Hamlet

https://www.youtube.com/watch?v=AS6maTS
YuPI
 Predictions…
Characters
• What do you think the story is
about? What do you think
happens?
• Use the characters and
captions to help you devise
some sort of storyline.

Captions
Hamlet – Shakespeare
A Revenge Tragedy

Compare with The Revenger’s Tragedy

I hour 15 mins paper

Closed Text
What are the side effects of revenge? What happens to someone as a result of
revenge? What about the people around them? Is it self destructive? Why?
Who gets hurt?

REVENGE
 The Characters
Stick each character onto a separate sheet. We will be
adding key quotes and characteristics as we go along.

Alternatively, on the blog is a link to a document

containing all the pics. You can use this too if you prefer.
 The Opening Scene – Act 1 Scene 1

What is the mood and

atmosphere?

What language
techniques have been Look at the purpose of the
used to create this ghost here. Does the ghost
foreshadow anything? What is
atmosphere? the ghost’s attire?

What is the purpose of

this scene and what has
it been used to Also, explore what Horatio brings to
the scene?
establish?
Act 1 Scene 2 –
Claudius Addresses the Court

Objective:
Understand the difference in the atmosphere between
the first two scenes of the play

Success Criteria:
- Have compared the first two scenes
- Completed a comparative analysis
How has Shakespeare shown a contrast in the atmosphere
between Act 1 scene 1 and Act 1 scene 2?

This is what we should be able to effectively

answer by the end of the lesson.
Act 1 Scene 2 What is the mood and
atmosphere in this scene?

Scene 2 is set in the Great Castle

of Elsinore. It is bright, colourful
and loud. Come up with a list of quotes
to support your ideas.
- What are the key points of
this scene?
 Claudius
‘By our late dear
brother’s death/Our
state to be disjoint’
The first scene hints at the widespread concerns that exist
in Denmark, but this scene reveals exactly how ‘rotten’
the state is. Claudius’ corruption is a sign that Elsinore is
vulnerable.
Claudius – First
impressions
Add key characteristics to your Claudius page.
Include key quotes
-Gertrude
-Hamlet
- Denmark
 Hamlet
‘O that this too too
sullied flesh would
melt’
Shakespeare reveals Hamlet’s thoughtful personality
through his analysis of grief and his struggle with the
morality of suicide.
Hamlet's loss of faith and the question of whether suicide
can be justified are major themes throughout the rest of
the play.
 Hamlet – the solitary thinker
How has Shakespeare presented Hamlet?
- Appearance
- Attitude
- What other’s say to him
How has

Atmosphere
Shakespeare shown
a contrast in the
atmosphere
between Act 1 scene
1 and Act 1 scene 2?
Character
Who are the
characters and how

mapping
are they linked?
Claudius’
What’s really
happening in

Speech
Claudius’ speech?
Act 1 Scenes 3 and 4 –
Ophelia’s relationship with Hamlet is a
major subplot

Objective:
Explore the character of Ophelia and her position in the
play.

Success Criteria:
- Have started the character map for Polonius, Laertes
and Ophelia
- Have written a comparison between the inside and
outside of the castle
Compare the two families:
Claudius Polonius

Gertrude Laertes

Hamlet Ophelia

Look at how the members of the family react and respond to

the respective heads of the family, Claudius and Polonius. Can
you sense any genuine love or concern in either family?
 Polonius, Laertes
and Ophelia
Start the character pages for the above three characters.
- Polonius's language and wordplay
- Laertes language when speaking to Ophelia
- Ophelia’s submissiveness
Homework:
- Scene 4
- the Danish custom of drinking
- Why Hamlet is not afraid to go with the Ghost

- Scene 5
How the Ghost compares himself to Gertrude and
Claudius
What does he say about his murder
What does he say about how quickly he was
The ghostan
performs in important
Hamlet no doubt
dramatic
may have function.
been Whatever
Shakespeare's
belief
the about conception
popular ghosts he utilizes to
highlight
of what
his characters. is in the
The ghostsminds or
witches
Macbeth that
spokeappeared
out only to what
was
his in his mind,
inner thoughts and revealed
to the
audience
words of better
his couldthan do. any
InHamlet
the
same way,
discloses tothe
us ghost
the in
suspicions
already
and his in the minds
friends. When ofHamlet
Hamlet
sees the ghost
revelations, he and
voices hears
this its
thought
prophetic bysoul!"
saying, (I. "Oh
V. myAnd
40.)
the
the fact
friendsthatofitHamlet
first appears
suggests to
that
and they shared
perhaps even his suspicions
anticipated
them,
been thoughThe
spoken. no word
inquiry had of
Marcellus
the warlike about
activitytheand cause his of
later remark
condition of about theseem
Denmark rotten to
imply a
endeavoringsuspicion that
to verify or to he is
disprove.
.
The scepticism that all at first show concerning the ghost
seems to indicate their unwillingness to put faith in their
suspicions. They do not willingly think evil of the king, and
they all want some undoubted proof, not only of the fact of
the ghost's appearance, but of the truth of his words.
Horatio hesitates to take ths word of Bernardo and
Francisco, and is convinced only by the actual sight of the
ghost. Hamlet, apparently the least suspicious of all, for he
is the last to see the ghost, seems reluctant to believe that
Horatio and the others have seen it. To convince him,
Horatio assures him with an oath of the truth of his report,
saying,
"As I do live, my honor'd lord, 'tis true."
(I. ii. 221.)
His doubts are not finally removed until the fourth scene
when he sees the ghost for himself. At last, the evidence
overcomes his moral reluctance to believe such foul
suspicions, and Hamlet is convinced of the guilt of the king
Act 1 SceneMadness
Revenge

