Though this be madness, yet there is method in't

In case you haven't had enough examination feedback, I'm sharing even more: this time on t he first part of the exam question which invited you to discuss the passage from Act 1 Scene 2, lines 65-120, exploring Shakespeare's use of language and its dramatic effects.  This scene is a gift, as it offers Hamlet’s first words and actions of the play. Because it is Shakespeare, of course they are rich with imagery and ideas that set up all sorts of themes and conflicts for the rest of the play - so there is plenty to discuss. You are interested in how Shakespeare shapes meaning through the interplay of language, form and structure . It is, in many ways, easier to deal with all three together, since that word 'interplay' is quite important. Form is really concerned with aspects of genre that appear within a text, as well as the 'form,' or type, of the text itself, in this case a play, and specifically, a Shakespearian tragedy. Form might also inclu

The second section of this year's 'entrance' exam question on Hamlet was a traditional essay question and asked: (b) ‘In the world of Hamlet trust is a rare commodity.’ Using your knowledge of the play’s opening scenes, show how far you agree with this view. Remember to support your answer with reference to different interpretations. The first thing you need to do is form a hypothesis which engages with the statement that  ‘In the world of Hamlet trust is a rare commodity.’ Is trust rare? Who trusts whom? Who doesn't? What happens at the start of the play to set this up? What kind of overarching idea do you have? But it is also worth thinking about 'trust' in more hopeful terms. Where are the moments and relationships of trust? Could this actually form the thrust of your argument? Or at least some kind of 'counter' to a bland acceptance of the statement. Horatio's presentation as a trustworthy character, reinforced by the ending? The strong all

Act V plays out in around thirty two minutes (if you exclude the well-deserved applause at the end of the production). The music announcing the infamous gravediggers scene has a Calypso feel which sets an appropriately lighthearted, joyful even, and certainly irreverent tone - reinforced by the Gravedigger's ad lib of 'ya bastard' directed towards Yorick's skull. Hamlet's more measured response in contrast demonstrates his fascination with the physical processes of death and beyond. Ophelia's body, wrapped in a shroud, is carried in by Laertes. He lays her down tenderly by the grave and weeps over her form - echoing Ophelia's own lament for her father in the previous act. To the evident distress of all around, Laertes leaps right down into the grave as though he cannot bear to be physically separated from her. His action provokes what turns into an unseemly graveside brawl with Hamlet. Claudius hatches his plan for Hamlet's end with Laertes after

Ophelia makes Polonius 'present' in the absence of a body This is the shortest act of the production at just 28 minutes, but is full of pace and action. The stage is filled with ever-changing movement. Increasingly sinister and ominous music between scenes contributes to the building sense of threat, and the movement to different locations seems almost seamless; as though we are running through the castle with the characters. There are instructions, letters, machinations, plotting. Hamlet's arrest by a guard is very physical: he is thrown to the floor in a half-nelson submission hold. His insolent foot tapping and movement, and loose-limbed rebellious mocking of Claudius get the audience on side and there is much laughter - but his reactions seem those of a man who has run out of options and has nothing left to lose. Everything about Essiedu's appearance and manner is subversive; down to his shabby clothing and turned-up trousers - in such contrast to the costume

As we move into Act III (which is the longest part of this production running at 44 minutes), the stage is draped in enormous canvases, hanging down from the ceiling and spread across the floor. They suggest Hamlet's mania from their volume, and the preoccupations of his troubled mind in the calligramatic references to serpents, crowns and skulls. The concept of the tortured artist is constructed visually before it is enacted. Rosencrantz and Guildenstern's incompetence is suggested through their casual behaviour at the start of the scene, giving the idea that they don't really have their minds on the job, but are treating their time here as a holiday. Essiedu's Hamlet embarks on the 'To be or not to be' speech with a plaintive, questioning tone. You can explore the RSC's approach to this in more depth here . When Ophelia enters she is evidently still smarting from their previous exchange and attempts to return a large box of gifts and keepsakes fr

Act two is slightly shorter than the opening act, at 31 minutes. Might we add 'stingy' to our ideas of Polonius as he has to be persuaded to give more to his emissary? Ophelia's evident distress as she explains Hamlet's behaviour towards her greatly contrasts with her composure of the previous scene. She seems to emphasise the physical: that he 'held me hard' (II.1.87), and makes reference to the transformation that we are about to witness for ourselves, 'He falls to such perusal of my face/As a would draw it' (II.i.90-91). Now Polonius switches his own shoes, and bends down for Ophelia - reversing the dynamic of the previous scene. He seems a loving, if misguided, father attempting to do the best for his daughter. The embrace at the end of this exchange emphasises their closeness. The representation of Rosencrantz and Guildenstern as bumbling, white, camera and luggage-laden tourists makes them as conspicuously out of joint with their enviro

One of the unexpected benefits of lockdown has been the proliferation of free-to-air theatrical performances. The RSC's 2016 production with Paapa Essiedu as Hamlet has been shown on BBC iPlayer as part of their Culture in Quarantine access, and now forms part of our study. Act One runs for 41 minutes. The glimpse of Wittenberg student life emphasises the kind of world that Hamlet has 'lost', in addition to the loss of his father, as he arrives home. It also reminds the audience of his youth, and the celebratory moment of having a diploma conferred contrasts effectively with the grief later in Act One; the snapshot effect is also a signifier of change: a moment lost forever. Beyond this, the production has been described as the ' most traditional of interpretations '. For the first 'ghost' scene (though no ghost appears), the low, blue-black lighting means the actors are almost imperceptible at times - certainly difficult to pick out in the stage gloo