Wednesday, March 7, 2012

Francesco's Soliloquy

From Sarah's blog post about characters
Francesco- son of the Doge/Duke of Venice, and a member of Venice's Council of Ten. Completely fascinated with Western expansion and anything involving the New World.  Secretly fears his sister, Filippa, although he puts on a good facade to hide it when she's around.  Wants to exile her when his father passes and he becomes the Doge/Duke of Venice.
The following is Francesco's soliloquy about the new world and his desire for the unknown that it represents, having been reprimanded for not sleeping during the night and thereby not acting in his position as future Duke.

My heart hath followed sun as it did set.
Expectest thou that I should sleep the night?
Expect I then that thou shouldst sprout a tail
Should I inform the press thou art a cur.

And eyes attached to heart as always are,
When poor man glimpses sight of purse not own'd,
Or beggar, fete, yet lacking bid from hosts,
Thou sayest, "Do not think!" by this, "Don't want."

Allow one dream to kill the other kind?
Tho treason, blaspheme, sacrelige be vile,
What thou suggestest, worst of all the evil
Tripe that spewest forth from tongue or tooth.


(It goes on, but I'll have to finish later).

The Hokey Pokey - Shakespeare Style

O proud left foot, that ventures quick within
Then soon upon a backward journey lithe.
Anon, once more the gesture, then begin:
Command sinistral pedestal to writhe.
Commence thou then the fervid Hokey-Poke,
A mad gyration, hips in wanton swirl.
To spin! A wilde release from Heavens yoke.
Blessed dervish! Surely canst go, girl.
The Hoke, the poke -- banish now thy doubt
Verily, I say, 'tis what it's all about.

 -- by "William Shakespeare"

Friday, March 2, 2012

Sizzle, not the Steak

I used to work at sales in a software company.  I was awful at it.

I truly believed in the software we had to offer. It was much better than our competitors. It would allow a small business plug into a catalog of millions of product, so they would immediately have something to sell online.

I would go into all of the details of the quality of products, the pricing, the number, the type of code used, etc. etc. etc. And I would barely make quota.

Then there were Jess and Brynn and Greg. They would knock it out of the park every week (unless they broke up with someone). I remember when Greg listened to me on a call once, and I asked him what I was doing wrong.

"You're selling the steak."
"...OK?"
"You need to sell the sizzle."

He was right. I was talking about the "steak" -- the software. I talked about what it was made out of, what it looked like, how it acted, and how it compared. What I needed to talk about was the "sizzle." How you could be successful, you could have your own business, you could have a passive income... all of this was true. It was what you could do with the software, not what the software was. It's hard to sell software, it's easy to sell the American dream.

Shakespeare understood this. Henry V understood this.

Once more unto the breach, dear friends, once more;
Or close the wall up with our English dead.
In peace there's nothing so becomes a man
As modest stillness and humility:
But when the blast of war blows in our ears,
Then imitate the action of the tiger;
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favour'd rage;
Then lend the eye a terrible aspect;
Let pry through the portage of the head
Like the brass cannon; let the brow o'erwhelm it
As fearfully as doth a galled rock
O'erhang and jutty his confounded base,
Swill'd with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath and bend up every spirit
To his full height. On, on, you noblest English.
Whose blood is fet from fathers of war-proof!
Fathers that, like so many Alexanders,
Have in these parts from morn till even fought
And sheathed their swords for lack of argument:
Dishonour not your mothers; now attest
That those whom you call'd fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeoman,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding; which I doubt not;
For there is none of you so mean and base,
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game's afoot:
Follow your spirit, and upon this charge
Cry 'God for Harry, England, and Saint George!'
Henry V wasn't selling a hard-fought victory. He was selling glory. He was selling strength. He was selling honor.

The quality of mercy is not strain'd,
It droppeth as the gentle rain from heaven
Upon the place beneath: it is twice blest;
It blesseth him that gives and him that takes:
'Tis mightiest in the mightiest: it becomes
The throned monarch better than his crown;
His sceptre shows the force of temporal power,
The attribute to awe and majesty,
Wherein doth sit the dread and fear of kings;
But mercy is above this sceptred sway;
It is enthroned in the hearts of kings,
It is an attribute to God himself;
And earthly power doth then show likest God's
When mercy seasons justice. Therefore, Jew,
Though justice be thy plea, consider this,
That, in the course of justice, none of us
Should see salvation: we do pray for mercy;
And that same prayer doth teach us all to render
The deeds of mercy. I have spoke thus much
To mitigate the justice of thy plea;
Which if thou follow, this strict court of Venice
Must needs give sentence 'gainst the merchant there.
Portia isn't defending Antonio (or Antonia, depending on the version), she was selling mercy. How different is it to say, "Antonio should go free" vs. saying, "Mercy is an admirable quality?"

Sizzle, not steak.

Monday, February 27, 2012

Ambition Should Be Made of Sterner Stuff

I don't remember how old I was, but I remember at the time we were doing something in class where we were supposed to assign one of ten attributes to each of our classmates. At the end the results were compiled, and we could all see which (almost all positive) attributes best described us.

The overwhelming response to which attribute best described me was, "Ambitious."

I was young enough that although I had a pretty good idea of what ambition was, I decided since it's the attribute that apparently described me the best according to my classmates, I would look up the official definition. I'm sure I found something not far removed from this:
am·bi·tion/amˈbiSHən/
Noun:
  1. A strong desire to do or to achieve something, typically requiring determination and hard work.
  2. Desire and determination to achieve success
Yeah! I'm a hard worker who is determined. Take that, mom!

Yet ambition also can have a negative connotation (or denotation), depending on the context in which it is used. (Interestingly enough if you do a Google search for "ambition negative connotation" the first result quotes Julius Caesar).

