Act 3 scene 4

This last scene in act three reaches the climax of the play. The scene first starts out with polonius telling gertrude what to say such as how his pranks have been causing too much trouble. Hamlet is coming so polonius hides behind the tapestry. Hamlet comes in and asks his mother what this is all about and gertrude tries to tell hamlet how he has insulted his father. Hamlet continues on telling his mother how she has insulted his father. Gertrude gets the idea that hamlet is going to try and kill her because he is acting foolishness and crazy again. Gertrude starts screaming for help and polonius hears this and started screaming help also. Hamlet then takes his sword and stabs it through the tapestry and kills polonius. the play reaches its first murder and its not claudius who hamlet thought it was. Hamlet believed the king was sneaking up on him again. Gertrude tells him he just commited a horrible act and hamlet says the death of a king is a horrible act too. Hamlet tells polonius he got what he deserved and life will beb quite now without him. Hamlets feelings are not touched at all for this horrible act. Hamlet then tries to show his mother a picture of two brothers and how they seemed happy and have good qualities. Hamlet tries to explain to his mom how he knows she still loves old king hamlet and how she can't just get over him that quickly. Does gertrude have eyes or feeings? Has she seen what she has done? Hamlet wants to know why his mom has been so paralyzed and has not felt any emotions over old king hamlet's death. Gertrude demands him to stop and she said the marks of her sins have been washed away deep in her soul. A ghost enters and hamlets starts to talk to it but gertrude says she cant see the ghost. she may be lying but the ghost may be all in hamlets head. It could even be his own conscience talking and him finally realizing his true words. Towards the end of the scene gertrude starts to believe in hamlet and asks him what she should do?

-Kelley O'Donnell

Act 3 scene 3

In this act claudius prepares to plan a trip for Hamlet to go away to England. As a king, he can't risk any danger hamlet represents to everyone as he grows crazier by the hour. Rosencrantz and guildenstern will obey the king and take care of the situation. Hamlet is going to his mothers room and polonius will be hiding behind the tapestry to hear what hamlet has to say. Then cladius talks to himself about how his crime is rotten and his guilt is so strong, stronger than his intentions. So claudius with pray and commit his sins, there is not much for him to do. Can he be forgiven for such a crime? He can only find help from angels and keep a black heart. Hamlet enters the scene next and speaks of his fathers murder and wonders how he can find revenge on claudius. Hamlet asks himself if its revenge to kill the king? He will wait for the right moment. Just because king claudius is saying his prayers and trying to cure himself doesn't mean he will survive much longer. Claudius ends with a strong statement of how his words with always stay here on earth and will never make it to heaven.

-Kelley O'Donnell

In IIIii, Hamlet and Polonius has a question about Polonius's acting experience (lines 104-112). Polonius once played Julius Caesar, who was killed by Brutus. My question is, why do you think that Shakespeare chose to add in this part?
--Laura C.

Can someone please explain the significance of the conversation about the clouds between Polonius and Hamlet in IIIii (lines 406-416)?
--Laura C.

Thursday Feb. 21, 2008

We started todays class by taking a quiz on Act III Sc. ii of Hamlet, briefly interupted before starting by a short conversation about the song Learnign to Fly by Pink Floyd. After the quiz we continued our discussion on scene ii focusing primarily on the name Hamlet gave the play, Mouse Trap, and Hamlet's treatment of Ophelia before and during the play.

Tomorrow we will be discussing the next scene so get reading!!

Sandra Haar

FEB 20th

Today in class our Essays were due.

After the turning in of our papers, we discussed Act III Scene II. We talked about why Horatio was chosen by Hamlet to spy on the king (being he wasn't biased, so he would be the perfect guy for the job) We also talked about what the purpose of a drama was- to mirror reality.

We're still not done discussing this, and its a pretty complicated scene, so keep reading!

February 19

I'd like to start my summary of today's class with the first thing I learned when I walked in the room:

ignominious - adj; shameful or disgraceful

The first part of class was spent handing back our Tables and assigning the new extra credit version of the old assignment. We were handed study guides for the rest of Act III and scenes 1-7 of Act IV.
Everyone in the class has a paper due tomorrow on comparing and contrasting the different film versions of Act II Scene 2 in Hamlet with the soliloquy. Remeber to start with the common place (the ordinary) on understood agreements, then move to the disagreements. Mr. Laz emphasized the use of topic sentences for the paper. Also, form paragraphs around criteria points.
The last bit of class was used to wrap up discussion on Act III Scene 1. The first question we talked about was whether or not Ophelia truly loved Hamlet, and we debated. This idea is open for interpretation, which is prime for film versions of the play. The next thing we discussed was Claudius and his conclusions. He believed Polonious is wrong, and Hamlet wasn't driven by love or madness.