5
Memory
Complete the three sections looking
closely at Act 1 Sc 5.
Watch up to the end of Act 1
 Add to the Ophelia
character page,
this time including
quotes from the
men who seem to
be demanding her
to act or do
certain things.
Write the name of
the character
after the quote.

Ophelia and the status of

women
Unlike some of Shakespeare’s other female characters (Juliet),
Ophelia is not a developed character. She gives into the
demands from the men in her life.
The Ghost
appears to
Hamlet
This mirrors the first scene.
There is a contrast
between the carefree
nature inside the castle
and the looming threat
outside.
How does Shakespeare show a contrast in this scene between
the carefree nature of the court inside and the danger that is
looming outside of the castle?’

- Suspense before the ghost arrives

- The sound of the trumpets
- The feeling of both the old king and new king
- What is further revealed about the state of Denmark
 Hamlet – ‘I do not set
my life at a pin’s fee’
For homework, add to your HAMLET character map. This time
focus on how Hamlet is in a desperate state – he does not care
about his life. Also look at his references to fate and destiny.
A Few Weeks
1.

2.
Act2 Scene1
Laertes
Later
Polonius sends someone to spy on his son,

Ophelia reports Hamlet’s strange appearance

Polonius
Shakespeare lightens the tone by

making Polonius appear ludicrous.

Full of his own importance and

intoxicated words , he has the

tendency to lose the thread of “what

was I about to say?/by the mass I was

about to say something.”

 Hamlet begins to
appear mad
“As if he had been loosed
out of hell”

What do we learn from

Ophelia about Hamlet’s
appearance? (83-90)
Key Info
Hamlet knows Ophelia will
tell her father what she has
seen .

Feminist critics comment

that Ophelia seems to have
no scope for following her
own wishes. Others,
contrasting her with Juliet,
accuse her of a complete
lack of spirit.
Act 2 Scene 2
Deception is Real Madness Vs
widespread Fake Madness

Humour in
Hamlet’s Madness

Players have an Hamlet curses his

important role lack of action
Deception
Using Act 2 Scene 2
as a starting point,
analyse the
importance of
deception in Hamlet
 The dramatic
purpose of this
episode is to
establish
Hamlet as a
characteristical
ly detached,
reflective,
analytic,
thinking and
‘to be or not to be’ moral.
Hamlet’s most unique soliloquy
Abstract
reflection.
 Act 3 Scene 1 – ‘to be or
not to be’
Read through the scene and work through the
following steps:

1. What are the key messages of this

soliloquy?
2. Why is there no mention of the
ghost/Claudius/Gertrude?
3. What do you notice about the tone and
tempo?
4. What does this show you about Hamlet’s
state of mind?
 is in direct contrast to the
passionate exchange which
follows…

Nunnery episode
‘Get thee to a
nunnery’
Reversal of Roles
- Gertrude’s allegiance
-Ophelia’s betrayal

EXPLORE

Hamlet’s reaction to Ophelia

before she speaks.
- How he refers to her
- Language used Hamlet’s rage once Ophelia
starts talking.
- How does he refer to her
now?
- Language he uses
 The Mousetrap
Play within a Play
What are the key moments of the scene?
Claudius’ reaction to the
play…

What does Hamlet think?

Horatio…….the voice
of reason?
Hamlet’s relationships are
developed…

Gertrude
Horatio

Rosencrantz
Ophelia And
Guildenstern
‘Ophelia should be viewed
as a completely innocent
victim’
Argue for AND against this
statement
for against
Act 3 Scene 3

What does this

scene reveal about
Claudius’ character?
Repentance
Claudius is not genuinely
repentant
How do we know this?
Tragic Conscience
Flaw

Hamlet’s
Potential
Explanations for

Delay
Hamlet’s delay….

Plot Fairness
Device
 Act 3 Scene
4
The Closet Scene
What is the purpose
behind Hamlet’s
confrontation?

