Lesson Overview:
In this lesson students will examine the function of exposition in play structure. They will be able to develop multiple
interpretations and visual and aural production choices for Shakespearean scenes and choose those that are most interesting.
Students will read, rehearse, and perform scenes from Act I of Macbeth.
Length of Lesson:
Three 45-minute class periods
Instructional Objectives:
Students will:
- Be able to identify the various elements of exposition as they appear in dramatic literature.
- Be able to develop multiple interpretations and visual and aural production choices for Shakespearean scenes and choose
those that are most interesting.
- Be able to justify interpretation of text and visual and aural artistic choices.
- Effectively communicate directorial choices in a small ensemble for scenes from Macbeth.
Supplies:
Instructional Plan:
Before you actually begin to teach this lesson on Macbeth you should explain to the students what the term
exposition means. Refer to the Vocabulary handout for that description. When the students have an understanding of the term then begin to explain that the exposition of a play is one of the most difficult parts of the play for any reader to get through. It is here that the playwright is setting the stage for the action that will follow by introducing the major characters and the conflicts. The best exposition in a play is full of action, and Shakespeare was a master craftsman in this regard. Think of the first act of Hamlet for example, which opens with ghostly visitations and culminates with the protagonist vowing to avenge his father's murder. With Macbeth Shakespeare also delivers a thrilling first act, introduced by witches who reveal a plan to destroy the protagonist, and culminating in the protagonist's decision to murder the king. Explain to the students that in this lesson, they will examine dramatic action in the exposition through performance by focusing on the inciting incident and the expository decision. Also, explain that they will examine only two scenes from Macbeth: Act I sc iii, and Act I sc vii.
Before continuing on in the lesson give the students the Vocabulary handout and discuss the remaining terms with them. Tell them that all of Act I of Macbeth is exposition, introducing the major characters and culminating in the expository decision. In scene three, Macbeth will be introduced to the idea that he will be king. Ask them to consider that this may indeed be the inciting incident, which sets Macbeth on his path to taking the crown by force. Now read through the scene together. You can find this scene and others at MIT's The Complete Works of William Shakespeare and clarify any questions students may have about vocabulary and the content. As you are reading, ask students to jot down what they think might be important pieces of information that the audience must get in order to understand the rest of the play. Also direct them to look for the moment when Macbeth's eyes are opened to new possibilities, and to note how he indicates that he is thinking about attaining something new (like becoming the king!). Students will note Macbeth is startled at being called Thane of Cawdor and then King. Some may choose to identify this as the inciting incident; others may prefer to say that the moment that he hears he has won the title of Thane of Cawdor (lines 104-117) is the inciting incident. Arguments can be made for both, and the choice is up to the director. And, it is also possible that students may identify another point in this scene that would neatly fit the definition of "inciting incident," the moment when things start to roll in the protagonist's mind. In general, as long as the result is true to the text of the play, the director is free to choose what will present the most interesting telling of the story.
Now turn to Act I sc vii. This is the scene in which Macbeth will make the decision to take the crown by murdering the king. However, he does not make the decision until the last moment of the scene. His journey to that decision is full of conflict. As you read through the scene with your students ask them to jot down the various twists and turns in Macbeth's journey to the decision. Tell them to note the many questions Lady Macbeth asks and encourage your students to consider what Macbeth does to cause her, or allow her, to continue to ask questions. Finally, ask them to identify the specific moment when Macbeth decides to kill Duncan. How does he reveal his decision? How does Lady Macbeth react?
It is perhaps helpful to note the possible use of pauses in this scene. For further reference concerning the use of pauses refer to the lesson on Hamlet, The Rest Is Silence.
Now divide the class into groups to prepare informal presentations of scenes iii and vii. It is helpful to have more than one group presenting each scene so that students can see that there are multiple possibilities for interpretation. Give students the Scene Study and Rehearsal Guide handouts.
When students have finished preparing the scenes have them present the scenes to the class. Use the Scene Observation Guide worksheet to assist in the discussion of the presentations.
Assessment:
Use the Assessment Rubric to assess your students' work.
Extensions:
Assign students to read the first act of several other Shakespearean tragedies and see if they can find the inciting incident and the expository decisions. Ask them to see if they can identify a pattern in the structure of the exposition among the plays.
Sources:
Print:
- Barnet, Sylvan, ed. William Shakespeare Tragedies, Vol 2. Introduction by Tony Tanner, 1996, Everyman's Library, David Campbell Publishers, Ltd., London, 1996.
- Barton, John. Playing Shakespeare. London and New York: Methuen, 1984.
- Linklater, Kristin. Freeing Shakespeare's Voice: The Actor's Guide to Talking the Text. New York: Theatre
Communications Group, 1992.
Web:
Authors:
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Jim Carpenter, Ph.D. (retired)
La Plata HS
Charles County Public Schools
La Plata, MD
