Dramatic Interpretations
(1) Develop one or more scenes into a classroom drama, building on some of the informal techniques used earlier.#% Analyze the language used by your characters; determine how you will say your lines to best portray the emotion of the scene. Discuss how the character's lines develop the plot, theme, and character. Be sure to examine the imagery used in the lines. How will you present them to further plot, theme, and character? Examine the stage directions. Remembering that Shakespeare's plays were presented outside, in the round, decide where you will stand, what will presented on the stage, how you will move. If several groups of students present the same scene, video tape them for comparison.
(2) View a film or stage version of Macbeth.* Compare the version seen to the one read and/or presented by the class.* What are the differences?* Why did the director make changes?* Were the changes faithful to Shakespeare's intent?#% Were the plot, characters, and themes well developed in the production? #% How would you have changed it?*
(3) Choose a scene and plan detailed explanations of the set and/or blocking of the actors. #% A great variety of sets have been used from a real boiling cauldron with witches disappearing into trapdoors or flying away on wire harnesses to a "clear" set with one metal gate to symbolize all the structures necessary. Although this assignment is not for everyone, many students relish the challenge of stage manger/director for such scenes as the banquet with a selectively appearing ghost or dagger that cannot be clutched.
(4) Draw a character such as Macbeth or Lady Macbeth, depicting the "true" characteristics through facial expression and body language.* Sketch the witches including all the details provided by Shakespeare.* Even students who do not draw can present the above in the form of a collage of cut-outs from a magazine.*
(5) Using the text of Macbeth as the only source, debate the extent of the power of the witches upon Macbeth (I,iii.).%
(6) Create and perform an Elizabethan commercial done in the language of Shakespeare. For example, develop a commercial for a detergent that removes even the most stubborn blood stains, complete with a testimonial from Lady Macbeth.
Writing Activities
(1) Use your journal writing to develop an essay about how a character has changed,* an examination of how a theme has developed,# % a study of how symbol furthered the theme. % Discuss your essay with other students who worked on the same character, theme, or symbol.* Present the results of your analysis to the class.*
(2) Write an essay about a theme you have selected.# % Discuss the relevance of the theme to today's world.# Discuss how Shakespeare developed the theme and how it relates to the tragedy of Macbeth. % Incorporate direct quotes from the play to reinforce the theme chosen.%
(3) Find (and later develop) examples of imagery within themes of nature - such as flowers (planting), darkness, blood; or with human nature such as superstitions; or a physical element such as disguise/clothing.%
(4) Discuss the relationship between various characters.* Shakespeare develops the husband and wife relationship early with Macbeth's letter to a wife he will soon see and with terms of endearment as well as shared ambitions (I,v.).
The three generals of Duncan's army also present interesting checks and balances. Macbeth is an excellent soldier acclaimed by king and peers; Banquo is loyal to his king and cautious when the witches appear to him. Macduff is loyal to Scotland and his king. An analysis of their friendships and loyalties and how they act as dramatic foil one to another is good exercise in character development.
(5) Write an analysis of the identity of the third murderer and why he appears in Act III, scene iii.#% Although some believe this may have been just an error in an earlier manuscript, students enjoy a lively debate supporting their choice and explaining the identity according to whom they believe Shakespeare intended that extra person to be: Ross (perhaps as a spy for Macduff), a third assassin hired by Macbeth (revealing his lack of confidence in others), Lady Macbeth (because of her curiosity and Macbeth's independence of her in making the decision), or even Macbeth himself appearing on the scene and stressing the point that he trusts no one, not even a paid servant.
(6) Chose a scene and rewrite it using modern slang, being careful to retain Shakespeare's purpose.+#
(7) Write an essay responding to Mary McCarthy's comment that "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks" (Signet Classic Macbeth).% You might continue her discussion of the modern Macbeth as a churchgoer "indifferent to religion." Or, you might compare Macbeth with a modern equivalent, perhaps Richard Nixon or Oliver North. Or, you might compare Macbeth to a sports or entertainment figure who has let ambition control his/her life. Or, you might create your own modern fictional short story of a "Macbeth-like" character.%
(8) Reflect mastery of the blank verse form by adding several lines to a speech, retaining Shakespeare's style well enough to "fool" the teacher as to its authenticity.%
