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Hamlet…

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					              Hamlet…
By William Shakespeare…


Analysis and “translation”
              by L. Krieger
  Hamlet – according to the “rules” of
              Module B
• This module requires students to explore and
  evaluate a specific text and its reception (how
  people respond to it) in a range of contexts
  (historical, social, cultural)….

or… in other words…

• How does an audience respond to Hamlet in
  different social – cultural – and historical (time
  AND place) perspectives / interpretations / and
  values/opinions
This is you!                 HAMLET




These are what you need to
wear when you “explore”
(not just read) a text in
English.
Module B lenses (from English syllabus –
Critical Study of Text))


Time and place (history) lens



Culture lens



Social lens
     When you ïnvestigate a text,
looking through your Module B lens,
you will focus on finding all the clues
   – phrases – words – structures –
   images and language style that
    shows the culture, society and
 historical time and place of the text
   – and (usually) of the composer
                 too!!
             Cultural “context”…
• Shown by:
    •   Language
    •   Food
    •   Clothing
    •   Music
    •   Art
    •   Architecture
    •   Religion
    •   Family structure
            Social “context”
• Shown by ideas and
  images of:
  – rich : poor
  – Educated :un-educated
  – Profession : unemployed
  – Hobbies – interests –
  – “demographic” (NOT age-
    group)
  – Language style
  – Leisure activities
  Historical (time AND place) “context”
• Shown by images and
  ideas of:
  –   Language style
  –   Fashion
  –   Technology
  –   Family structure
  –   Women’s roles
  –   Men’s roles
  –   Education institutions
  –   “religious” expectations
      Module B: Critical Study of Texts
• Students explore the ideas expressed in the text
  through analysing its construction content and
  language.

or… in other words

• You must search through the play / production and
  “discover”
  what ideas… values… opinions… bias (etc…)
  are created by the language techniques – dramatic
  techniques - and - structure - used by the composer
  / director
    Module B: Critical Study of Texts
• develops students’ understanding of questions of
  textual integrity (whether or not the text –
  characters – settings are consistent and believable…
  within the context of the text and the responder).

or… in other words…

• Are the characters, events, values, ideas and
  opinions in the text “believable” and consistent …in
  the time and place of the particular production of
  Hamlet?
    Module B: Critical Study of Texts
• They research others’ perspectives of the text and test these

   against their own understanding and interpretations of the text.

or… in other words

• You must analyse other people’s perspectives of the text and see if

   they work with your opinion of the characters, ideas, events,

   values and beliefs. (Rhetorical questions would be a good way to

   show your “test” results).
    Module B: Critical Study of Texts
• Students discuss and evaluate the ways in which the set work

  has been read, received and valued in historical and other

  contexts.

or… other words…

• You have to figure out how Hamlet has been interpreted and

  how important Hamlet has been in different societies…

  cultures… and… times & places
     Module B: Critical Study of Texts
• They extrapolate (infer, estimate value, predict) from this

  study of a particular text to explore questions of textual

  integrity and significance.

or… in other words

• You must predict how much the different productions of

  Hamlet will be enjoyed… understood… believed… and

  “appreciated” by different audiences.
              Section II — Module B: Critical Study of Texts
   20 marks Attempt ONE question from Questions 3–9 Allow about 40
                         minutes for this section


Answer the question in a SEPARATE writing booklet.
Extra writing booklets are available.
In your answer you will be assessed on how well you:
__________________________________________
• demonstrate an informed understanding of the ideas
   expressed in the text
• evaluate the text’s language, content and construction
• organise, develop and express ideas using language
   appropriate to audience, purpose and form
__________________________________________
Shakespeare’s, Hamlet

Through its portrayal of human experience,
Shakespeare’s Hamlet reinforces the
significance of loyalty.

To what extent does your interpretation of
Hamlet support this view?

In your response, make detailed reference to
the play.
Re-write the question in the simplest “words” you can – but - make sure
you don’t change the meaning of the question
Through its portrayal of human experience,
Shakespeare’s Hamlet reinforces the
significance of loyalty.


In it’s interpretation (opinions / values / beliefs) of “life” (in
particular – relationships among people)…
the play Hamlet highlights (supports / believes-in / emphasises)
the great importance of loyalty (trustworthiness, faithfulness,
devotion, fidelity, dependability and reliability)
To what extent does your interpretation of
Hamlet support this view?

How have the language and dramatic techniques, in different
productions of Hamlet, influenced (changed / prejudiced / affected
/ controlled) you… to agree – or disagree – with the idea - that
Hamlet assumes that loyalty is an important part of the success of
relationships among people.

				
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