Showing posts with label John Gielgud. Show all posts
Showing posts with label John Gielgud. Show all posts

Monday, 17 February 2014

Shakespeare at Key Stage 3: Problems with 'The Tempest'

The story so far...


'I have suffered with those that I saw suffer.'
This term I helped teach The Tempest to Y9. It is a popular choice at this level, largely because it used to be the core text for the now defunct SATs which means English departments have plenty of copies left over. I suspect (though I have not heard anyone say explicitly) that many teachers reckon the subject matter - magic and exile on a strange island - is the kind of thing the pupils could engage with. My other suspicion is that it is a suitable option because it is weightier than a comedy, lighter than a tragedy and, crucially, because it requires no prior knowledge and stands alone, unlike the history plays.

The problems with The Tempest


All of these things are fair enough. However, I could not help but feel that there was something missing. It is possible this be because I have never truly loved The Tempest myself. Certainly it is charming entertainment with lovely moments but it tends toward the realm of ephemera, which I think is visible in the debt it owes to the ephemeral genre of the masque, popular at the time in James' court but forgotten ever after. It just succeeds in pulling back from such an abyss in its handling of the thorny question of colonisation and legitimate authority, but these concepts are difficult and abstract for the literal-minded thirteen-year-old growing up in a stable democracy.

It is also oddly un-poetic. I confess I am overtly treading on the subjective here, and aesthetics are difficult to turn into more than matters of personal taste. However, there is a practical measure to my objection. The first is that aesthetics - sheer beauty - can have a mesmeric effect on the pupils. Such moments as Caliban's speech - one of two poetic high points - had the pupils captivated either when I recited it myself, or when I called upon trusty old Gielgud to do it for me. Moreover, those plays in which Shakespeare more carefully observes the rigours of meter are thereby more fertile plains for teaching iambic pentameter (plus other styles), which besides anything else is something pupils need to know for the poetry and Shakespeare components of the GCSE.

On genre


'Those are pearls that were his eyes.'
Finally, on the matter of genre, there is quite a practical problem with The Tempest: it is a 'romance', not in the Mills & Boon or Hugh Grant sense of the word, but in the ancient (and still current) genre into which we place medieval knights, James Bond and Eliot's The Wasteland. I have not the time (you are not likely to have the patience) to get into details save one feature: romance is characterised by a sequence of minor episodes, each with a minor climax, threaded together by the constant motion of the meandering story. Just think of 007, how many fights and car chases he engages in along the way, how many flights he takes to new and exciting places, how many women he meets as he goes, how many villains...and now compare that with a handful of separate parties scattered across an island, each bumbling along until the final scene. Think of the tempest itself, or Caliban swapping Prospero for Stephano, or Anthonio and Sebastian attempting to murder Alonso, or the two youngsters falling in love, or the masque, or Ariel's banquet, et cetera. Charming entertainment, indeed, and in different guises romance would work wonderfully at Y9, but illuminating the plot for the children is problematic here.

So what?


So I have some issues with using The Tempest in Y9. So what? And I know why I have those issues. Who cares? For surely this is an idle discussion. The department bookshelves have plenty of copies of this play, not so many copies of the others and small prospect of funding for any expansion on unproven, less well known plays, which means I had better buckle down and just work on doing the best I can with The Tempest next year and the year after, et cetera. Right?

Well, maybe wrong. The new KS3 curriculum goes live in September of this year. It stipulates the teaching of not one but two Shakespeare plays. Some departments may already have plenty of copies of something else but which may not be entirely suitable for the 11-13 age bracket, whilst others may not have another play ready to use at all. As a result, it is meet that one reflect upon the strengths and weaknesses of the current core text in deciding where to go with a potential second. Suddenly, the 'so what?' has become a 'now what?'

And I think I have an answer, which I shall share with you another day...

Friday, 8 November 2013

John Gielgud's 1948 Recording of 'Hamlet'


John Gielgud’s Hamlet is probably the greatest of the 20th century. He debuted in 1929, aged just 26, the youngest ever to do so on the West End stage. Over twenty years, he acted the part more than five hundred times, in a number of productions. Most other actors who take the role take it only once.

What made him great? Certainly, his delivery of the lines marks him apart from the rest. Beautiful, mellifluous and astonishingly accurate, he could achieve a speech with greater speed and still sustain greater clarity than other actors could – or can. By way of proof, this 1948 ‘entirety’ recording comes in at three hours and twenty-six minutes, compared with Kenneth Branagh’s ‘full length’ version at a full four hours.

Gielgud understood the lines, the structure of the thoughts and the character that uttered them, the ideas that generate the utterance, the feelings that give the utterance weight. How many Hamlets are slow, ponderous, introspective beings, at odds with the character’s quick wit and nimble mind racing dangerously out of control? Just think of David Tenant choking on ‘to be or not to be’, Mel Gibson staring around the crypt hardly knowing where he is or why, or Olivier slowly whispering private thoughts. (It were best you think not on Branagh at all.) Once you have thought on them, listen to this Gielgud recording and mark the difference.

