Annotated Bibliography

Title: Wherefore art thou, bae Romeo?

Thesis:

Because [Shakespeare’s] text is considered as some of the finest English work, changes to the text are widely discouraged. Modernizing the text is recent trend that has been growing as the millennial generation has begun discovering Shakespeare. When changes to the text with the intent of modernizing it occur, they are often critiqued as simplifying timeless classics for the lazy readers of today. However, I argue that 21st century adaptations of Shakespeare that translate the text into modern terms include our changing, growing millennial vocabulary, similar to Shakespeare’s invention and inclusion of many then-new words and phrases.

Delabastita, Dirk. There's a Double Tongue: An Investigation into the Translation of Shakespeare's Wordplay, with Special Reference to Hamlet. Atlanta: Rodopi, 1993. Print.

This book has helped me ground my argument that modernizing Shakespeare’s text with millennial vocabulary isn't as foreign as it sounds. Translating Shakespeare into other languages presents the dilemma— must the text sacrifice its poetic rhythm or pun-based wordplay in order to convey enough of the plot in the new language? Showing that translations of Shakespeare retain their universal appeal and value without retaining the exact language allows me to then argue that the millennial adaptations of Shakespeare’s text are no worse than translations into languages other than the original English.

Halio, Jay L. Romeo and Juliet: A Guide to the Play. Westport, Conn. [u.a.: Greenwood, 1998. Print.

I haven’t read this in its entirety, but I skimmed it in the library and decided this is a useful resource for my discussion of Romeo and Juliet. It discusses the changes between folios and the context for the play.

Hope, Jonathan. Shakespeare And Language : Reason, Eloquence And Artifice In The Renaissance. London: Arden Shakespeare, 2010. eBook Collection (EBSCOhost). Web. 2 Dec. 2015.

This book begins with a chapter discussing the conventions of language in the Renaissance and then follows up with a chapter about Shakespeare using that Renaissance language— gold for my paper! This will help me give context for Shakespeare’s flights of wit.

Hunt, Maurice. "Poetry vs. Plot in The Winter's Tale: Modernity and Morality in M. M. Mahood's Shakespeare's Wordplay." Connotations: A Journal for Critical Debate 6.1 (1996): 8-18. Print.

This article draws from a chapter in the book I skimmed, mentioned a citation below. I appreciated being able to read a condensed version of the argument and an extension of the wordplay discussion in regards to “The Winter’s Tale.” Though that won’t be the play I focus on primarily in my discussion, I will draw on some of the witty bits of information from this article to establish how much Shakespeare played around with English when writing these plays.

Mahood, M. M. "Romeo and Juliet." Shakespeare's Wordplay. 2nd ed. London: Routlege, 1958. 56-73. Print.

This entire book discusses Shakespeare’s innovative wordplay— puns, the creation of new words. I skimmed the beginning, but jumped straight to the Romeo and Juliet chapter because that it the play I’m using as the center of my paper since it’s the one that most people have come in contact with. It’s helping me demonstrate Shakespeare’s unprecedented wordplay (something we’re used to and attribute to him) in the hopes of later making the link that it’s just as radical as adapting his texts to the modern generation. With his wordplay, Shakespeare makes old stories and themes accessible to his generation, of all classes.

Annotated Bibliography: Death and Reconciliation in Shakespearean Tragedy

"Good Night, Sweet Prince": Death and Reconciliation in Shakespearean Tragedy

Although each of the deaths of tragic heroes contribute to the natural bleakness and pessimism of tragedy, they also add an element of hope to the end of the play because they provide an opportunity for reconciliation and redemption for the tragic hero as well as other characters within the play.

Foreman, Walter C., Jr. The Music of the Close: The Final Scenes of Shakespeare's Tragedies. Lexington: The University Press of Kentucky, 1978. Print.

Foreman goes through the final scenes of Shakespearean tragedies to explore the different forms of character deaths and how for most of them, death is both desirable and an art form that they can use to effect society even after they die. He focuses specifically on Hamlet, Othello, Antony and Cleopatra, and King Lear. I'll use this in contrasting the differences between the three plays that I am using and also while talking about characters who use death to achieve their aims.

