Documente Academic
Documente Profesional
Documente Cultură
Artwork by
Scott McKowen
Shakespeare in Love
Based on the screenplay by
Marc Norman & Tom Stoppard
Adapted for the stage by Lee Hall
Music by Paddy Cunneen
Originally produced on the West End by Disney Theatrical Productions and Sonia Friedman Productions,
directed by Declan Donnellan, and designed by Nick Ormerod
The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
In This Guide
– Shakespeare’s London.....................................................................................................4
– Mad-Lib Sonnet...............................................................................................................5
– Follow-up Activities........................................................................................................11
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About
The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
This Guide
One of the principal goals of The Shakespeare Theatre of New Jersey’s education programs is to demystify the classics, take
them “off the shelf,” and re-energize them for students and teachers alike. Toward these goals, this Classroom Activities Guide,
used in conjunction with our Audience Guide, provides educators with tools to both allay their own concerns and to expand
the theatre-going experience for their students beyond the field trip to The Shakespeare Theatre.
The information included in this guide will help you expand your students’ understanding of classic literature in performance,
as well as help you meet many of the New Jersey Common Core Standards. We encourage you to impart as much of the
information included in the Classroom Activities Guide and the Audience Guide to your students as possible. The following are
some suggestions from teachers on how you can best utilize elements of these guides given limited classroom time.
•JUST THE BASICS: Many teachers have found that distributing or reading the Synopsis and Who‘s Who pages from the
Audience Guide has greatly increased students’ understanding and enjoyment of the production. It provides the students
with a general understanding of what they will be seeing and what they can expect. Some teachers simply take the last
five minutes of a class period to do this with very positive results.
•MINI TEAM-RESEARCH PROJECTS: When more class time is available prior to your visit, we recommend incorporating
the background information on the era in which the play is set as well the play itself. One teacher divided her class
into groups and assigned each group research topics based on the divisions found in this guide as well as the Audience
Guide. Using a copy of the corresponding Audience Guide page as a launch pad, the students had one week to research
the topics. The students then presented their information to the class in three- to five-minute oral reports. Including the
questions that evolved from the presentations, the entire project took only one class period.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
The Life
William Shakespeare
William Shakespeare’s work was not considered by his
Shakespeare, educated contemporaries to be exceptional. By
widely recognized 1608, Shakespeare’s involvement with theatre began
as the greatest to dwindle, and he spent more time at his country
English dramatist, home in Stratford. He died in 1616.
was born on April
23, 1564. He Most of Shakespeare’s plays found their first major
was the third of publication in 1623, seven years after Shakespeare’s
eight children death, when two of his fellow actors put the plays
London
Shakespeare’s
London, in the late 16th and early 17th centuries, was an artist or company of actors, providing for their
a bustling urban center filled with a wide variety of financial needs and sheltering them to some degree
people and cultures. Although most life centered from official sanctions. In return, the company would
around making a living or going to church, the main adopt the name of the patron. Shakespeare’s acting
source of diversion for Londoners was the theatre. company was originally named “Lord Chamberlain’s
It was a form of entertainment accessible to people Men” after their patron Henry Carey, the Lord
of all classes; the rich and the poor, the aristocrats Chamberlain. Later, under the patronage of King
and the beggars, all met at the theatre. Though James I, they were known as “The King’s Men,” an
often appeasing the church or the monarchy, unprecedented honor at the time.
theatre at this time did experience a freedom that
was unknown in previous generations. Evidence Despite the flourishing of the arts at this time, London
of this can be found in the numerous bawdy and was sometimes a desolate place. Outbreaks of the
pagan references found in Shakespeare’s plays. This Black Plague (the bubonic plague) frequently erupted,
relative artistic license and freedom of expression killing thousands of citizens. Theatres, shops, and the
made theatre extremely unpopular among certain government all shut down during these times in hopes
members of society, and it was later banned entirely of preventing the spread of the disease. Elizabethans
by the Puritans. Not until the reign of Charles II were unaware that the disease was being spread by
(1660-1685) was the theatre restored to the status it the flea and rat populations, which well outnumbered
held in Shakespeare’s day. the human population of London at that time.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
Sonnet
Mad-Lib
Finding the perfect words to convey the full depth and intent of one’s meaning can be a struggle for anyone. A
skilled wordsmith can bring entire worlds to life or speak volumes about the human experience with the correct
turn of phrase.
