Question 2. 25 points. Family bonds. This question is on construction, deconstruction, and destruction/attenuation of family bonds. Please think over the various sets of family bonds that we have seen in the plays we have studied this semester. In answer 2a, please list at least ten (10) significant family bonds by category and character name. (For example, father-daughter--Lord Capulet-Juliet). Then please think about which factors cause the construction, deconstruction, or destruction of 2 of these bonds in different plays prior to our study of The Tempest. In your answer for 2b, compare or compare/contrast some factors affecting these 2 sets of bonds in other plays with factors affecting ONE of these sets of bonds in The Tempest. Please be very specific, quote from the text in Virtual Shakespeare and include screen shots where they are supportive of your points. Please be sure to avoid paraphrase and/or plot summary here. Assume I know what the plays say, from R L.
Master-servant/slave—Prospero-Ariel or Prospero-Caliban
Answer 2a—length of answer is 10 sets of categories/characters
Answer 2Bb—length of answer 3-6 paragraphs (though avoiding 5 paragraphs is good so as to prevent the Five Paragraph Essay Syndrome from attacking you.)
QUESTION 3. 25 points. Act Four, Scene One. “gaze” as a critical tool. 3. What effects does Prospero’s gaze serve or what purposes does his gaze serve in this scene? Use Laura Mulvey’s theorizing in the excerpt included in chapter 9 in Virtual Shakespeare and quote from Mulvey in your answer, giving the page # with the quotation from her.
Length of answer—3-6 paragraphs.
Question 4. 25 points. Act V, scene ii.
Question 4. BEFORE YOU WRITE: re-read Act One, Scene 2, TLN85-115. Look at meanings of “art” as a noun that are possible in Act One, Scene 2; here you should consult the Oxford English Dictionary online and check the many, many meanings possible for this word around 1611, date of The Tempest. Be sure to look at the NOUNS and not at the verb forms here. Then please use an online Shakespeare concordance to find at least 2 references to “art” as a NOUN elsewhere in the play and study these uses in context. Then study “art” in the Epilogue. Do you think that the meanings of “art” have changed dramatically or only slightly in this play? Why? Quote from the text, using the Through Line Numbers in the text in Virtual Shakespeare. And of course use screen shots that help support your points.
Length of answer—3-6 paragraphs (but 5 paragraphs should be avoided, as they cause the Five Paragraph Essay Syndrome to set in.)
Question 5. 25 points. Act V, scene 2, Prospero’s epilogue/farewell, death of Cleopatra, Epilogue by Puck in A Midsummer Night’s Dream.
QUESTION 5. BEFORE YOU WRITE. Please read the selection from Antony and Cleopatra in our Virtual Shakespeare book, page 236. Please read it out loud to yourself/-selves several times. Cleopatra’s last speech as she is dying is in lines 1-24. Please read her last speech out loud to yourself-selves several times. Please re-read the Epilogue spoken by Puck at the end of A Midsummer Night’s Dream. Please review the famous epilogue to The Tempest, spoken by Prospero, TLN 2402-2424. Please think about similarities in these 3 final long speeches.
IN YOUR ANSWER: Please analyze why and how these 3 speeches are effective ones for us, the off-stage/off-screen audience, in our final views of these 3 characters. Please do not paraphrase or engage in plot summary. Please be very specific.
Length of answer—3—6 paragraphs. (and be wary of that Five Paragraph Essay Syndrome ready to grab you by the ankles or throat.)
Acts 1-5. UNGRADED but required. 10 points will be deducted if you do not answer this question #6.