This study, contextualized within the critical debate on Shakespearean dramatic character, examines how the “character effect”— or the audience’s impression of a character’s ontological reality— is produced. Approaching character from the perspective of linguistic pragmatics, I contend that character effects are produced by the counterpoint between characters’ pragmatic use of language and the allegorical meanings that underpin characters’ utterances in a theatrical context. These allegorical meanings, which Shakespeare conveys through his characters to the audience, dialogically interact with characters’ textually or historically scripted roles and converge with their speech to create the impression that characters control language and have extra-textual lives of their own. I thus demonstrate that the interiority ascribed to character is a function of its anteriority. Following the introductory chapter, which lays out the critical history of Shakespearean character and a pragmatic methodology, each of the remaining chapters explores the particular speech habits of a complex and larger-than-life Shakespearean character who is also a self-conscious user of language. Chapter 2 examines how Falstaff’s conversational implicatures produce the character effect of his vitality. Chapter 3 looks at how Cleopatra’s performative use of report creates her sexual charisma. Chapter 4 focuses on how Henry V’s rhetorical argumentation works to create the effect of his moral ambivalence. / Thesis (Ph.D, English) -- Queen's University, 2013-06-28 14:41:27.453

1 Graduation thesis conserns possibilites of working with William Shakesperes work in teaching literature at high school. Its essence is veryfiing proposed activities in praxis and reflexion of results achieved. Methods that I propose in this thesis results from creative teaching conception and are inspired by creative methods. Source publications for proposed activities are The Merchant of Venice and Othello, the Moore of Venice. In the thesis I summarize term of creativity, conception of creative teaching and its goals. I attend to possibilities and difficulties of application of this conception in teaching literature. Common goal of those activities is to get pupils in direct contact with literature and its interpretation by attractive and understandable way. I give reason for proposed activities by partial goals that I want to forfill with them, I introduce description and instructions for use. In reflections I evaluate the process, reaching goals, possibilities of evaluating and possible organization troubles. Conclusions of the thesis are derivated from results of activities, observation and pupils reflections. I see benefit of my work in gaining experience and findings for my further praxi 2

Regardless of genre, Shakespeare’s plays open in many different ways on the stage. Some openings come in the form of a prologue and extend from it; others in the form of a framing dialogue; some may begin in medias res; and there is also a single case of an induction in The Taming of the Shrew. My dissertation, “Shakespeare’s Openings in Action: A Study of Four Plays from the Period 1591- c.1602,” subsequently referred to as “Shakespeare’s Openings in Action,” attempts to define the construction of openings in the context of Shakespeare’s dramaturgy and to understand texts which were written in the first place to be performed on a platform stage by actors experienced in theatrical practice. By analysing the playwright’s organization of the dramatic material, as reflected in the play-texts, I attempt to gauge how an opening set out to engage original audiences in the play, an essential function of theatrical composition, and to determine to what extent the play-text may be considered as an extended stage direction for early modern actors.1 What is the present state of scholarship in the subject? Although sparse, critical interest in the openings of Shakespeare’s plays can be found as early as 1935 in the work of A. C. Sprague, Shakespeare and the Audience. In more recent years, other studies have appeared, for instance, Robert F. Willson, Jr., Shakespeare’s Opening Scenes (1977), and a number of articles included in Entering the Maze: Shakespeare’s Art of Beginning, edited by F. Willson Jr. (1995). Existing scholarship provides a good general framework for further research into the openings of Shakespeare’s plays. In addition to the studies presented above, I shall draw on analytical approaches to play-text analysis which involve theatre practice, for example in the work of André Helbo, Approaching Theatre (1991), Anne Ubersfeld, Reading Theatre (1996), and John Russell Brown, Shakespeare’s Plays in Performance (1993); John Barton, Playing Shakespeare (1984), and Cicely Berry, Text in Action. London (2001). These works provide revealing insights into the theatrical possibilities of dramatic language and actor technique. 1The analytical method presented in this dissertation supplements studies made of the complex textual histories of Shakespeare’s plays by considering the staging and characterisation information they contain. In the case of multiple-text plays, it takes account of editorial scholarship and explains the reasons for choosing to analyse the material contained in one version over the other(s).