As Shakespeare in Love begins, we see Will struggling with writer’s block, working on a sonnet. A sonnet is a 14
line poem consisting of three quatrains followed by a rhyming couplet. Take a moment and fill in the blanks of
one of Shakespeare’s most famous sonnets and see what happens. You’ll have a chance to edit your word choices
in the end.
2. two adjectives
5. an adverb
6. an adjective
8. an adjective
10. noun
14. noun
Insert your word choices into the sonnet on the next page. After reading it through, take a moment to make
any revisions that you think will make your sonnet flow better.
Compare your completed sonnet with William Shakespeare’s Sonnet 18 (“Shall I compare thee to
a summer’s day?”). How does Shakespeare’s choice of words help to conjure up images and
support the theme of the poem? What images do your words conjure up? Is your theme
different than Shakespeare’s? How? Be specific.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
Sonnet
Mad-Lib
of _______________.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
KIT MARLOWE
B. “Where is my play, Shakespeare? I have postered
half of Shoreditch and I haven’t seen a single
NED ALLEYN
page.”
RICHARD BURBAGE
C. “How dare you perform me here in front of the
Queen without my say-so. I am still owed half JOHN WEBSTER
of the commission.”
HENSLOWE
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
4. Henslowe needs Shakespeare’s play to be a success in order to pay back money he owes to ________.
a) Fennyman b) Wessex c) the Queen d) Tilney
5. Shakespeare is upset with Burbage, because Burbage added ___________________ into his play, The
Two Gentlemen of Verona.
a) a song b) a dog c) a jig d) a new character
6. During auditions for Shakespeare’s new play, all but one of the actors enter and perform a speech
written by _____________________.
a) Ben Johnson b) William Shakespeare
c) Christopher Marlowe d) John Fletcher
7. Young Thomas Kent auditions for Shakespeare’s new play and is cast as ________________________.
a) Juliet b) Mercutio c) Romeo d) the Nurse
8. While seeking Thomas Kent to offer him a role in his new play, Shakespeare arrives at the de Lesseps
estate where __________________________.
a) a solemn feast is taking place b) a mysterious meeting is taking place
c) a great party is taking place d) everyone is fast asleep.
CONTINUED >>
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
11. Rehearsals for Shakespeare’s play are shut down by the Lord Chamberlain when it is discovered that
_____________________.
a) the play speaks ill of the Queen and of England
b) there is a woman performing in it — something illegal in England at that time
c) the play was stolen from another theatre
d) there is no dog in the play — something upsetting to the Queen
12. When the play can’t be performed at The Rose (Henslowe’s theatre), ____________________ offers
up a place for the company to perform in ____________________________.
a) Burbage / his theatre, The Curtain b) Shakespeare / his theatre, The Globe
c) Queen / her palace d) Tilney / his residence, The Blackfriars
13. Sam, the boy cast in the role of Juliet, can not go on for the performance because _______________.
a) he has stage fright b) he refuses to play a girl
c) he has caught the plague d) his voice has changed
14. The play is finally performed with ______________ and _______________ in the title roles.
a) Will Shakespeare / Viola de Lesseps b) Richard Burbage / Ned Alleyn
c) Fennyman / John Webster d) Henslowe / Sam
15. When Tilney attempts to close down the theatre and arrest all in attendance after the performance,
who intercedes to stop him?
a) Lord Wessex b) Richard Burbage c) Lord de Lesseps d) Queen Elizabeth
16. What play does Will begin to write at the end of the story as a way to immortalize Viola?
a) Twelfth Night, or What You Will b) Troilus and Cressida
c) The Merry Wives of Windsor d) Cymbeline
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
2. Discuss the class differences in Elizabethan England. How are they depicted in this play? Do you
believe that the play accurately depicts the world? Be specific. How does Viola’s class standing
influence her choices and experience? How would Will be different if he were of Viola’s class?
3. Discuss the role of women and marriage in Elizabethan England. There is a powerful queen of
England, yet Viola is still not independent enough to marry for love. Why does Viola feel she has
no choice but to marry Wessex? What would happen if she went against her father’s choice fro a
spouse?
4. What does Viola wish for most in the world? What obstacles prevent her from achieving her desires?
What freedom does she gain once she has disguised herself as Thomas Kent?
