Jacobean Revenge Tragedy Lesson 1 LO In this

Jacobean Revenge Tragedy Lesson 1 LO: In this lesson you will: ü learn about some of the key contexts of Jacobean drama ü take further your understanding of how contextual information affects reading and interpretation

Feedback Why was revenge such a popular theme in the Elizabethan and Jacobean dramas? What were the popular crimes and ethical arguments played out? Other than revenge, what other themes were popularly explored? What is the relevance of Plautus and Seneca?

Revenge – good or bad? An eye for an eye In your own words, explain the meaning of these sayings and their differences. Turn the other cheek Discuss your views of revenge

The Origins of Tragedy Has its origins in Greece. Greek Philosopher Aristotle’s (384 -322 BC) assumptions about the nature of tragedy inspired Shakespeare, Webster and Middleton. He outlined his ideas about tragedy in The Poetics. His theories provided a model for Renaissance thinking about tragedy. The Renaissance period is described as ‘neoclassical’ because it revived these classical ideas.

One swallow does not make a summer. Young people are in a condition like permanent intoxication, because youth is sweet and they are growing. It is the nature of desire not to be satisfied, and most men live only for the gratification of it. Aristotle Discuss what each of these means, explain them in your own words We are what we repeatedly do. It is possible to fail in many ways. . . while to succeed is possible only in one way. Evil draws men together.

Aristotle on tragedy From the start, there are clues that all will not be well, and the atmosphere is one of doom from the beginning of scene 1. The hero starts at a high position of happiness, prosperity and success. The hero, due to some tragic flaw (e. g. hubris = too much pride) in his nature, makes a serious error in judgement - hamartia, which leads to a reversal of fortune – peripeteia leading to a fall in status and a moment of extreme suffering (pathos). This results in anagnorisis, where the hero begins to understand to realise his mistakes. There is a cleansing of the old order, and the hero dies and another prepares to take over. Through the hero’s suffering and death, the audience experiences catharsis– a kind of purification. All of this happens within a short time span, of around twenty four hours.

What is Jacobean Tragedy? Written during the reign of King James I (1603 -1625). Jacobus is Latin for James. Jacobean tragedy is sometimes called ‘revenge tragedy’ or ‘the theatre of blood’. Identifies a genre: plays which share certain distinctive features. Independent learning task: • Create a time line which shows: • Death and reign of Queen • Elizabeth 1 • Publication of Hamlet • Death and reign of King James Publication of The Duchess of Malfi. The births and deaths of Marlowe, Shakespeare, Webster, Middleton and John Ford.

The features of Jacobean Tragedy Revenge- various quests for vengeance leading to violent deaths. Different attitudes to revenge are explored. Disguise and counter plots are common. Brutal and wicked behaviour – murder, treachery, cruelty, sexual lust, desire for power. Appetites which lead to destruction. Atmosphere of moral decay. The corrupt society of Renaissance Italy and Spain - usually set in a decadent and vice-ridden foreign court, full of self seekers and Machiavellian political intrigue. Popular prejudice of such foreign places. Religious and moral hypocrisy –Priests and religious leaders insincere and deceitful. Usually anti-Catholic (Jacobean England was Protestant). The malcontent – a troubled individual who comments critically on society and other characters. Often a revengeful plotter, agent of retribution. Based on John Marston’s play ‘The Malcontent’ and the character Malvole = ‘ill wisher’. Women – confident and sensual, seeking to control their own lives in a male-dominated world. Language – sardonic, sombre tone, intense, vibrant language. Vivid imagery of corruption, sexual passion, disease, decay and death.

Critical terminology Jacobean Renaissance Malcontent Machiavellian Revenge tragedy Anagnorisis Peripeteia Hubris Harmatia Catharsis Pathos Independent learning Task: Create a key of critical terms with their definition. To meet AO 1 you must use these terms critically and accurately.

Homework Study the booklet you have been given ‘What a piece of work is man’. Make notes on the following contexts: Plot and genre Elizabethan character and personality types The Renaissance Contemporary performance Language Add critical terms to your key. Familiarise yourself with the language of the extract from Hamlet ready for a class reading.

On-going learning task As we read, it is worth noting to what extent TDOM meets the generic conventions of Aristotelian and Jacobean tragedy. Complete the tables for each as we read and note any breaks with these conventions in the text.