Confirms Make
Repair their
Claudius’ Gertrude
relationship
Guilt repent
Explore Gertrude’s
language whilst she
is talking to Hamlet
Hamlet’s control
Explore Hamlet’s
control over the
conversation.

How does he do
this?
What do we make of Hamlet’s
spontaneous reaction?
‘Act 3 Scene 4 proves that
Gertrude is just an innocent
victim’.

To what extent do you agree

with the statement?
 Act 4 Sc 1 +2
Act 4 is a series of
fast moving events.
This is typical of
revenge tragedies but
seems odd in a play
full of delays… Read Act4 Sc1 and 2
Gertrude and Claudius
How do Gertrude and Claudius display the
following traits in this scene?

Self Centered Dishonest

 Act 4 Scene 2
Hamlet refuses to tell Rosencrantz
and Guildenstern anything and
criticises their selfish behaviour.
How does this short scene continue to deal with the
consequences of Polonius’ murder?

Hamlet is not sensitive or

reflective…
He answers
Hamlet’s angry reaction to their questions
Rosencrantz and in riddles
Guildenstern – is it
necessary?
Gurjeevan and Gagan and Ali, Sanya
Shinead Rchie and Aisha

Independent Tasks
Act 4 Scenes 3-7
Act 4
Gurjeevan and Shinead
Act 4 Scene 3 and
4
1.Claudius plans to kill
Hamlet

2.Hamlet compares
himself with Fortinbras
Gagan and
Rchie
Act 4 Scene 5

1.Ophelia and Laertes

both go mad – sort of!

2.Ophelia goes insane

3.Laertes is angry
 Act 4 Sc 6 and 7
Ali, Sanya and Aisha

1.Hamlet’s back but

Claudius keeps plotting
to kill him

2.Ophelia drowns but it is

suspicious
Act 5 Scene
A gravedigger whilst digging a grave, brings
some wisdom and dark humour to the play

Hamlet and Laertes

1
Ophelia Drowns
Death
Objective:
Understand the key ideas in Act 5 scene 1

Success Criteria:
Have completed a set of activities for each key
moment
How is Act 5 Scene 1
important for the
development of Hamlet’s
character?
Use the following key words to help you in
your response…
Own death Chain of events
Symbolic

inevitability
Own funeral duel
Hamlet and Laertes finally
meet…

1. How does Hamlet show mixed feelings for Laertes

2. How does Hamlet praise Laertes. How does he
reflect this onto himself?
3. Analyse the language Laertes uses to make his
grief seem more impressive. How does it actually
seem?
4. Hamlet and Laertes are like love rivals. How could
you support this statement?
The Gravedigger has two
important roles… forgotten

power
commoners
Re-evaluate ideas
globe about death

Provide Challenge
Hamlet’s
Comedy Views
Morbid tone Darkly humorous
Rank and material possessions
death

Disrespect of social class

Death & Hamlet
How does Hamlet
begin to think
about death
differently?
Look at the following FOUR areas:

Importance of his dead

Physical images of death
father

Yorick’s skull childhood

Act 5 Scene 1 is the most
important scene for the
development of Hamlet’s
character.
To what extent do you agree with this statement?
 Act 5 Scene
Hamlet’s Changed View
Abuse of Language

2
Justice

Objective:
Understand the key themes of Act 5 Scene 2
 What does the duel
symbolise?

Battle
between
Dramatic
goodness
Concerns
and
corruption
 That he will stop
hesitating…

Hamlet has a To give into fate…

changed view of
the world. He That he’ll be damned if
decides to take he does not kill
control of his Claudius…
own actions. He To take ownership of
decides… his quest for honour
and revenge

To start considering
others…
 B A A*

Sheep Grade Analysis

Abusive Language –

Hamlet still dislikes characters that abuse language – he mocks

Polonius’ ramblings and Laertes’ use of hyperbole. It’s
not surprising therefore that Osric, who’s fond of pompous
and complicated speech is an easy target for Hamlet.
Hamlet parodies him by giving long winded answers – ‘his
definement suffers no perdition in you, though I know to divide
him inverntorailly would dizzy th’arithmetic of memory’.
By making unlikeable characters abuse language, Shakespeare
shows that words can be misleading and dangerous.
 The themes of justice and revenge

Justice come together when Hamlet kills

Claudius. By the end of the play,
Claudius is isolated. He’s the single
villain and all his potential co
conspirators (Polonius, R+G, Laertes
Gertrude and Gertrude) are dead. Its clear
that Claudius deserves his fate, but
its more ambiguous whether
everyone else getswhat they
R+G deserve.

Laertes

Hamlet Fortinbras
‘All the deaths in Hamlet are
the direct result of each
character’s individual flaws –
they all cause their own
downfall.’

To what extent do you agree with this

statement.
This is what we need to feel confident
in answering by the end of the lesson.