Gabe Casario

Starting the Hamlet essay

Is anyone else having trouble starting the first paragraph? because i don't have any idea how to. Help!
kelly c

Act 2 Scene 2

If anyone needs to rewatch the Branagh version you can find it at http://youtube.com/watch?v=PUfG2ozXbAM thats the only version I could find.

Evan

In class we handed in our quote essays to mr. laz.
We had a chance to ask any questions about the upcoming essay we have on comparing two film versions of Hamlet's oh vengeance soliloquy.
Then after no one had any questions we watched Gibson's and Branagh's version of act 3 scene 1. We discussed the differences, like the order of the to be or not to be question with the confrontation of Ophelia, the understanding of the scene and who got the message across better.
-Kelly Corcoran

Feb 13

Today in class we went over the criteria for the tablet writing assignment than the writing assignment for the comparisons of two Hamlet features. Then we talked about act 3 scence 1 in Hamlet again. We mostly discussed what was said by Polonius in lines 52 through 62 and what it meant when he was talking to the King about Hamlet and Ophelia.


Mike Frost

Feb 12

In class we turned in our tablets and wrote which quote meant to us the most. We randomly chose someone elses quote to be our new writing assignment. The writing assainment includes and interpretation and to either agree or disagree with the saying. Also, to say if it matches with some of your own life experiences. After we gone over the criteria for the writing assignment we talked about act 3 scene 1 of Hamlet.

Mike Frost

Monday, February 11, 2008

On Monday, we got back our midterm grades and then discussed the essay on the Hamlet performance. The requirements of the essay are that it must be 3-4 pages, typed, double-spaced, in MLA format. Our objective is to prove why one performance is superior to another. You may only use two performances for your essay. We then discussed how to construct an essay.
Before an essay is written, you need a thesis (what you are going to prove in the essay) and list the reasons why one performance is better than another. These things go in the introduction. Intro paragraphs move from general information to the specific (thesis).
The body paragraphs must go in the order you list them in the introduction. Each body paragraph is to be constructed like starting with a topic. Then, the topic must be developed and supported with examples. The examples must be explained. The body paragraphs must end with a conclusion and a transition sentence.
In the conclusion of the essay, it is important not to summarize, you should explain to your reader why all this information in the essay is significant and what it all means.

--Laura C

Hey Everyone!!
Today in class we watched the last two versions of Hamlet. The first being Mel Gibson’s version from 1990. In this version half of the soliloquy was cut out. This version was a real movie not a play turned into a movie. It was filmed on location at a castle. The costumes were elaborate and represented the time period very well. In this version Gibson moved around a lot on the set. He walked up stairs and was throwing his arms around. He was able to show a lot of emotion by the way he raised and lowered his voice. The second version we watched was Kenneth Branagh’s 1996 Hamlet. This movie did not cut anything from the original script out. The set was a study with lots of books and elaborate furniture. Branagh’s acting was not as believable as other versions we watched because the lines seemed like they were read off of a cue card, not with the correct emotion. Also he did not show that Hamlet was going crazy. This was completely different from other versions of Hamlet we have seen. These are the main differences between the two movies we saw today in class.

Kelley B.

Feb 7, 2008

Today in class we watch two more versions of Hamlet. They were the Derek Jabobi and Nicol Williamson versions. Both versions used close ups which gave it more a movie feel than being at a broadway production. Nicol Williamson had a calm and depressed sounding voice. He gave the impression that he was actually saying the words to himself instead of thinking them. Jacobi also spoke in a calm tone. He gave the impression of being more angry than crazy. His voice was also very high pitched. The Jacobi version shows Hamlet with a wooden sword showing him "acting" tough. Jacobi spoke to the audience and not just to himself. At the end, Jacobi portrays Hamlet as truely crazy.

Eddie A.

Feb. 6, 2008

Today in class we learned of a new project. For this project, we are to analyze 6 different screenplay versions of Hamlet's soliloquy in Act II, scene ii. Eventually, we will decide which one is the best and write a 3-5 page paper, basing it on the criteria we discussed in class yesterday. We then watched the first production which was Burton and Gielgud's version from 1964, and discussed it. Finally, we started and almost finished the Kevin Kline version from 1990.


~Joe A

February 5th

Today in class we talked about what criteria you would need to make Hamlet, or any script into a film or play. One of the main is the theme of the script. The text has to be based around the theme with good transition and making sure the script flows well. Of course, if it was a film being made, there would need to be editing. As we spoke about today, this process is critical to a good production. What to save and what to cut are important things to consider since either could make, or ruin the film: like taking scenes out that are vital for the plot etc.

Also, special effects are important to any production. Whether it's visual or audio, it is essential to have. As Paul said, Ratatouille used a Foley artist to put sound to the actions characters create. This means they add the sound effects, rather then the actors making the noises themselves. Audio effects, such as music, can enhance, or alter perception of a scene and is critical to show different types of emotions the audience should be feeling.