Hutton, Virgil. "Hamlet's Fear of Death." The University Review 37.1 (1970): 11-19. Rpt. in Twentieth-Century Literary Criticism. Ed. Jennifer Gariepy. Vol. 74. Detroit: Gale, 1998. Literature Criticism Online. Web. 30 Nov. 2015. <http://go.galegroup.com/ps/i.do?id=GALE%7CFIVCVB428478382&v=2.1&u=byuprovo&it=r&p=LCO&sw=w>

Hutton discusses Hamlet's soliloquies and shows how his fear of death changes throughout the play from a very Christian acceptance of death at the beginning of the play, to a more logical fear of death and what follows, and finally to a more mature acceptance of death and its consequences by the end of the play. I will use this to show how Hamlet is able to reconcile and prepare himself for death.

Reid, B. L. "The Last Act and the Action of Hamlet." The Yale Review 54.1 (1964): 59-80. Rpt. in Shakespearean Criticism. Ed. Laurie Lanzen Harris. Vol. 1. Detroit: Gale, 1984. Literature 
Criticism Online. Web. 30 Nov. 2015. <http://go.galegroup.com/ps/i.do?id=GALE%7CGQNKRS610713360&v=2.1&u=byuprovo&it=r&p=LCO&sw=w>

Reid goes through Act V of Hamlet and shows how Hamlet comes to be a hero to his society who sacrifices himself in order to rescue his nation from its diseased state. I'll use this in talking about how Hamlet's death benefits other characters within the play and allows them to have hope.

Ribner, Irving. "Othello and the Pattern of Shakespearean Tragedy." TSE: Tulane Studies in English 5 (1955): 69-82. Rpt. in Shakespearean Criticism. Ed. Mark W. Scott. Vol. 4. Detroit: Gale, 1987. Literature Criticism Online. Web. 30 Nov. 2015. <http://go.galegroup.com/ps/i.do?id=GALE%7CEQXLGB483071877&v=2.1&u=byuprovo&it=r&p=LCO&sw=w>

Ribner discusses how Othello is related to medieval plays by explaining how Othello is essentially a good man who sins, but then repents and is redeemed through his suicide. I'll use this in explaining Othello's reasons for killing himself and how his suicide can be seen as hopeful and redemptive.

Stirling, Brents. "Reputation, Reputation, Reputation!" Unity in Shakespearian Tragedy: The Interplay of Theme and Character, 1956. Rpt. in Shakespearean Criticism. Ed. Mark W. Scott. Vol. 4. Detroit: Gale, 1987. Literature Criticism Online. Web. 30 Nov. 2015. <http://go.galegroup.com/ps/i.do?id=GALE%7CKJKDVO171429994&v=2.1&u=byuprovo&it=r&p=LCO&sw=w>

Stirling discusses the theme of reputation in Othello and how Othello goes from having a normal view of honor and reputation to having an obsession with it and then at the end of the play, returns to having a normal view. I will use this in talking about how Othello commits suicide partially to maintain his honor and reputation.

West, Robert H. "The Christianness of Othello & King Lear." Shakespeare & the Outer Mystery. Robert H. West. University of Kentucky Press, 1968. 127-166. Rpt. in Shakespearean Criticism. Ed. Laurie Lanzen Harris and Mark W. Scott. Vol. 2. Detroit: Gale, 1985. Literature Criticism Online. Web. 30 Nov. 2015. <http://go.galegroup.com/ps/i.do?id=GALE%7CBDEKZV867833121&v=2.1&u=byuprovo&it=r&p=LCO&sw=w&authCount=1>

West argues against critics who point out the pessimism in King Lear by pointing out themes of procreation, morality, love, and hope throughout the play and specifically in the ending. I'll use it in talking about the death of King Lear and how it is hopeful despite the fact that it is unexpected and a reaction to the death of Cordelia.

Annotated Bibliography

1. William Rose, Benet. "William Shakespeare." Benét's Reader's Encyclopedia. 3rd ed. New York: Harper & Row, 1987. Print.
library

The entry on Shakespeare explained that many of Shakespeare's plays and poems have been heavily inspired by classical works like Ovid and Seneca. Even though he's viewed as the peak of creativity and hailed as the best English writer, Shakespeare was doing to old works what millennial are doing to his works today-- remixing them, modernizing them.

2. "Twelfth Night." Shakespearean Criticism. Ed. Michelle Lee. 3rd ed. Vol. 34. Farmington Hills: Cengage Gale, 2001. Print.
library

In the introduction of the Twelfth Night volume, Shakespeare's influence by classical works is further established. He's always touted as a man of original content, but draws so much inspiration and plot points from others' works! I also learned that Twelfth Night is a good play to look at if I'm studying millennial application of gender issues in Shakespeare.