‘Claudius was a bad

brother but a good king’
Look at the model examples below. Your target areas for
These are also on my blog. improvement as a whole:

1. Flair in writing
a) vocabulary
b) sentence
construction

2. Using short embedded

quotes

Look at the examples

of target 1 .

Using the
assessment grid,
what band would
you put this
response in?

7 minutes
 Look at the model examples below. These are also on my blog.

Your target areas for

improvement as a whole:

1. Using short
embedded quotes

2. Flair in writing
a) vocabulary
b) sentence
construction

Look at the examples

of target 2.

Using the
assessment grid,
what band would
you put this response
in? 7 minutes
 Thursday 6th November 2014

Character
Objective:
Claudius (King)

Be able to use these example paragraphs as a model

for our own analysis

Success Criteria:
1. Have written a short analysis
2. Have reflected on our targets in the analysis
Shinead and Gurjeevan Ali Rchie

Claudius is
Claudius is the an immoral
His selfishness
main
antagonist
defines him character
(Good King) (Bad Brother)
(Bad Brother)

Aisha Gagan Sanya

Claudius Claudius’
Claudius is a
manipulates cunningness and
clever and
people with deviousness are
talented leader his own downfall
(Good King) language (Bad Brother)
(Good King)
 You have each been given a specific area to focus on for Claudius. Your section
shows either that he is a good King or a bad brother.
Steps to Success:

1.Read through this section

and condense it into one point
about Claudius’ character.
Provide a supporting quote.

2. Share your point with your

table, making sure to add
it to the mind map on the
table.

3. You will need to take a

picture of this mind map
once you have the three
ideas on it. (these will
form the basis of your
homework) 8 minutes
 This is what we need to feel confident in
answering by the end of the lesson.

‘Claudius was a bad brother

but a good king’ Help Yourself:
Write a paragraph answering this question.
Remember this paragraph will show only one 1. Use the model
point – was he a bad brother or a good king. examples and the
checklist on the pink
You know what side you were looking at. card.

Remember, you are focusing on the two 2. There is also a SHEEP

targets from the start of the lesson. GRADE vocabulary sheet
1. Flair in writing that will help you with
2. Short, embedded quotes target 1.

Also, don’t forget your own personal targets

You have 12 minutes
from the SHEEP TARGET.
DIRT – Pink Pen You have 8minutes

Pair Up, Pair Up!

Using the pink highlighter, highlight where your partner has used the two target
areas for improvement.

Give books back!

Now, highlight an example of where you have used the target from your SHEEP
GRADE target card.

Self Reflection –

Once you have your work back, look at A01 and A02 on
the assessment grid. What band would you place
yourself in. How many marks would you give for each
section?
 Extended
Homework:
Complete the six paragraphs. The three

Learning
points for the opposite side of view will
be published on the blog after the lesson.
I will take a picture of it.

You can do this on Evernote.

Take two handfuls of bitter acrimony and stir in a good helping of blood.

Allow to simmer, adding a pinch of the supernatural to taste. Fold into a

casing of false identity or madness and allow to set. Revenge is a dish

best served cold.

Do you think Hamlet ‘passes the

deadline’ in his plot to take revenge?

Can I attempt this answer with

more confidence by the end of
the lesson?
 Theme
Revenge
Objective:
Analyse how the theme of revenge is used in the
play

Success Criteria:
Have explored the five key areas of
Revenge in Hamlet
 Revenge was seen as an old
and unlawful kind of justice
In Shakespeare’s time, the church taught that revenge was a sin – it was
wrong for a man to settle dispute himself. The Bible says that revenge is
God’s responsibility. (Vengeance is mine – Romans 12:19)

Linking this to Hamlet –

-This is why Hamlet questions -The ghost’s appearance wuld

if the ghost of his father is the
‘devil’ in a ‘pleasing shape’.
Because it tempts him to
commit the sin of revenge.
have contradicted the
Protestant Church’s teachings.
Hamlet has to decide whether
to follow his beliefs or the
Ghost’s orders.
Revenge tragedy was a
Popular Dramatic Genre
Elizabethan playwrights were influenced by Seneca’s
dramas from the 1st Century.
Also,
Thomas Kyd’s The Spanish Tragedy

Search this and the structure of these

plays.

Link this back to Hamlet.

Hamlet’s not a Typical
Revenger

Hamlet could be seen as humanist revenger.

Look at the revenger in The Spanish Tragedy and compare

him to Hamlet.

Also,
Research Renaissance Humanism and link this to Hamlet’s
revenge.
The relationship between fate Hamlet’s language repeatedly
and free will suggests that it is his fate to
become a revenger

Hamlet thinks
that it is his fate
to take revenge

Hamlet, however, tests his

role as revenger and
resists his given role
‘To act or not to act – that is the
problem’
Hamlet is defined by its lack of action. The play is considered
to take the structure of other revenge tragedies but
Shakespeare shifts the focus from the revenger’s obsessive
planning to Hamlet’s indecisiveness.