"Ambition makes you look pretty ugly." - Radiohead -- Paranoid Android.

Ambition is one of those few words in the English language that can be used just as easily when complimenting someone as when criticizing someone.
"Look at how ambitious that little boy is. He'll go on to great things."
"What an ambitious little #@$%!"
This modern day connotation of the word makes the funeral speech of Antony that much more amazing. Antony is placed in an odd position where he is supposed to praise Caesar, yet praise those who murdered him. Undoubtedly the word "ambition" in this context is used in the negative sense, but Antony's words make "ambitious" seem like the least likely word to describe Caesar.

He was my friend, faithful and just to me.
But Brutus says he was ambitious,
And Brutus is an honourable man.
...
When the poor have cried, Caesar hath wept.
Ambition should be made of sterner stuff.
...
Yet Brutus says he was ambitious,
And Brutus is an honourable man.
...
I thrice presented him a kingly crown,
Which he did thrice refuse. Was this ambition?
Yet Brutus says he was ambitious,
And sure he is an honourable man.
And he ends it with a bang. How can you call a man who denied a crown three times, "Ambitious?" Was he really striving for fame and glory, or was he just great enough that he was destined for it? This theme ran throughout the play. Is it our fate, or our cunning?


Wednesday, February 22, 2012

Semester Project

I'm trying to control myself.

You see, I tend to get excited about things, and then when the rubber meets the road I realize I don't have as much time to put into things as I would like. It's a classic problem in business -- you talk a lot, but you never get stuff done. I could tell you of countless companies that fail this way.

So for this semester project, as much as I can see a vision of something earth-shattering and awesome, reality is we will be coming up on finals, and we will be busy.

But I would like to see a wide variety of people coming together, each using his or her various skills (as discussed in class) to contribute something unique to one project. Maybe the whole class won't join in, but I love the diversity that the class showed. so...

The big idea


(It hurts me to say it like that... I'm an entrepreneur who doesn't pitch ideas without traction and loads of research, but...)

We could create either a trailer for a documentary or a very short documentary -- a "the making of" a fictional Shakespeare film (that would be the project had we infinite resources). You can show how x produced a song, or y producing the storyboard (yes, I just reduced names to mathematical variables).

Simple, could go a lot of different ways, room for creativity, feasible.

Monday, February 13, 2012

How's My Blogging?

Yeeeah, I'm way late on this one, and I'm slow on my blogging. I'll pick it up, promise.

So as far as evaluating my blogging so far, we have the following. My notes will

  • 1. Gain Shakespeare Literacy


    Demonstrate mastery over fundamental information about Shakespeare’s works, life, and legacy
    a. Breadth (knowledge of a range of Shakespeare’s works)
    b. Depth (more thorough knowledge of a single work)
    c. Performance (stage and screen)
    d. Legacy (history, scholarship, popular culture)
Well, I'm reading a lot of Shakespeare, and I do understand it, but my blogs certainly don't convey this. I need to work on #1.
  • 2. Analyze Shakespeare Critically

    Interpret Shakespeare’s works critically in their written form, in performance (stage or screen) and in digitally mediated transformations. This includes 
    a. Textual analysis (theme, language, formal devices)
    b. Contextual analysis (historical, contemporary, cultural)
    c. Application of literary theories 
    d. Analysis of digital mediations
I also need to work on this one, turns out.
  • 3. Engage Shakespeare Creatively


    a. Performance (memorization, recitation, scene on stage or video)
    b. Individual creative work (literary imitation, art, music)
    c. Collaborative creative project
I've done better with this one. I have a creative work coming (see next blog post), and have been working on a bit of a collaborative shakespeare project (that didn't get too far off the ground, but I made an attempt).
  • 4. Share Shakespeare Meaningfully


    This includes engaging in the following:
    a. Formal Writing. Develop and communicate your ideas about Shakespeare clearly in formal and researched writing and through a format and medium that puts your ideas into public circulation.
    b. Informal Writing. This mainly means through regular online writing
    c. Connecting. Share one’s learning and creative work with others both in and outside of class.
I've made a little bit of an effort to share Shakespeare stuff on Facebook and Twitter, but I could do better. I also haven't been participating in the classroom blogosphere as much as I should have been.
  • 5. Gain Digital Literacy

    Students use their study of Shakespeare as a way of understanding and developing fluency in 21st century learning skills and computer-mediated modes of communication. Those skills are grouped under the following categories.
    a. Consume - Effective and independent selecting, searching, researching, 
    b. Create - Producing content that demonstrates learning and which can be shared for others to profit from. 
  • c. Connect - Engage with other learners within and outside of the class to develop thinking and share more formal work.
I'm not sure how much digital literacy I needed to gain, but I consider myself "perfectly adequate" as far as this is concerned. If this means going into the HTML of my blog posts and editing, I've been doing that.  I've been enough of an Internet/computer nerd for long enough that this has never truly been an issue.

So here's to more/better/more analytical blogging going forward. Cheers,

Austen

Wednesday, February 8, 2012

Clint Eastwood vs. Shakespeare vs. Ronald Reagan

In a previous post we discussed the great inspirational speeches of film and their similarity to what Shakespeare wrote in Henry V.

The Super Bowl has the most expensive commercials per minute in the world (at $3.5 Million per 30 second spot), and all of them are geared to alter our emotions.

Advertisers often argue over which commercial was the best, but this year the seeming winner was Chrysler's "Halftime in America" ad as seen below.





Watching this ad, advertisers cannot help but notice the resemblance of this commercial to another famous commercial run by Ronald Reagan, entitled, "It's Morning in America."




Do you notice the similarities? Do you think they're coincidental?