when publicizing my blog.
A good blog entry also contains intertexual connections that help to support or reject a specific statement or opinion. This is one of the main branches of stage two / stage three, and a very dominant part of the conclusion to my fifth blog. I discussed my opinions of the movie, Titus Andronicus as well as how it could be portrayed better.
“[Titus Andronicus] is a bit over the top at times (as many Shakespearean movies are) as well as drawn out in a few scenes, specifically the ending…most of these performances are modernized for their audience and as a result, can be a bit pop cultured. Consequently, I wish that there was another rendition of the Titus in film version to compare it to” (Blog #5, 9/24/08). To support my statement, I chose to bring up an intertectual connection of a film our class reviewed earlier in the semester, Romeo and Juliet. “Romeo and Juliet is one of the Shakespeare Tragedies that does have two versions and can provide a good visual comparison” (Blog #5, 9/24/08). Bringing in an outside source helped strengthen my opinionated statement. Without an intertextual connection, I do not believe that a statement as bold as mine would be valid. Support is needed when stating any opinion and as a result, this use of an outside source help improve my reading development t from a solid stage two to a middle stage between stage two and three.
Although I am currently in between stages, my goal is to improve my reading development from a stage two / three to a solid stage three, adding non traditional outside sources such as political, psychological, religious, or even scientific support from the world. Text-World is a difficult stage to master because it forces us as readers to think “outside the box” when analyzing, writing, or studying material of written or visual form. It truly is a different way of thinking that needs to be conditioned into our brains. Neither stage one nor stage two of the reading development levels are instilled in us. As readers, we had to learn and condition ourselves to think in a different way than usual; the third stage is no different. However, we must ease into stage three using baby steps. To conquer these steps, I have come up with a few strategies on how to accomplish and master stage three. My first strategy in mastering stage three is to continue reviewing previous blogs, breaking each blog apart, and rewriting them using the different sources, thinking outside the box. In addition to reviewing my previous blogs, I will also review my classmates’ previous blogs. Depending on what level of reading development each blog is, I can review their material and learn what more I can do to make my blogs better and more credible. The final strategy that I will use to improve my reading development in not only my Shakespeare class, but also all other classes is to simply read more. The more I read and the broader my spectrum of reading material is, the better informed I will be and consequently, the better my blogs will be. In addition, as a future teacher, reading is my number one resource for educating my students. If I do not read, how can I as an English teacher tell my students to read? I must practice what I preach. The more I read, the better teacher I will be.
The stages of reading development are benchmarks to a better student, teacher, and person. Although many classmates feel reading development should not be a stage, but rather a spectrum, I feel that we must master one stage before moving on to the next stage. However, with any benchmark, one must take the information previously learned and use in within the next stages of learning. This is the same for reading development. I have mastered stages one and two, however, I will never master stage three if I do not take the information learned from my previous benchmarks, and use it to better my stage three blogs. If I take a few points from each stage as well as completing the strategies listed above, than stage three will not be as impossible / untouchable as originally thought.
Wednesday, October 1, 2008
My lack of understanding with Hamlet 10/1/08
Good afternoon,
Today in class, I was very interested in the broad comments made by my classmates. I feel as though Hamlet is a bit over my head at the moment. Most of my classmates have studied this literary work before and sadly, I was not given the opportunity. Zeffirelli's Hamlet has helped make sense of some of the confusing scenes by showing me an interesting visual. I am also very interested to complete Acts II and III this evening and will compare Mel Gibson's portrayal of Hamlet to Ethan Hawk's version this weekend. I feel that if I jump right into Hamlet, studying and researching it from all angles, than I may get a better interpretation / understanding of Shakespeare's masterpiece.
Referring back to class today, I noticed how every classmate had a different interpretation of Hamlet's insanity. I agree with Alexa that his insanity is solely based on emotion. He is emotion driven and as a result, his educated mind seems to over think most of his actions and thoughts. He reason's with himself causing a schizophrenic type personality, which may be one reason Mel Gibson has chosen to play Hamlet as an overzealous (overacted) male. I cannot wait to finish and research the most famous scene in all of Hamlet, Act 3, "to be or not to be..." I feel that after we all complete Act 3, our class will have more concrete arguments to profess.
Today in class, I was very interested in the broad comments made by my classmates. I feel as though Hamlet is a bit over my head at the moment. Most of my classmates have studied this literary work before and sadly, I was not given the opportunity. Zeffirelli's Hamlet has helped make sense of some of the confusing scenes by showing me an interesting visual. I am also very interested to complete Acts II and III this evening and will compare Mel Gibson's portrayal of Hamlet to Ethan Hawk's version this weekend. I feel that if I jump right into Hamlet, studying and researching it from all angles, than I may get a better interpretation / understanding of Shakespeare's masterpiece.
Referring back to class today, I noticed how every classmate had a different interpretation of Hamlet's insanity. I agree with Alexa that his insanity is solely based on emotion. He is emotion driven and as a result, his educated mind seems to over think most of his actions and thoughts. He reason's with himself causing a schizophrenic type personality, which may be one reason Mel Gibson has chosen to play Hamlet as an overzealous (overacted) male. I cannot wait to finish and research the most famous scene in all of Hamlet, Act 3, "to be or not to be..." I feel that after we all complete Act 3, our class will have more concrete arguments to profess.
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