Hamlet - Useful Links
http://shakespearean.org.uk/elizthea1.htm
http://shakespeare.palomar.edu/
http://havlicek.weebly.com/hamlet.html
http://jonesclassesonline.weebly.com/uploads/2/7/3/4/2734694/hamlet_study_guide.pdf
http://www.vcehelp.com.au/to-be-or-not-to-be-hamlet-analysis-1097/
http://www.pathguy.com/hamlet.htm
http://www.tk421.net/hamlet/hamlet.html
http://hamletnow.wikispaces.com
http://www.youtube.com/watch?v=j-S0M1PkNcQ
http://www.youtube.com/watch?v=y2QafsBxCVI&feature=related
http://www.youtube.com/watch?v=-w6KpD7TgoU&feature=related
http://www.youtube.com/watch?v=vxO2UJRryjw
Varied Interpretations of Hamlet's character
- “Hamlet’s nature is philosophical, reflective, prone to questioning and therefore aware of the larger moral implications of any act” – Mary Slater
- “Hamlet’s self questionings are mere pretexts to hide his lack of resolve” – William Alice
- “Hamlet is full of weakness and melancholy” – William Hazlitt
- “Hamlet is a man of painful sensitivity” – F. Richmon
- "Hamlet continually resolves to do but does nothing but resolve" – S.T Coleridge
- “He lives entirely for himself; he is an egotist” – I. Turgenev
- “He is a success, for he gets his man, and a failure, for he leaves eight bodies, including his own, where there was meant to be one” – B. Nightingale
Podcasts on 'Hamlet'
http://sccenglish.podbean.com/2011/05/08/hamlet-revision-podcast-3-the-first-scene/
http://sccenglish.podbean.com/2011/04/04/4-characters-in-hamlet/
http://sccenglish.podbean.com/2011/03/12/6-characters-in-hamlet/
http://www.sccenglish.ie/2011/05/hamlet-revision-podcast-4-first.html
http://www.sccenglish.ie/2011/05/hamlet-revision-podcast-4-first.html
http://leavingcertenglish.net/2011/05/19/hamlet-revenge-podcasts/
http://sccenglish.podbean.com/2011/05/08/hamlet-revision-podcast-3-the-first-scene/
http://sccenglish.podbean.com/2011/04/04/4-characters-in-hamlet/
http://sccenglish.podbean.com/2011/03/12/6-characters-in-hamlet/
http://www.sccenglish.ie/2011/05/hamlet-revision-podcast-4-first.html
http://www.sccenglish.ie/2011/05/hamlet-revision-podcast-4-first.html
http://leavingcertenglish.net/2011/05/19/hamlet-revenge-podcasts/
hamlet_-plot_overview.doc | |
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characteristics_of_a_shakespearean_tragedy.doc | |
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conflict_and_structure_in_hamlet.docx | |
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features_of_a_module_b_response_final.doc | |
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Question Evaluation
Key terms have been underlined. Evaluate the focus and response requirements of the following questions. What patterns, if any, can be found? Compare recent questions to earlier ones and evaluate any shift in focus or requirements. What conclusions can be reached for what you need to be prepared for? What might this year’s question be?
2011: FORTINBRAS
Let four captains Bear Hamlet like a soldier to the stage,
For he was likely, had he been put on,
To have proved most royal; and for his passage,
The soldier’s music and the rite of war Speak loudly for him.
Take up the bodies. Such a sight as this
Becomes the field, but here shows much amiss.
Go bid the soldiers shoot.
Exeunt marching, after the which a peal of ordnance are shot
off.
From Hamlet, William Shakespeare
William Shakespeare and Philip Edwards, Hamlet,
Prince of Denmark, 2nd Edition, 2003.
Reproduced with permission of Cambridge University Press.
In the context of your critical study, to what extent does your response to the closing scenes of Hamlet inform your judgement of this play as a whole?
In your response, make detailed reference to Hamlet.
2010: ‘Shakespeare’s Hamlet continues to engage audiences through its dramatic treatment of struggle and disillusionment.’In light of your critical study, does this statement resonate with your own interpretation of Hamlet?