3. Bowers, Fresno. "William Shakespeare." Dictionary of Literary Biography: Elizabethan Dramatists. Vol. 62. Detroit: Gale Research, 1987. Print.

library
The Shakespeare entry helped me situate where Twelfth Night (and several other works) fall in the timeline of Shakespeare's career. It also has provided a bit of context for the creation of each play, especially listing the source material from which Shakespeare drew. This will be helpful as I frame my paper with the idea that Shakespeare himself approves of adapting to fit one's era.

4. Shakespeare-online.com, especially Mabillard, Amanda. Why Study Shakespeare? Shakespeare Online. 20 Aug. 2000.
website

The section "Why Study Shakespeare?" in particular helped me pinpoint what exactly about Shakespeare's works have universal appeal enough for them to remain relevant in our modern day. (It also listed some excellent modern adaptations of his works to look into.)

5. "A-Z Guide to Shakespeare: Twelfth Night." Oxford Reference. Web. 3 Nov. 2015.

website

After reading sources that explained that a lot of Shakespeare's works were inspired or loosely based off other works and legends, I was excited to find out what he used for inspiration when working with Twelfth Night. This entry provided background material specifically about this play such as performance notes and timelines-- very useful information!

A Very Tragic Annotated Bibliography

My topic is going to be focused on the deaths in Shakespeare's tragedies, so I looked mostly for sources talking about different elements of Shakespearean tragedy so I could have a good understanding of the genre and how the character deaths fit into it.

1. Boyce, Charles. Shakespeare A to Z: The Essential Reference to His Plays, His Poems, His Life and Times, and More. Ed. David White. New York: Roundtable Press, 1990. Print.

This book has information about characters from all the plays, many people involved with Shakespeare and Shakespearean performances, and the plays themselves, including a synopsis, commentary, sources for the play, and theatrical history. I found it at the BYU library (sorry, I'm the guilty one who checked it out.) Since I'm going to be using multiple plays for my paper, this will be helpful for getting general information for plays that I haven't studied in depth.

2. Bradley, A.C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, Macbeth. London: Penguin Books, 1991. Print.

This book has a series of lectures about the substance and construction of Shakespearean tragedies as well as lectures specifically focusing on Hamlet, Othello, King Lear, and Macbeth. I haven't looked at the play-specific lectures yet, but the general ones have helpful insights about different elements of tragedy and how they are used in individual plays. I also found this one at the BYU library while just looking around in the Shakespeare section.

3. Hammersmith, James P. "Shakespeare and the Tragic Virtue." Southern Humanities Review 24.3 (1990): 245-54. Web. 4 Nov. 2015.

This article, which I found online using a site.edu Google search, is actually a criticism of Bradley's book. It talks about the tragic flaw theory, the idea that all of the tragic heroes of Shakespeare's tragedies fall because of a certain tragic flaw, and says that the idea of a tragic flaw is itself flawed because all of the supposed flaws would be virtues in a different circumstance. I think this article is useful because it gives a more unique view of tragedy and also because I might be talking about tragic flaws in connection with character deaths.

4. Kaiser, Gerhard W. The Substance of Greek and Shakespearean Tragedy. Ed. James Hogg. Salzburg: Universität Salzburg, 1977. Print.

This book explains the basic elements of both Greek and Shakespearean Tragedy and the similarities and differences between the two. This was very helpful for me because a question that I had was whether the character deaths in Shakespeare's tragedy were hearkening back to classical tradition (it turns out they're not) and it also explained the basics of tragedy in a very understandable way. I also found this one at the library.

5. Johnston, Ian. "Dramatic Structure: Comedy and Tragedy." Southern Illinois University Edwardsville. N.p., n.d. Web. 4 Nov. 2015.

This is a lecture about differences in structure between comedies and tragedies. The main claim that it makes is that comic heroes succeed because they are willing to rely on a community, while tragic heroes fail/die because they insist on relying only on their own ideas and solving problems alone. It was a really interesting way to look at it, and helpful to me because of the focus on why tragedies end tragically. I think it could be helpful for people looking at comedies or the way characters interact as well. I also found this from a site.edu Google search.

Annotated Bibliography

Boyce, Charles, and David Allen White. Shakespeare A to Z: The Essential Reference to His Plays, His Poems, His Life and Times, and More. New York: Facts on File, 1990. Print.