Hamlet, however, tries to encourage himself by using more

violent and determined language….

Provide two instances from the play where

this is the case!
Revenge Plots..
There are a few revenge plots in the play.
What are they?
 Do you think Hamlet ‘passes the
deadline’ in his plot to take revenge?

Can I attempt this answer with

more confidence by the end of
the lesson?
YES
NO
 Do you think Hamlet ‘passes the
deadline’ in his plot to take revenge?

Can I attempt this answer with

more confidence by the end of
the lesson?

Form and Structure.

Use this accompanying
resource and ensure that
you use the ideas in your
response to the question. Aristotle
‘Frailty, thy name is woman’
To what extent do you think Gertrude conforms to this stereotype?
Gertrude
Objective:
Analyse her role and depiction in the play.
Gertrude is an ambiguous
character
Use the following prompts to complete an analysis showing how
Gertrude is an ambiguous character.
- There is a lot Shakespeare does not tell us about Gertrude. She does
not have any soliloquies to…

- She comes across as graceful and charming, however, you could argue
that…

- As Queen, she holds a position of power and authority, but at times

she comes across as…

- Certain aspects of Gertrude are left ambiguous:

1. Her marriage
2. Whether she believes Hamlet’s madness
3. Hints that she committed adultery before King Hamlet’s death
As a group, you have the following TWO topics:
Discuss these and make ‘photcopiable’ notes to pass to the rest
of the group.

Gertude Gertrude
cares about relies on men
appearance to maintain
her position

Ali, Shinead, Rchie, Gurjeevan, Aisha,

Sanya and Gagan

Gertude and She could be a

Hamlet have caring,
a maternal victim
complicated or an adulteress
murderer
relationship
‘Frailty, thy name is woman’
To what extent do you think Gertrude conforms to this stereotype?

AO1 AO2 AO3 AO4

‘I am but mad north north
west. When the wind is
southerly, I know a hawk from
a handsaw’.
Analyse this quotation in the context of Hamlet’s use of madness
and a revenge tactic.
Revenger’s sometimes pretend
to be mad
In revenge tragedies, the revenger often fakes madness to help him
carry out his plan without arousing suspicion.

Titus Andronicus and The Spanish Tragedy

Hamlet’s Madness might be
an Act…

- Hamlet planning his madness

- Appearance
- Calculated language
…or depression and stress
may have made him mad
- His first soliloquy
- Questioning of his faith
- Audience never see Hamlet before his father’s death so its hard
to know what he’s normally like
- Act 5 Scene 1 Hamlet warns Laertes
- The final scene, Hamlet declares he really was mad.
Ophelia
Polonius’ death disturbs Ophelia – the King calls her madenss ‘the
poison of deep grief’. Its made worse by the fact that Polonius was killed
by the man she loved and that his burial was done quickly and secretly
while her brother is away and unable to defend the family’s honour.

Ophelia falls into a different kind of madness from Hamlet:

1. Ophelia’s speech
2. She has lost self consciousness
3. Her death is troubling;
a) her death took place offstage
b) distressed by grief so she didn’t care that she was drowning
c) it seem strange that Ophelia death was witnesses but wasn’t
prevented.
Ophelia’s madness seems
genuine
Ophelia’s insanity may be a good contrast to hnalet’s madness as they’re both
grieving for murdered fathers. By comparing the two characters, the audience
realises that Ophelia is genuinly mad while Hamlet’s sanity is more ambiguous.
 Form and Structure
Sanya, Ali, Shinead and Gurjeevan

Performing Hamlet
Gagan, Rchie, Aisha

You will need to have the following by the end of the lesson:
- A handout to give to the other group
- A short presentation to feedback to the class
- A clear understanding of both the boxes above.
‘Polonius has no redeeming
features – he deserved to be
killed.’
To what extent do you agree with this analysis?
Polonius
Objective:
Explore Shakespeare’s depiction of
Polonius
Polonius in an incompetent
schemer…
Contemporary Context – A04
It was also suggested that Polonius was based on Lorrd Burghley, a spymaster in
Elizabeth’s court, who had spied on his son in Paris. Polonius’ critical, interfering
and self righteous nature is also said to be a parody of the Puritans – the Puritans
hated the theatre, which may explain why Shakespeare made him such a
laughable character.
Polonius and Polonius and
Ophelia
Laertes

Spy Low opinion

Deception Corruptible

Scandal ‘baby’ – Polonius

(1.3.111,105)
‘Reckless libertine’ –
Ophelia (1.3.49)
Obeys

Hypocritical

demands
The Purpose of Polonius…

He ruins Hamlet and He provides some

Ophelia’s relationship comic relief

Polonius’ scheming and foolishness are

his own downfall
‘Polonius has no redeeming
features – he deserved to be
killed.’
To what extent do you agree with this analysis?
Read Laertes and Polonius’
advice to Ophelia in Act 1, Sc 3.
How do these two characters
present male sexuality to
Ophelia and the audience?
Gender and Sexuality
Objective:
Explore how the Elizabethan context of gender and
sexuality is evident in Hamlet.
Gender played an important role in
Elizabethan Society
Gender restricts the way the
characters live…
 …and determines the way
they die
According to classic tragedy, men should die by the
sword or in combat.