Regardless of genre, Shakespeare’s plays open in many different ways on the stage. Some openings come in the form of a prologue and extend from it; others in the form of a framing dialogue; some may begin in medias res; and there is also a single case of an induction in The Taming of the Shrew. My dissertation, “Shakespeare’s Openings in Action: A Study of Four Plays from the Period 1591- c.1602,” subsequently referred to as “Shakespeare’s Openings in Action,” attempts to define the construction of openings in the context of Shakespeare’s dramaturgy and to understand texts which were written in the first place to be performed on a platform stage by actors experienced in theatrical practice. By analysing the playwright’s organization of the dramatic material, as reflected in the play-texts, I attempt to gauge how an opening set out to engage original audiences in the play, an essential function of theatrical composition, and to determine to what extent the play-text may be considered as an extended stage direction for early modern actors.1 What is the present state of scholarship in the subject? Although sparse, critical interest in the openings of Shakespeare’s plays can be found as early as 1935 in the work of A. C. Sprague, Shakespeare and the Audience. In more recent years, other studies have appeared, for instance, Robert F. Willson, Jr., Shakespeare’s Opening Scenes (1977), and a number of articles included in Entering the Maze: Shakespeare’s Art of Beginning, edited by F. Willson Jr. (1995). Existing scholarship provides a good general framework for further research into the openings of Shakespeare’s plays. In addition to the studies presented above, I shall draw on analytical approaches to play-text analysis which involve theatre practice, for example in the work of André Helbo, Approaching Theatre (1991), Anne Ubersfeld, Reading Theatre (1996), and John Russell Brown, Shakespeare’s Plays in Performance (1993); John Barton, Playing Shakespeare (1984), and Cicely Berry, Text in Action. London (2001). These works provide revealing insights into the theatrical possibilities of dramatic language and actor technique. 1The analytical method presented in this dissertation supplements studies made of the complex textual histories of Shakespeare’s plays by considering the staging and characterisation information they contain. In the case of multiple-text plays, it takes account of editorial scholarship and explains the reasons for choosing to analyse the material contained in one version over the other(s).

Early modern literature and politics alike are littered with the language of the classical elements. In particular, elemental language comes to the fore in William Shakespeare and John Fletcher's plays produced in the mid-portion of King James's reign. In this thesis, I argue that Shakespeare and Fletcher to use the language of air, water, and fire, in Pericles, Two Noble Kinsmen, and Bonduca, to mediate contemporary political concerns plaguing English earth. This elemental language shows how Shakespeare and Fletcher voiced the British people's wavering hopes and fears concerning James's hopes for imperial expansion and his concurrent inability to maintain his realm's lands, finances, unity, and national image. Although recent scholars have begun to focus on how elemental language often functions to elevate authorial status and to personify emotions, there is little recognition of how early modern playwrights use elemental language to speak to Jacobean political concerns. Understanding the political underpinnings of elemental language allows for a better understanding of the discursive relationship between monarch, playwright, and subjects. / Master of Arts / This thesis explores how playwrights William Shakespeare and John Fletcher use the language of the classical elements, water, fire, earth, and air, to express early modern people's hopes and fears regarding the trajectory of the British nation. In particular, I analyze how Shakespeare and Fletcher use elemental language in their plays, Pericles, Two Noble Kinsmen, and Bonduca, to mediate fears of national degradation drawing from King James's imperial ambitions and mismanagement of the nation's natural and financial resources. I suggest that much like the people of today, early modern peoples also measured the success of their nation in terms of the well-being and stability of its elemental environment.