I remember we talked a little bit about this in class so I looked it up. It turns out that the Provo library has a copy. This book is great for general information about all of Shakespeare's works as well as plenty of background information on Shakespeare himself. There is also information about different productions of the plays as well as theatrical and literary terms that are related to Shakespeare's plays and poems.

Crystal, David. "Shakespeare's Words." Shakespeare's Words | Home | William Shakespeare. N.p., n.d. Web. 04 Nov. 2015.

Shakespeareswords is a great glossary that is linked on the HBLL web page under the Shakespeare section of subject guides. It has the poems and plays online as well as a generally glossary with a lot of terms and there definitions. There also sections for topics and themes where more information about certain things can be found within the text and a small explanation to go along with it.

Kay, Dennis. William Shakespeare: His Life and times. New York: Twayne, 1995. Gale Virtual Reference Library. Web.

This is an interesting book that goes into detail about Shakespeare, his life, and what culture and society was like during his lifetime. I found it through the HBLL website under Shakespeare in the subject guides. It talks about historical events, Shakespeare's family, his life, his career, and what theater was like. It is a great source for background information.

Shakespeare's Early Plays

ENGL E-124 (14605)

Fall 2015

Joyce Van Dyke PhD, Lecturer in Extension, Harvard University

This is a syllabus that I had found by looking up Shakespeare syllabus on google. On the webpage, is a link to a pdf version of the syllabus. The syllabus itself has information about he course as well as a list of sources that students can look at one of which just so happens to be Shakespeare's words. 

 

"Shakespeare Searched." Shakespeare Searched. N.p., n.d. Web. 04 Nov. 2015.

Shakespeare searched is an online glossary that enables the user to search key words in Shakespeare's works to find anything pertaining to the topic searched within his works. It is a useful took to find examples when needed and to find out which plays will be more relevant to the topic of your research paper. 

Annotated Bibliography

Using some of the outlets that Professor Burton outlined I had a lot of luck finding some really good source material.

1. Langis, Unhae. Coriolanus: "Inordinate Passions and Powers in Personal and Political Governance"
              Comparative Drama, V. 44.1 (2010). p 27.
--> William Shakespeare's play Coriolanus vividly dramatizes a notion of moderation that is faithful to the Aristotelian ethical theory of the mean as a situational virtue, which incorporates both excessive affect and action. The lack of virtuous moderation in Coriolanus himself, Rome's first citizen, mirrors the collective immoderation of the whole polity

2. Dittman, Joo Young. "Tear him to pieces": De-Suturing Masculinity in "Coriolanus".
              Comparative Drama. V. 90.6 (2006). p653-672
--> The construction and deconstruction of the ideology of masculinity in William Shakespeare's play Coriolanus and early modern culture is examined. The process by which masculinity is constructed as an ideological fiction in early modern England led to its role in socio-symbolic structures as well as subject formations. 

3.Rich, John. War and Society in the Roman World. London: Rutledge. 1993
       Explores the wider social context of war, focusing on the changing relationship between warfare and the Roman citizen body; from the Republic, when war was at the heart of Roman life, to the Late Empire, and the Roman army's eventual failure.

4. Kuzner. James. Unbuilding the City: Coriolanus and the Birth of Republican Rome.  
            Shakespeare Quarterly, Vol 58.2 (2007) pp. 174-99.
    Unbuilding the City" considers the issue of republicanism in Coriolanus criticism and in early modern studies more generally, with special emphasis on how this issue relates to questions about bounded self-hood, thought to be emerging in early modernity. The essay argues against pro republican readings of the play—and against norms associated with the bounded self—by demonstrating the salience to the play of recent theory, particularly that of Giorgio Agamben and Leo Bersani. And although Coriolanus is not a prorepublican or protoliberal document, it is still a politically viable one; if the play exhibits skepticism about bounded selfhood, it also exhibits investment in forms of self-undoing, especially in the representation of Coriolanus himself.

5. Polka, Brayton. Coriolanus and the Roman World of Contradiction: A Paradoxical World 
            Elsewhere. The European Legacy, Vol 15.2 (2010) pp. 171-94.
   This study argues that Shakespeare's aim in Coriolanus is twofold: (1) to depict the ancient world of Rome as dominated by contradiction; and (2) to signal to us moderns, in the biblical tradition, that we can comprehend or, in other words, interpret the contradictory world of the ancients solely on the basis of a paradoxical world elsewhere, beyond contradiction.