The setting is important to a play or film because it shows time. The time period is shown in the set, the actor’s costumes, the way people act, and props. Lighting is critical in productions because it sets the mood. It needs to be realistic to the audience, so the audience will understand. It should be able to be processed easily and modernly. Such as the Hamlet version made in 2000- which definitely wasn’t the way Shakespeare foresaw it, but the audience can understand it better.

The actors in any type of show should have a resume, background, and skills that prove they deserve a particular part. As Laz pointed out, Keane Reeves was not rightly casted as Hamlet in a more recent production. Age is an important factor when casting a production, as is appearance. Actors need to show good relationships with the audience, the director, and the camera. The acting needs to show the audience emotion, movement in the body and face. It should also let them hear variety, accent, rhythm control, clarity, stressed/unstressed flowing of words, and volume of voices. It is important to emphasize special vocal parts of a scene to set the mood. Lastly we talked about the camera. The director can move the camera and capture different angles to give different emotion.

Sorry this is long, but we talked about so much todayyy!

Feb. 4th

Mr. Lazarow introduced our "perception vs. reality" discussion with an article in the Feb 31 New York Times in which a professor of Behavioral Science explained the semantic problem with tax "rebates". He explains that the government's idea of cash stimulation is only good if it is named correctly. Instead of a "rebate" it should be called a "bonus", which will encourage spending rather than saving. He argues that labels severely affect the way we think about things.
This article provides us with a current, applicable example of how reality is merely a matter of one's preception. Words are nothing more than symbols and symbols are, in turn, defined by the individual. A "terrorist" to one person may be a "freedome fighter" to another. The issue of "global warming" may be casual redefined as a mere "change of climate". The power of language is endless. Language can devide just as easily as it can bring people together. Words are very powerful . But that doesnt mean we should ever be afraid to question deffinitions, for words are defined only by one's indidual preception and the values one chooses to associate with a particular arrangment of letters.

danielle radey

February 1

Hey Everyone,
Today we had a quiz on Act 2. Then we discussed about question 25, on the study guide referring to the quote "nothing is either good or bad..". We discussed that it is how we perceive different things which tells us whether something is good or bad. Also that most of what we know comes from people that have told us something, mostly like 95%.

Samantha Schaeffer

January 31

In calss we spoke about act 2 scene 2. The major topics presented durring class were; the conversation between Polonius and Hamlet, Polonius's need to find evidence that Hamlet has gone "mad" from his love of Ophelia, Hamlets conversation with Rosencrantz and Guildenstern, and the play about "Aeneas' tale to Dido."
Durring the conversation with Hamlet, Polonius feels that he gains the evidence he needs to prove his suggestion right. Hamlet, knowing that Polonius is not as smart as him, decides that he is going to give Polonius what he wants, just to mess with him. On page 95 Hamlet says, "For if the sun breed maggots in a dead dog, being a good kisssing carrion-Have you a daughter?" Polonius responds yes. Hamlet states, "Let her not walk i'th' sun. Conception is a blessing, but as your daughter may conceive, friend, look to 't." On page 95, Hamlet is playing on the emotions of Polonius, knowing that Polonius believes he is right in thinking that Hamlet has gone mad over love. In class we compared the content of those lines on page 95 to the theory of spontaneous generation. Sponatneous generation- the uncovered meat spontaneously grew maggots because of the sun.
In class it was pointed out that Hamlet would tell as many stories as possible to make his madness seem more real, and to also confuse people on the reason why he has gone mad. In the conversation with his two childhood friends Hamlet tells them that he is depressed, because " Denmark is a prison." We discussed in class how Demark was Hamlet's " nutshell." Hamlet could see Demark as a prison because he had seen that there was more, and his living space had grown, but now he is made to stay in Denmark, so Denmark is his prison.
The players come into scene 2 and Hamlet asks them to tell him the tale of the Fall of Troy, but only certain parts. durring class we reflected on the characters of this tale; Priam the king of Troy, Pyrrhus a great and evil warrior, and Hecuba the queen of Troy, and what, or who these characters represent. For Hamlet, Priam represents his father, because he was a good king, and was murdered. Pyrrhus, represents Claudius because he is a murderer like Pyrrhus. Hecuba does not represent Gertrude, but more of what Hamlet believes that his mother should act like. Priam was brutally murdered by this visciuos warrior Pyrrhus. Hecuba was over whelmingly hurt by the lost of her husband, and she cryed so much and so loud that the gods heard her and began to weap. Hamlet feels that his mother did not mourn enough and should have been like Hecuba, and mourn more, because her husband was murdered by the hands of someone evil, and he was helpless like Priam.

Lydia P.