This paper explores the depiction and function of madness on the Renaissance stage, specifically its development as trope of the English revenge tragedy from its Elizabethan conception to its Jacobean advent through a representative engagement of Thomas Kyd’s The Spanish Tragedy, William Shakespeare’s Hamlet and John Webster’s The Duchess of Malfi. Madness in these plays selectively departs from popular conceptions and archetypal formulas to create an uncertain dramatic space which allows its sufferers to walk moral lines and liminal paths unavailable to the sane. “Madness” is responsible for and a response to vision; where the revenger is driven to the edge of madness by a lapse in morality only visible to him, madness provides a lens to correct the injustice. It is the tool that allows them to escape convention, decorum and even the law to rout a moral cancer, and, in this capacity, is enabling rather than disabling.

Cross-gender casting (i.e. the casting of female performers for male parts and vice versa) of plays by William Shakespeare is not a scarce phenomenon and is getting more and more popular in the recent years. In spite of the frequent claim of the theatre-makers and critics that it is in fact a gender blind casting, where the gender of the performer does not matter, the thesis attempts to prove that, in fact, it is not the case. This is exemplified on three most frequently staged and also most commonly cross-gender cast plays: Hamlet, King Lear and Romeo and Juliet. Via these examples the thesis shows the variability of approaches to cross-gender casting and the differences in realization. In the first chapter, the key terminology is defined, in order to avoid confusion, discussing the differences between cross-dressing, travesty and cross-gender casting. That is followed by subchapters in which the basic frame of thought is suggested, building on Judith Butler's deconstruction of gender and the concept of gender performativity. The last subchapter of this section deals with the history of cross-gender casting, including the Elizabethan all-male staging tradition. The next three chapters are then devoted to each of the plays, analyzing the possible interpretive keys and motivations for a cross-gender cast...

By examining five types of astronomical and celestial phenomena—comets, constellations, the zodiac, planets, and the music of the spheres—this thesis posits not only that early modern dramatists were influenced by established and emerging natural philosophy as habits of thought that manifested in their writing, but also that astronomical phenomena operate within the drama, performance, and in the theatre as elements for creating and developing a distinctly spatial dramaturgy. Using theories from the spatial turn, this thesis maps the positions, edges, disturbances, and motions of celestial properties within the imaginary and physical space of early modern drama and theatre. It argues that the case study plays examined within this thesis demonstrate a period-wide engagement, rather than an authorial-, company-, theatre-, or even genre-specific practice. Dramatists developed techniques using astronomical phenomena as dramatic methods that occasionally underscored early modern astronomical thought. However, in many cases constructed plots, characters, visual and sound effects, and movements transgressed astronomical expectations. Dramatists broke down constellations, inserted new stars in the heavens, created zodiacal females, launched pyrotechnical comets, moved planets unexpectedly across the stage, and played (and refrained from playing) celestial "music" for the audience. Recognising composite and often contradictory astronomical constructions within the drama, this thesis moves the critical discussion away from an intellectual history of natural philosophy and gravitates toward an active astronomical dramaturgy.

This thesis looks at occurrences of "living death" – a liminal state that exists between life and death, and which may be approached from either side – in early modern English drama. Today, reference to the living dead brings to mind zombies and their ilk, creatures which entered the English language and imagination centuries after the time of the great early modern playwrights. Yet, I argue, many post-Reformation writers were imagining states between life and death in ways more complex than existing critical discussions of “ghosts” have tended to perceive. My approach to the subject is broadly historicist, but informed throughout by ideas of stagecraft and performance. In addition to presenting fresh interpretations of well-known plays such as Thomas Middleton’s The Maiden’s Tragedy (1611) and John Webster’s The White Devil (1612), I also endeavour to shed new light on various non-canon works such as the anonymous The Tragedy of Locrine (c.1591), John Marston's Antonio's Revenge (c.1602), and Anthony Munday's mayoral pageants Chruso-thriambos (1611) and Chrysanaleia (1616), works which have received little in the way of serious scholarly attention or, in the case of Antonio's Revenge, been much maligned by critics. These dramatic works depict a whole host of the living dead, including not only ghosts and spirits but also resurrected Lord Mayors, corpses which continue to “perform” after death, and characters who anticipate their deaths or define themselves through last dying speeches. By exploring the significance of these characters, I demonstrate that the concept of living death is vital to our understanding of deeper thematic and symbolic meanings in a wide range of dramatic works.