6.  Adelman, Janet. "'Anger's My Meat': Feeding, Dependency, and Aggression in Coriolanus," in  
            Shakespeare: Pattern of Excelling Nature, edited by David Bevington and Jay L. Halio,
            University of Delaware Press, 1978, pp. 108-24.
     Adelman examines the psychology of Coriolanus in Shakespeare's play of the same name, illuminating his desire for masculine self-sufficiency and dependency on his mother.

7. Alvis, John. Coriolanus and Aristotle's Magnanimous Man Reconsidered. Interpretation: A
          Journal of Political Philosophy,  Vol 7.3 (1978) pp. 4-28.
       Argues for Coriolanus' kinship with the classical ideal of the superlatively honorable man developed by Aristotle in Nicomachean Ethics, but concludes that Coriolanus' tragedy resides in his failure to encompass the elusive ideal of the Ethics.

8. Alvarez Faedo, María José."Re-Visions of Volumnia's Motherhood".  Revista alicantina de 
             estudios ingleses. Vol 15 (2002). pp. 23-37.
      Explores the concept of motherhood in Coriolanus from two perspectives: the psychoanalytic and the political.

Finding a Diversified Focus

Here is the start of a lot of necessary research for this monster of a paper.  It seems like a monster now at least.  I am still working on my exact angle but I am much closer than I was a month ago at least!

Carl Jung”. Personality Theories. http://webspace.ship.edu/cgboer/jung.html. 2006.

This is an outline of Jung’s theories, lacking specificity but nevertheless offering a start to deeper research. [Diverse Time of sources, Diverse Types of Sources]

“Personating Persons: Rethinking Shakespearean Disguises”

This article specifically analyzes the use of Disguise in Shakespeare, but in a way closer to what I am curious about, specifically how these disguises define character. [Diverse types of sources, diverse time of sources]

Engler, Barbara. Personality Theories. Wadsworth Cengage Learning. 2009.

My roommate is a psychology major and she showed this textbook to me, part of which is dedicated to Jung and his personality theories. It is one she is currently using for one of her classes.  [Diverse Methods of Finding]

Rand, Frank Prentice. “The Over Garrulous Iago.” Shakespeare Quarterly, Vol. 1, No. 3 pp. 154-161. 1950.

            This article is another personality analysis of Iago and analyzes to a certain degree the way in which Iago interacts with his fellow characters. [Diverse Methods of Finding, Diverse Time of Sources, Diverse Types of Sources]

Stempel, Daniel. “The Silence of Iago.” PMLA, Vol. 84, No. 2 pp.252-263. 1969.

            This essay analyzes Iago specifically and his moral ambivalence and lack of any moral sense.  [Diverse Methods of Finding, Diverse Types of Sources]

Rosenberg, Marvin. The Masks of Othello; the Search for the Identity of Othello, Iago. Berkeley, University of California Press, 1961. Print.

            This is a book focused around the identities of Iago and Othello and their relationship and how it factors into how each character functions in the plot of the play Othello. [Diverse Methods of Finding, Diverse Time Sources]

Carl Jung – Archetypes and Complexes – YouTube.

            This is a video, from YouTube as an excerpt from Psychology Classics looking back at the dynamics of Carl Jung’s psychological theories. [Diverse Time Sources, Diverse Types of Sources]

“Carl Jung – Archetypes.” Concepts of Archetypes at Carl Jung

            An analysis of Jung’s research and book, focused specifically on his research of archetypes. [Diverse Types of Sources, Diverse Time Sources]

Finally! It's here!

http://www.memecenter.com/fun/260108/when-easter-eggs-hatch

Here's my Bibliography. Also, I agree with David: I'm not going to subject you to a huge wall of text, so enjoy this cute little meme. Happy Easter! 

David's Rather Uninteresting Annotated Bibliography.

A puppy learning to roll over.
(incidentally, about a third of my CC searches
return My Little Pony results. Anyone
else have the same problem?)
Via.

This will be another one of those uninteresting wall-of-text posts. So, I'm just gonna drop it all under the break. Here's a puppy to keep things interesting.

Focused Annotated Bibliography

Harold C. Goddard, Meaning of Shakespeare, vol. 2
Scholarly monograph, ebook found through library, a little over fifty years old
As can be inferred from the date on this scholarship, Goddard takes an old school approach to analyzing the blindness in King Lear. Despite the difference in approach though, I think he comes to some good conclusions that should be talked about.