Thursday, 25 August 2011

Seeing Oneself in Someone Else's Words

Occasionally, even the most impenetrable of exteriors reveal their cracks, and when we peer through, we may glimpse a kind of fragility which we thought only to have resided in ourselves. One of my favourite tutors, John Roe, wrote a book called Shakespeare and Machiavelli, and in analysing Machiavelli's advice that a prince should not reach for the moral option when time permits no leisure to contemplate or reflect it, but rather do what is expedient, John has this to say:
It is difficult to resist the appeal of Machiavelli's argument at moments such as these: those of us who will never aspire to princely power still know what it is to be confronted with awkward choices, and find ourselves sometimes losing sight of the moral perspective because a moment of ethical blindness happens to be convenient. If only, we might say to ourselves, we could do this and get away with it - not just in the eyes of the world but also in our heart of hearts. (1)
Without reading too much into an admired tutor, I think it is fair to say that things weighed on John Roe's mind as he wrote these words. As a very majestic, outwardly gentle and unshowy man, it comes as some surprise to find a darker side must lurk beneath. That is what makes a man fascinating. It reminds me very much of something he once said in class, discussing Angelo in Measure for Measure:
We have all been there, haven't we? Where there's something you're thinking of doing and you say to yourself 'I want to do it...I shouldn't do it, and I know I shouldn't do it - but you know, I think I'm going to do it!' (2)
This approach is one of someone who responds to what he reads: rather than taking Machiavelli as pure theory, he allows the theory - the words - into his imagination, applying them to real life, and thereby bringing the ideas into life. What fascinates me is how we respond differently to different things. This idea of Machiavelli's clearly took life John Roe's imagination, but I have to confess it doesn't really take any in mine (though John's re-expression of it is certainly delicious).


That is not to say my imagination be barren, for it is not. I have found lately that something similar has happened to me, with Sir John Gielgud. It is so rare to find writing which makes one feel one really understands the thoughts and the feelings that have produced it, but that is exactly how I feel when I read what are the most intimate of all expressions: those he puts in a letter. This is to his lover, Paul Antsee on the 1st of August, 1959, London: 

Silly one - cruel one - you devestated me last night, and I couldn't sleep and you never rang even when you got home, dreading, I suppose, our usual fruitless arguments with the long empty pauses in between. Yes, of course, you know me only too well (but just not all that well as you think you do).
I shall always love you, but your sudden turns from sweetness to venom rather terrify me, though in a way I understand, being somewhat (and lamentably) senior. (3)
What strikes me is how the course of Gielgud's thoughts and feelings are so undisguised. He begins with anger, without making any accusations: Antsee has been cruel, but Gielgud only relates what Antsee's cruelty has done to hurt him, rather than trying to return any cruelty. Then he sounds the retreat, sharing in the blame for the awkward telephone calls, making Antsee's excuses for him. Then, he sounds an awkward peace, conceding that Antsee knows him well, yet denying him the full satisfaction of his own presumptions. The next line moves in much the same way, pointing the finger at Anstee's venom before retreating again, on account of his seniority. The tension is palpable, between the mix of self rebuke and hurt and anguish with tenderness, conciliation and love. How many of us have felt such a mix? Those of us who have will understand the conflict of feeling that lies behind each word.

Yet, I cannot pretend for a moment that I really understand what Gielgud was feeling as he wrote these words, just as John Roe has to concede in his response that he is not a man for whom such an idea was really intended. I have no idea what the fight was about, what kind of a man Antsee might have been or how the necessarily clandestine nature of gay relationships in the 1950s would have affected such a dynamic. Gielgud had been arrested and humiliated in 1953 for his sexuality, and never quite got over the shame of it: in how much fear, then, did such a couple exist? I cannot begin to guess. What I see in his words are not his feelings, but my own feelings grafted thereon, woven therein.

To be confessional for a moment, my little analysis above, though objective, is really how I feel when I feel a grievance: I want to say how much he has hurt me, yet I know the fault of it really to lie with me. Thus, Gielgud's words are not so much a portal into his soul, but a mirror for mine, someone else's words that I have found which perfectly capture something inside of me. 

That leaves me to wonder a moment. Most people who come across this letter will not really respond to it. That is for no reason other than that we all respond so very differently to certain things, and not at all to much else. By way of example, abstract painting leaves me absolutely cold but enthralls others. What is it, then, that I am actually responding to? Is it the feeling the words express, or the expression itself? If I found an abstract picture that expressed the same feeling, it would produce an entirely different one in me (I suspect one of disdain). Whatever the answer, as I began this piece by suggesting, sometimes one's reaction to something can be telling in ways one can never suspect. I wonder what John Roe would make of my response to his response? I suspect he would say that, though he is no prince and I am no 1950's closeted actor, we may still gain access to what lies behind the words. 

(1) John Roe, Shakespeare and Machiavelli (Cambridge: D. S. Brewer, 2002), p. 16.
(2) In the same class, John showed amusing relish for the Duke's villainous gambit in the final scene, where he offers to kill Angelo on Isabella's command.
(3) Sir John Gielgud: A Life in Letters (New York: Arcade Publishing, 2005).