In Elizabethan England, women’s bodies were thought

to be made of more watery substances.

Go through the characters in Hamlet and note the way

they have died. Are there any characters that do not
conform to the Elizabethan stereotype? How does this
contribute to the overall meaning?
 The Men in Hamlet try to
restrict the women’ s
sexuality..

Explore the following;

1. Hamlet and Gertrude

2. The Men in Ophelia’s life

3. The men using abusive and accusatory language

Finally,
The play has an underlying concern with incest.

Elizabethan law

Christian beliefs

Use the Marries

following key Accusation

words to write
Mother’s sexuality
up a response
to the above… sSister’s virginity

Sexual closet scene

Read Laertes and Polonius’
advice to Ophelia in Act 1, Sc 3.
How do these two characters
present male sexuality to
Ophelia and the audience?
Niccolo Machiavelli wrote that
‘men are driven by two
principal impulses, either by
love or by fear’.
Explore this idea in an analysis of the major
characters in Hamlet.
Cultural Context
Objective:
Explore the major characters in the play and their depiction

Success criteria:
Have planned for an essay response
 Independent
Study
Cultural Context
Read through/ make notes from the sheets given. Use the
ideas from this sheet to help you plan a response for the
question.

Use your Assessment Criteria to ensure that you have

evidence for every AO.
 Laertes
Objective:
Explore Laertes’ purpose in the play
Laertes is a FOIL to Hamlet
Shakespeare uses various foils to develop Hamlet’s character. The main
foil is Laertes, a young man also seeking revenge for his father’s murder.
As foils for one another, Hamlet and Laertes have several things in
common:
1. Hamlet and Laertes both love Ophelia and have a strong sense of
love, loyalty and respect for their fathers.
2. Both are students studying abroad, well known for their
swordsmanship.
3. They both claim to be honorable, but seek revenge through
devious means – Laertes uses a poisoned blade and Hamlet feigns madness.
Foils also show contrasts between characters. When Hamlet says ‘I’ll be your foil
Laertes’ (5.2.252) he’s modestly saying that the difference in their fencing ability will
make Laertes’ skills seem even better.
Comparing Laertes and Hamlet
 Look at the following
scenes to help you use
the key words for
Laertes’ language…

Act 1 Sc 3
Act 5 Sc 1

Laertes’ language
Insincere (5.1)
echoes his fathers…
Pompous tone Exaggeration Hollow and
(1.3) (5.1) unfeeling (5.1)

Abuses words (1.3 Content and style (1.3)

 Fortinbras is a mix of Laertes
and Hamlet…
Use the following FOUR points below to explore how Fortinbras is a

foil of Hamlet and Laertes.

1. Fortinbras is a foil to Hamlet and Laertes

2. Fortinbras is actively seeking revenge

3. Hamlet has a major turning point when he compares himself

to Fortinbras

4. The play’s resolution highlights Fortinbras’ positive traits

Laertes pretty much exists to
act as a foil to Hamlet.
Horatio’s the cling film,
sticking with Hamlet,
Ophelia’s the baking paper –
she might have a bun in the
oven, and Fortinbras is the
kitchen roll, he comes and
clears up the mess in the end.
Appearance and Reality
Objective: Explore the idea of how the audience is constantly
‘watching’.
In Hamlet, appearances can be
deceptive…
1. Hamlet values truth and spend most of the play searching for
it. In his search he is constantly frustrated by the
inconsistencies between appearance and reality.

2. To try and understand their uncertain reality, many of the

characters in Hamlet want visual proof of things. i.e
Horatio.

3. The preoccupation with seeing makes a lack of sight even

more disconcerting.
 The Audience are
reminded that they
are watching a
play…
References to the stage highlight the blurred line
between drama and life and appearance and reality.
Sometimes the audience are separate observers
and sometimes they are addressed directly as if the
characters know that they are there.

Hamlet uses metaphorical language to describe the

heavens and the earth as a theatre. He even refers
to the Globe theatre itself.
2.2.300 and 1.5. 96

‘Memory holds a seat/ in this distracted

globe’.
This has three possible meanings.
1. The globe as the earth
2. The audience at the globe
3. The globe as Hamlet’s own head full of
distracted thoughts.
The audience is watching
Hamlet watch the King watch
a play..
Hamlet is full of scenes where characters are watching or spying on each
other. The fact that the audience are watching this from afar adds
another level of observation.