Georgina Kleege, Sight Unseen
Scholarly monograph, found in physical library, between ten and fifty years old
This book has been my go-to source for literary stereotypes of the blind, and it really helped me dive into the field of disability studies. Though Kleege is legally blind, she still watches movie and takes part in visual culture, making her a valuable bridge between two worlds. Her comments are insightful if challenging, sometimes, but her book has been very helpful for reorienting my viewpoint on blindness in literature.

Kenneth Jernigan, "Is Literature Against Us?"
Speech given at National Federation of the Blind meeting (potential stakeholders), between ten and fifty years old
The article that started it all for me. Kenneth Jernigan brings this conversation about blindness in literature to a head when he claims that classic literature, including King Lear, has been doing the blind a disservice by perpetuating harmful stereotypes to mostly sighted readers. Writing that I need to address in my paper.

Sylvia Morris, "Sight and Blindness in Shakespeare"
Academic blog, very recent
Though this is much more of a traditional reading of blindness in literature, one not really informed by disability studies, it provides several interesting links to the history of sight and how it has been valued throughout the past few centuries. This could prove really interesting as a contrast to my research.


Robert B. Pierce,"'I Stumbled When I Saw: Interpreting Gloucester's Blindness in King Lear"
Academic Journal, within past ten years
Pierce takes much the same approach I do to King Lear, trying to work through the way that blindness is used in it. My work will in a way be building off his; he points to the interaction of the blind Gloucester and the mad Lear as a way of breaking away from the traditional presentation of the blind in literature, and his discussions of blind stereotypes are useful. My thesis will hopefully bring his work to a more pointed conclusion.

David Richman, "Smelling Their Way to Dover: A Blind Director's Take on Blind Gloucester"
Found through footnote in Pierce, academic journal, within past ten years
This piece is fascinating and evocative, immediately issuing a challenge to the sighted reader that the fear of blindness is restricted to the sighted. I don't agree with Richman's staging of the cliffs of Dover scene, which he wants to make as darkly humorous as possible in order to highlight the emotions the audience feels about the violent blinding of Gloucester, but I will probably be pushing back against this piece in my own work.

Hannah Thompson, "Andromaque: Audio Description in the Seventeenth Century" (or similar posts from the Blind Spot blog
Academic blog, very recent
Thompson, herself a legally blind woman, writes in this post about a French play that, like King Lear, featured extensive description of the scene, this time because people in the audience couldn't see what was happening on the small stage. It might be interesting to put this play into dialogue with the way this kind of ekphrasis is used in King Lear.

Amy Vidali, "Seeing What We Know: Disability and Theories of Metaphor"
Academic journal, within past ten years
Vidali takes a classic disability studies approach and deconstructs the metaphor we have of "seeing as knowing." She proposes ways that disability studies can deal with these deeply ingrained elements of sighted culture, and since the topic is about seeing and knowledge, this article is very pertinent to the Dover Cliffs scene, where Gloucester is supposedly fooled by the sighted Edgar.

The Bib.

Stepp, Edwin, and Bill Welch."Reality Bites." Vision. 2002 (scholarly article; 10-50 years) Article written in 2002 when reality TV was first emerging. Interesting because the creator of Survivor, Mark Burnett, is quoted in the article as admitting everything on Survivor to be “completely contrived”. At the end of the article, they start to argue towards the negative side of reality TV, and pose the question of how reality TV might become really horrid (possibly even resembling the “gruesome events that occurred in ancient Rome”) in the next 10 years. Being 10 years in the future, I can assure them it’s gotten graphic, but not that graphic.

Annotated Bibliography.

Annotated Bibliography: 

Johnson, Nancy J. "Children's Books: Interacting with the Curriculum." The Reading Teacher , Vol. 55, No. 2 55.2 (n.d.): n. pag. JSTOR. Web. 27 Mar. 2013. 

• Has some great things to say about how to connect text directly with a curriculum. 

Gilbert, Miriam. "Teaching Shakespeare Through Performance." Shakespeare Quarterly 35.5 (1984): 601-08. JSTOR. Web. 27 Mar. 2013. 

• Awesome article. This really hits the nail on the head as far as how performance related activites are beneficial to adolescents understanding Shakespeare's plays. 

"Company History." Propeller Theatre. N.p., n.d. Web. 27 Mar. 2013.

• Gives  insights about their "Pocket" productions of Shakespeare; which are shortened, aimed toward young audiences and are generally successful.

