Arts in the Renaissance: Scene from Hamlet

Resource for Grades 9-12

Arts in the Renaissance: Scene from Hamlet

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Video

Running Time: 2m 29s
Size: 21.7 MB

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Actor Kevin Hardesty performs the famous “To be, or not to be” soliloquy from Act III, Scene I of the Shakespearean tragedy Hamlet. Hardesty opens the segment with a brief introduction to the scene: Hamlet’s father, the King of Denmark, has mysteriously died, and his brother Claudius has assumed the throne and married the King’s wife (Hamlet’s mother). Hamlet meets the Ghost of the dead king, who accuses Claudius of murder. Hamlet must decide the truth of the accusation and what course of action to take.

This resource is part of the Arts in the Renaissance collection.

open Background Essay

Hamlet was written in London, England, in the early 17th century by William Shakespeare. It is a Shakespearean tragedy. A tragedy depicts the downfall of a basically good character who meets with unfortunate circumstances or makes a fatal misjudgment. In the play, Hamlet must make a choice between avenging the death of his father or giving up and moving on with his life. He wants to be a hero, but will he?

Shakespeare wrote Hamlet during the Renaissance movement that spread across Europe from the 15th through the 17th century. Renaissance literally means “rebirth”; it was a change, a new way of doing things from that which existed in the Middle Ages. The Renaissance was characterized by a renewed interest in classical antiquity, reconciliation of Christian faith and reason, freedom of thought, a rise in humanist philosophy (a belief in self, human worth, and dignity), and radical changes in thoughts about religion, politics, and science.

The Elizabethan period in England (1558-1603) is considered the height of the Renaissance in England. Theater flourished, and the “Bard of Avon” – Shakespeare – is generally considered the greatest playwright of all time.

The complexity of his tragedy Hamlet has enabled it to remain popular some 400 years after it was written. The theme of the story revolves around the human condition and truth. How can one know how another’s true motives, feelings, and mental state lead them to behave in certain ways? In the world we live in, we can only observe appearances. This can sometimes make personal decisions very difficult.

Hamlet’s indecisiveness centers on what he physically observes that is shared by other observers and what he observes in a dream that is unique only to him. Does he base his decision on objective reality or subjective reality? This is a question that spans time and is still as relevant today as it was in Shakespeare’s time, thus Hamlet remains popular.


open Discussion Questions

  • What type of play is Hamlet? What does this mean?
  • In this scene, what does Hamlet debate?
  • Describe the context in which Hamlet delivers this famous soliloquy. What is going on at that time in his life?
  • Can you relate to Hamlet’s dilemma? Explain.
  • What emotions come across in the performance? How does the actor use the elements of performance?
  • Read a written script of the soliloquy and analyze the language. Is this easy or difficult to understand? Why?

  • open Teaching Tips

  • Have students create a collage to communicate a theme that relates to or illuminates an aspect of Shakespeare’s work. The project will deepen students’ understanding of Shakespeare’s life and work, while examining characteristics of Renaissance society. For example, one may include aspects of humanism in their work.
  • As a class or in groups, have students explore biographical, literary, and historical information about Shakespeare, his works, and the Elizabethan period.
  • Hamlet is a tragedy. Have students research tragedy in Greek literature, then compare and contrast Shakespearean tragedy with Greek tragedy.
  • Read or watch a performance of the entire play. Analyze the play in terms of the literary, performance, and technical elements of drama.
  • Have students research events in history that are considered to be the most tragic. Then consider what events in history have been most responsible for lifting human spirits. Finally, conduct a brief survey of fellow students to elicit their choices and check to see if their choices agree with your findings.
  • High school elective course use: Utilize this clip in a high school psychology class. Analyze Hamlet’s character and his emotional state as he “debates with himself” about his predicament.

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