2009: Through its portrayal of human experience, Shakespeare’s Hamletreinforces the significance of loyalty.To what extent does your interpretation of Hamlet support this view?
2008: In your view, how have dramatic techniques been used to reveal memorable ideas in Shakespeare’s Hamlet? Support your view with detailed reference to the text.
2007: Ultimately, in this Shakespearean drama, it is the representation of intense human relationships that captivates audiences. Explore the representation of at least ONE intense human relationship in Hamlet, evaluating its significance in the play as a whole.
2006:To what extent has your personal response to Hamlet been shaped by the enduring power of Shakespeare’s characterisation of Hamlet? Support your evaluation with a close analysis of TWO key extracts from Hamlet.
2005: Your class has been exploring the question, ‘What will continue to make Hamlet worthy of critical study?’ Your personal response has been challenged by another student. Defend your response through a critical evaluation of Hamlet, analysing the construction, content and language of the text.
2004: ‘Interpretations of texts can shift and change with time and place.’Considering your time and place, reflect on the ways in which context has shaped your critical interpretation of the prescribed text.In your response, refer to TWO extracts from your prescribed text.
2003: Compose an argument for or against the topic: ‘That every text has its use-by date.’Consider your prescribed text’s ideas, language and form, and its reception in different contexts.
2002: Two people who value your prescribed text in different ways and for different reasons are having a conversation.Compose their conversation which should include consideration of the structure, staging, language and ideas of the text.
Key terms have been underlined. Evaluate the focus and response requirements of the following questions. What patterns, if any, can be found? Compare recent questions to earlier ones and evaluate any shift in focus or requirements. What conclusions can be reached for what you need to be prepared for? What might this year’s question be?
2011: FORTINBRAS
Let four captains Bear Hamlet like a soldier to the stage,
For he was likely, had he been put on,
To have proved most royal; and for his passage,
The soldier’s music and the rite of war Speak loudly for him.
Take up the bodies. Such a sight as this
Becomes the field, but here shows much amiss.
Go bid the soldiers shoot.
Exeunt marching, after the which a peal of ordnance are shot
off.
From Hamlet, William Shakespeare
William Shakespeare and Philip Edwards, Hamlet,
Prince of Denmark, 2nd Edition, 2003.
Reproduced with permission of Cambridge University Press.
In the context of your critical study, to what extent does your response to the closing scenes of Hamlet inform your judgement of this play as a whole?
In your response, make detailed reference to Hamlet.
2010: ‘Shakespeare’s Hamlet continues to engage audiences through its dramatic treatment of struggle and disillusionment.’In light of your critical study, does this statement resonate with your own interpretation of Hamlet?
2009: Through its portrayal of human experience, Shakespeare’s Hamletreinforces the significance of loyalty.To what extent does your interpretation of Hamlet support this view?
2008: In your view, how have dramatic techniques been used to reveal memorable ideas in Shakespeare’s Hamlet? Support your view with detailed reference to the text.
2007: Ultimately, in this Shakespearean drama, it is the representation of intense human relationships that captivates audiences. Explore the representation of at least ONE intense human relationship in Hamlet, evaluating its significance in the play as a whole.
2006:To what extent has your personal response to Hamlet been shaped by the enduring power of Shakespeare’s characterisation of Hamlet? Support your evaluation with a close analysis of TWO key extracts from Hamlet.
2005: Your class has been exploring the question, ‘What will continue to make Hamlet worthy of critical study?’ Your personal response has been challenged by another student. Defend your response through a critical evaluation of Hamlet, analysing the construction, content and language of the text.
2004: ‘Interpretations of texts can shift and change with time and place.’Considering your time and place, reflect on the ways in which context has shaped your critical interpretation of the prescribed text.In your response, refer to TWO extracts from your prescribed text.
2003: Compose an argument for or against the topic: ‘That every text has its use-by date.’Consider your prescribed text’s ideas, language and form, and its reception in different contexts.
2002: Two people who value your prescribed text in different ways and for different reasons are having a conversation.Compose their conversation which should include consideration of the structure, staging, language and ideas of the text.