"Teresa Love Biography." David O. McKay School of Education. Brigham Young University, 2012. Web. 27 Mar. 2013.

•  Gives a Bio about Teresa love, a BYU professor and expert in children's theater.

MOST of my information, however, comes from interviews that I've conducted...

Gold Mines: Annotated Bibliography Continued

Below is my second edition of the annotated bibliography.  I'm feeling really great about this metaphor of the oracle in the play for the romantic elements of the play, so I think I'm going to work on more of my rough draft for Friday's blog post. Let me know if you have suggestions for sources!

"Books behind the bed," Creative Commons
from zimpenfish

Diversity Day: New Bibliography

One of the suggestions I got from my first draft was to do more with the connection of Shakespeare legitimizing theater with the the battle to legitimize video games, so in my second round of searching I looked for more sources on that subject. Here's what I found:

"Shakespeare's Life." The Tempest. Folger Shakespeare Library. 2009. (source found within a scholarly edition, 1-5 years). This essay helped by giving a good quote from Robert Greene attacking Shakespeare for daring to write blank-verse theater, say he was "in his own conceit he only Shake-scene in the country."

"Shakespeare's Theater." The Tempest. Folger Shakespeare Library. 2009. (source found within a scholarly edition, 1-5 years) This one talks more specifically about theater at the time, even saying "many civic officials were hostile to the performance of drama and repeatedly petitioned the royal council to abolish it." This reminds me very much of the frequent demands by conservatives today to ban violent video games.

Gurr, Andrew. Playgoing in Shakespeare's London. 3rd ed. Cambridge University Press. 2004. (source found from bibliography of another source, 5-10 years, scholarly monograph.) I found this book through "further reading" list in the back of my Folger edition of The Tempest and it is a treasure trove of information about how people received Shakespeare's theater in his own day and how perception changed over time.

Brown, Ivor. Shakespeare in His Time. Thomas Nelson and Sons Ltd. Edinburgh. 1960. (10-50 years, scholarly monograph.) This book talks a lot about the conditions under which Shakespeare's play were performed in his time, including details about rehearsal, direction, and acting of the day. It has some great stuff about how the acting was probably really bad and not very artful at all. This helps my argument because acting is often bad in video games today, but just like Shakespearean actors have improved, video game actors can/will.

G.B. Harrison, England in Shakespeare's Day. The Folcroft Press, Inc. Folcroft, PA. 1969. (source found by browsing physical library shelves, 10-50 years.) This is the real motherload because it includes primary sources from Shakespeare's time, including "A Moralist's Objection to Plays" from Stephen Gosson and "A Scholar's Objection to Plays" by Sir Philip Sidney himself, as well as "A Defense of Plays" by Thomas Nashe. It even includes a poem by John Marston, "The Playgoer," specifically about going to see Shakespeare's plays.

Kotaku's Review of Bioshock: Infinite. (source comes by way of social network of stakeholders, within days or weeks) This review says the newest Bioshock  will "feel like an operatically violent radio play." A nice connection between games and other art.

Burden, Michael and Sean Gouglas, "The Algorithmic Experience: Portal as Art" Game Studies. 12.2(2012). Web. (article from peer-reviewed journal, source found through a blog post on a blog found on a list of academic blogs on the blog of a guy I found on Twitter because someone else I followed retweeted him and I started following him too *not on Dr. Burton's list, but in the same spirit, definitely*) The intro to this article is my new favorite argument for video games as art, and one I definitely want to use. It discusses algorithms and how they run so many things in our lives, from typical bureaucracy to complicated stock trades, and that video games are also algorithmic representations of physical reality. "Videogames uniquely combine the qualities of game play, world simulation and narrative (Lindley, 2003). As such, videogames provide a fruitful medium for the exploration of what it means to be a human in a world increasingly dominated by algorithms."

Ebert, Roger. "Video Games can never be art." 16 April 2010. Web. (source found by way of social network) I already used this in my rough draft, but it wasn't included in my original annotated bibliography so I might as well put it here. Roger Ebert, the guy that brought you half of the "Two Thumbs Up!" on the back of all your favorite movies from your childhood (assuming you had good taste in movies as a child, I guess), decided to talk about video games. Negatively. Sparked a lot of talk.

Ebert, Roger. "Okay, kids, play on my lawn." 1 July 2010. Web. (found by way of social network) Here, Roger eases back a bit in response to the internet's explosion against his comments, but still holds that games are not art.