This complicates the way the audience watches the play because they are
caught up in a network of people looking at each other. Shakespeare’s
audience in the Globe would have been physically close to the stage so
the separation of the audience and the actors was less obvious.
Sight is also
described as a
way to
control or
‘catch’
someone.
Hamlet is worried that everyone is keeping up fake appearances
Hamlet doesn’t know who to trust
Explore the idea of ‘watching’ in Hamlet.
language
Dramatic Language
Explore Shakespeare’s use of prose and
verse
Shakespeare uses blank verse
to imitate the rhythm of
natural speech
Iambic- this is the rhythm of English speech which stresses
every other syllable.

A string of five iambs makes ten syllables of

alternating stress – this is called iambic pentameter.
1 2 3 4 5 6 7 8 9 10
For in that sleep of death what dreams may come (3.1.66)

In the 16th C poets started to write in unrhymed iambic pentameter – this is

blank verse.
Shakespeare uses the ten syllable framework or blank verse to imitate formal
speech – lines that are written in blank verse are usually spoken by high status
characters or form part of a speech or soliloquy.

Some crucial moments in Hamlet’s speeches are marked by changing the pattern
of iambic pentameter – Hamlet’s soliloquy in Act 3 Sc1 is interrupted by a caesura
which breaks the rhythm of the iambic metre. There is also an extra syllable in the
line which suggests that Hamlet is thinking on his feet.
1 2 3 4 5 6 7 8 9 10 11

To be or not to be – that is the question

Sometimes the verse breaks
down into prose…
Prose is writing that’s not verse- it does not rhyme, its got no metre
and there are no line breaks. When characters talk to each other
informally or address a character of a lower status, they use prose.
So, for instance,
The lack of ceremony displayed in Act 5 Scene 1 by the gravedigger,
Hamlet and Horatio when they joke about about death is reflected in
their use of prose. This informality is juxtaposed with the return
to blank verse when Ophelia’s funeral procession arrives. The
transition from prose to verse is marked by a rare example of
rhyming iambic pentameter.
At other times, the characters’ control over their language slips
which reflects their state of mind. Prose can be used to show
that a character can’t organise their thoughts in eloquent
iambic pentameter. When Ophelia goes mad, she speaks to the court
in prose which reflects her rambling and incoherent thoughts.
Hamlet’s many soliloquies…
Hamlet has five soliloquies throughout the play…let’s explore
these!
How do Hamlet’s soliloquies
affect the audience’s
understanding of his
character?
Objective:
Explore the roles of
Horatio and
Rosencrantz and
Guildenstern
 Loyal

Trustworthy

Die alongside

Conversations with
Hamlet

Insight

Horatio is Hamlet’s
only ally
What do we learn about Horatio?
Hamlet admires Horatio’s Self
Control…
1. Hamlet admires Horatio for having the qualities that he lacks. He
praises Horatio for his virtue, self control and stoic attitude and
wishes that he could have a similar state of mind.
‘Give me that man/That is not passion’s slave, and I will wear him/In
my heart’s core’ (3.2.)
Here, Hamlet seems almost envious of Horatio’s freedom from
emotion, however Horatio is not completely unfeeling. He does have a
strong love for Hamlet but he does not let it control him.

2. Even when Horatio offers to commit suicide for Hamlet, he’s level
headed and calm, motivated by a sense of honour and duty. He calls
himself ‘more an antique Roman than a Dane’. (5.2) This links his
character to the values of the classical world where suicide was
considered heroic in some circumstances.
3. Horatio is calm, thoughtful and speaks only when necessary. In
comparison, Hamlet’s speeches are frequent and meandering and
his emotions delay his vengeance.

4. Hamlet wants to learn from Horatio’s stoic attitude – he wishes

that he could be more rational and indifferent to fortune. Byt the
end of the play, Hamlet has accepted his fate. ‘There’s a divinity
that shapes our ends’ (5.2).
Horatio’s Dramatic Function:
Rosencrantz and
Guildenstern
What do you know about Rosencrantz and
Guildenstern?
 Tom Stoppard wrote a play

They’re interchangeable based on R+G where even

the two characters can’t tell

characters…
each other apart.

1. R+G only ever appear together and seen incapable of

functioning independently. They talk in a similar way and finish
each other’s sentences Gertrude’s repetition of Claudius’ line
‘Thanks Rosencrantz and gentle Guildenstern’ (2.2) with the
names reversed implies that it is difficult to tell them apart.