5. Will writes Romeo and Juliet and later performs the role of Romeo. Viola (as Kent) rehearses the role
of Romeo and later performs the role of Juliet. How are the characters (Will and Viola) altered by
performing these roles? What do they learn about themselves, each other, and love through these
roles? How does performing these roles prepare them for the events to come at the end of the play?
2. There is a great deal of music in this production. What role does music play in setting the tone and
mood of the piece? How would the play be different if no music was used?
3. How does this production of Shakespeare in Love compare to what you expected? Be specific.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
Follow Up Activities
CRITIC’S CORNER — Write a review of this production of Shakespeare in Love. Be sure to include specific
information and your own reactions to the acting, the design elements (lights, set, costumes and sound),
and the play itself. Explain what you liked about the production, and what you disliked, and support your
opinions. Submit your review to The Shakespeare Theatre of New Jersey’s Education Department, or see if it
can be published in your school newspaper.
“ALERT THE MEDIA!” — Select a series of events from the play, and “cover” them in the style of a
newspaper reporter or television journalist or an internet blogger: news of Will’s bet with Wessex, an exposé
on the life of a playwright in Elizabethan England, an article covering the rivalry between the London theatres,
a social column announcing the engagement of Viola and Wessex and their upcoming move to Virginia, or a
review of Shakespeare’s new play Romeo and Juliet. Extra credit if you can squeeze in some quotes from the
play.
“I LEARN BY THIS LETTER...” — Write a letter from the point of view of one of the characters,
discussing an event or situation in the play. For example, one could write a letter from Viola to a dear friend
about her upcoming nuptials, or from Fennyman to a school friend about his unexpected appearance in a play
by William Shakespeare, or a letter from Tilney to the Queen discussing the scandalous events at the theatre.
WRITE “_______ IN LOVE” — The play theorizes that Shakespeare’s writer’s block is only cured by
a muse who, through real-life encounters, inspires him to write one of his greatest works. Consider other
famous writers for whom you could write your own play, like “Lucas in Love” about the muse that helped
George Lucas to write the first Star Wars film (Episode IV), or “Tolkien in Love” about the muse that helped
J.R.R. Tolkien to write The Hobbit, or “Rowling in Love” about the muse that helped J.K. Rowling to write the
Harry Potter books. Pick your own favorite writer, playwright, or filmmaker. Imagine specific iconic scenes
from the stories as if they had been inspired by real events. What would those events be? Have fun. Be
specific.
MODERN PARALLELS — Consider any one aspect of the play and find the parallels to our modern world.
It could focus on the class differences between Will and Viola, or Will’s difficulty in writing a new play, or
Tilney’s censorship of the theatre, or Wessex’s marriage of convenience. How are these elements of the play
the same as now, how are they different? Support your ideas with specific passages from the play and from
contemporary news sources and culture.
Viewing a performance at The Shakespeare Theatre of New Jersey and participating in the post-performance discussion can
serve as a powerful springboard for discussion, writing, and other outlets for higher-order thinking. On this page, you will find
suggestions for ways to align your study of our production to each standard.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
The Shakespeare Theatre of New Jersey’s programs are made possible, in part, by funding from the New Jersey State Council on the Arts/Department of State, a Partner
Agency of the National Endowment for the Arts, as well as funds from the National Endowment for the Arts. Additional major support is received from Bank of
America, The Merrill G. and Emita E. Hastings Foundation, The Geraldine R. Dodge Foundation, The F.M. Kirby Foundation, The Edward T. Cone Foundation, The
Shubert Foundation, CTW Foundation, The Blanche & Irving Laurie Foundation, and The Samuel H. Scripps Foundation, as well as contributions from other
numerous corporations, foundations, government agencies and individuals.
Support for the Theatre’s education programs is provided in part by The Allergan Foundation, The Investors Foundation, Johnson & Johnson, PSE&G,
The Provident Bank Foundation, and the Turrell Fund.
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The Shakespeare Theatre of New Jersey SHAKESPEARE IN LOVE: Student Activities Guide
Additional Opportunities
for Students and Teachers
THE SHAKESPEARE THEATRE ACADEMY
The Shakespeare Theatre now offers youth and adult classes in a wide range of disciplines
connected with the classics and the art of theatre. Each series of classes meets once a
week in one of the Theatre’s beautiful facilities, and gives participants the opportunity to
work under the instruction of The Shakespeare Theatre’s artistic and educational staff as
well as guest teaching artists. Spring and Fall classes available.
www.ShakespeareNJ.org/Education
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