Clint Hocking, "On Authorship in Games" www.clicknothing.com. 10 August 2007. Web. (source on an academic blog) I didn't know this before, but Clint did a direct rebuttal to Ebert's argument that video games are not art. In direct rebuttal to Ebert saying no game can hold its own against any great work art, he claims that Grand Theft Auto: San Andreas does more to affect the players worldview and make him/her think about racial tensions than the critically acclaimed movie Crash. In his words: "Taken as wholes, GTA: San Andreas is a more compelling, meaningful and important work of art than Crash." Also makes important points about things like the relationship of designer to player, and the difference between interacting with a story and manipulating the story, as well as the player not ruining the art of the game by playing it in ways not intended by the creators--just like fast-forwarding the "boring parts" of Citizen Kane doesn't ruin the "art" of the movie.

So there you go, some great stuff on Shakespeare's own fight, and some great already-historic weapons wielded by the new generals of our current battle. I just hope I can make something great out of all this.

 

The altruistic scholar, Steve this is for you

Your thesis sounds very interesting an I am interested to see where you can go with it.  I have never read Coriolanus and I am unfamiliar with the story, the twist on the pride angle I find to be pretty interesting.  Watching different adaptations could help your analysis because the difference between the actor's representations may reveal a common thread.

I did find one article about transcendent language in Coriolanus.  I am not sure how helpful any of my research will be for you, but it could be potentially interesting.  Besides the film version of the play from 2011 there was another made in 1984.  Knowing movies from the 80's... its probably fantastic.

This is just a small start in research.  I am not sure it will help at all, but...  Are you taking a psychological approach?  Nature vs. Nurture seems like a good place to be, especially within the scope of the effect the culture has on Coriolanus and his tragedy.  Outside the play, you could do some research into psychology specifically, independent of the play.

Annotating

Social Graph:

• My two oldest sisters – both English BA graduates with great insight and actual interest in literature and connecting it to the world outside of the English major’s mind.
• My mom – a high school English teacher who spends most of her days actually teaching Shakespeare. She’s brilliant and spends a lot of time connecting Shakespeare’s works to the lives of high schoolers.
• Janelle – a friend in my ward who took this class previously and has been really helpful in getting me to narrow my ideas and gives good feedback.
• My roommate Steph – graduate student who helps me keep things intriguing for the non- English nerds. She doesn’t have any experience in Shakespeare so I bounce ideas off her to see if “normal” people would be interested in my ideas.

New Media:

• eNotes: Found a cool article here about Measure for Measure. It’s more a study guide, but it’s not Cliff Notes! - http://www.enotes.com/measure-for-measure
• Helium: never heard of this sight, their motto is “where knowledge rules.” Founda  cool article about moral lessons in novels (figured it could work for plays too) http://www.helium.com/items/1709390-how-de-we-evaluate-the-moral-lessons-in-novels
• Youtube: everything about this is just weird. But holy creativity! They used Barbie dolls! http://www.youtube.com/watch?v=ZYlQy5Xf9bY
• Found this interesting interview by a Director on his take on the play: http://www.youtube.com/watch?v=ZckmTx04vqI

Social Networks:

• I’ve thought of posting my thesis to this group on Goodreads. I think Measure for Measure for be taught more in high schools. I’m realizing how few people of read it ever. It definitely doesn’t get the attention it should: http://www.goodreads.com/group/show/876-high-school-english-teachers
• Or even here: http://www.goodreads.com/group/show/303-shakespeare-fans

Traditional Sources:

• Folger.edu – found a great resource that even includes lesson plans for teaching Measure for Measure. Have been looking in to these and seeing how high school teachers are approaching the play as a resource for teaching morality and mercy.
• Found a great book called The Family Shakespeare that gives  an great article on Measure for Measure - http://www.google.com/books?id=qMgjAAAAMAAJ&printsec=titlepage&source=gbs_summary_r#v=onepage&q&f=false
• Also found this aticle from ABELL interesting. It talks about equity and morality in Measure for Measure which is one of the reasons why I think this play should be read more often and used more often in teaching experiences - http://metalib.lib.byu.edu.erl.lib.byu.edu/V/36PHQSVV2CDRYQBS536Y4D4R3Y4EFHPBA7A7UC3PGQVFVE1IBT-45900?func=meta-3&short-format=002&set_number=002012&set_entry=000008&format=999