2. Their names are also similar - both have three syllable.

3. They can be seen as deception personified – their two faced

nature shows that friendship is not for life and that loyalty can
be bought.
 They’re dishonest, but not very
bright…
Their names have christian symbolism
which is ironic because they are not very
moral characters. Rosencrantz means
‘crown of roses’ (or thorns) and
Guildenstern means ‘golden star’. They
ignore the Christian values of love and
friendship and instead betray Hamlet for
profit.
However, they’re not very good at
deception. Hamlet quickly realises that
they’re working for Claudius. This provides
humour as it makes them appear fools and
they serve as comic foils to Hamlet’s wit.
They seem out of depth and have no control
over their own destiny or events of the play
itself.
Their deaths are a result of a plot they don’t
understand.
R+G are dead, but nobody cares…
Their deaths reveal the complicated
nature of Hamlet’s character. He’s
incapable of taking revenge on
Claudius, yet he’s able to send his
old friends to their deaths without a
second thought. ‘They are not near
my conscience’. (5.2)
The pair might not have been loyal
but their deaths seem unjustified.
They may have been following
Claudius out of fear.
Hamlet had warned the pair ‘ you
cannot play upon me’ (3.2). Perhaps
Hamlet felt that they deserved their
fate because they show such greed
and stupidity and don’t listen to his
warnings.
 Plan for ONE of the two questions…

‘The characters of What do you think is

Rosencrantz and
Guildenstern add nothing to
the play. Hamlet could easily
have done without them.’
To what extent do you agree
with this statement?
more important –
Horatio’s function as the
play’s chorus or his role
as Hamlet’s only true
friend?
‘Death was everywhere in
Elizabethan England – life
expectancy was 40 years
and infant mortality was
high and disease was
widespread.’
(AO4)
Objective: Explore Hamlet’s preoccupation with
life after death

‘Let me not burst in ignorance. But tell/Why thy

canonized bones, hearsed in death/Have burst their
cerements’ (1.4)

How does Shakespeare present Hamlet’s anxiety about

the afterlife?
Hamlet’ unsure about what
happens after death…
The Reformation bought new ideas about the
afterlife to the newly formed Church of England.
However, many people still held onto Catholic ideas of
the time about spirits, demons and purgatory.

In Hamlet, Shakespeare uses different characters to

introduce the conflict between Catholic, Protestant
and humanist ideas. The play reflects the current
debates of Shakespeare’s time.
Yorrick’s skull is a reminder
of man’s mortality
In Elizabethan times, death was considered to be much
a part of life as birth. Horatio refers to the ‘womb of
earth’ (1.1) which suggests that burial is a return to the
fertile soil that supports life on earth.

Momento Mori – Elizabethan art often used images of

skulls as a reminder of death and man’s inescapable
mortality. This type of object is called a momento mori,
which roughly translates as ‘Remember you will die’.
 Hans Holbien – The
Ambassadors
Public clocks, statues and paintings like the one above would
be decorated with skulls. The painting has a stretched image of
the skull across the bottom. This hidden skull reminds the
viewer that even when you cant see it, death is near.
Hamlet uses Yorrick’s skull as a theatrical momento
mori in Act 5 Scene 1. Directors often decide to have
Hamlet holding the skull up to his face, as if he’s
having a conversation with it. This represents Hamlet
facing death out of fascination rather than fear or
bravery. This is reflected in his language.

Find examples of this language that

Hamlet uses.
Suicide was a sin that barred
the soul’s entrance to
heaven…
Suicide was condemned by Christian teaching and people who
committed suicide were buried in unconsecrated (unblessed)
ground.

What does the Priest at Ophelia’s funeral say that

suggests she does not deserve a Christian burial?
 Death continued…
Hamlet is troubled by the Ophelia’s final words on
spiritual problems of suicide stage suggest that she senses
even when he’s joking. she is going to die

Act 1 and 2 – his body/flesh Act 4 Sc 5 - Her final song

Act 2 sc 2 - ‘except my life’ Ophelia says her goodbyes

How does death restore order
in Elsinore…
How does death restore order
in Elsinore…
The play shows how easily revenge can spiral out of
control – Hamlet avenges King Hamlet’s death,
Laertes avenges Polonius’ death, and Fortinbras
recovers his Father’s lost lands. Hamlet and
Laertes’ deaths restore order and close the cycle
neatly because there is nobody left to be avenged.
 Horatio warns Hamlet that ‘The very place puts toys of
desperation,/Without more motive, into every brain/ That
looks so many fathoms to the sea/And hears it roar
beneath.’ (1.4)

What is the effect of his use fo imagery here? Refer to

specific literary techniques in your answer.
Imagery
Objective:
Explore Shakespeare’s use of imagery
through close reading of a passage.
Horatio warns Hamlet that ‘the very place puts
toys of desperation,/Without more motive , into
every brain/That looks so many fathoms to the
sea/ And hears it roar beneath.’ (1.4)
What is the effect of his use of imagery here. Refer
to specific literary techniques in your answer.