MTG-EnglishFAL-Drama-Macbeth.pdf

Grade MIND THE GAP! 12 English First Additional Language Macbeth WILLIAM SHAKESPEARE Study Guide MIND THE GAP! This content may not be sold or used for commercial purposes. Curriculum and Assessment Policy Statement (CAPS) Grade 12 English First Additional Language Mind the Gap study guide for the Drama: Macbeth by William Shakespeare. This publication has a Creative Commons Attribution Noncommercial Sharealike Licence. You can use, modify, upload, download, and share content, but you must acknowledge the Department of Basic Education, the authors and contributors. If you make any changes to the content you must send the changes to the Department of Basic Education. This content may not be sold or used for commercial purposes. For more information about the terms of the license please see: http://creativecommons.org/licenses/by-nc-sa/3.0/. Copyright © Department of Basic Education 2019 222 Struben Street, Pretoria, South Africa Contact persons: Ms C. Weston and Dr S. Malapile Email: [email protected] / [email protected] Tel: (012) 357 4183 / 012) 357 3811 http://www.education.gov.za Call Centre: 0800202933 Acknowledgements The extracts from the drama in this study guide are from Macbeth by William Shakespeare. Mind the Gap Team Senior Project Leaders: Dr S. Malapile, Ms C Weston Production co-ordinators: B. Monyaki, B. Ras, M. Phonela, M. Nematangari Authors: Mr Norman Fumba, Ms Renske Pieterse, Mr Harold Takalo, Mr Emmanuel Mpumelelo Thobela, Ms Nonhlanhla Mzila, Ms Thembeka Mtolo, Ms Thokozile Joyfull Sabelo, Ms Monica Mamakara Karabo Seitei, Ms Elizabeth Marianne Meyer, Ms Doreen Mpho Mongale, Ms Vuyelwa Gladys Mnguni, Ms Pila Masakane and Mr Moses Nkosi. Critical reader: Monyaki BS Designer and editor: Page82 Media Onsite writers’ workshop support: J. Mphidi, V. Magelegeda, P. Hlabiwa, R. Maboye and N. Malope Department of Basic Education 2020 2 MIND THE GAP! Ministerial Foreword The Department of Basic Education remains steadfastly committed to innovative strategies aimed at enhancing learner attainment. Consistent with the government’s commitment in promoting the indigenous languages that form the tapestry of our democratic landscape, this Mind the Gap Self study guide is a concrete demonstration of this commitment. The release of this self-study guide incorporates all the official African Home Languages focusing on the novel genre at this stage. Not only does the study guide incorporate the African languages, but it also incorporates South African Sign Language Home Language, Afrikaans Home Language and English First Additional Language. The Mind the Gap Literature Self Study Guide is responding to the broader sectoral reading challenges that the country is experiencing. It seeks to strengthen the following strands of the National Reading Sector Plan: Teacher Development and Support; Direct Learner Support; and Provisioning and Utilisation of the Learning and Teaching Support Materials. Its interactive nature will make it easier for both teachers and learners to read, to learn or study. It is hoped that through this Study Guide, the reading and learning outcomes will be achieved. Matsie Angelina Motshekga, MP Minister of Basic Education Key terminologies are explained or illustrated in a simplified manner and examples of the types of questions as a learner you may expect to be asked in an examination, are included in this study guide. In order to build your understanding, specific questions and possible responses forms part of the study guide package. The study guide is designed to appeal to any learner offering Grade 12, whether as a part-time or a full-time candidate. Educators in the field will also find it an invaluable resource in their practice. Every learner is a national asset, all you need now is to put in the hours required to prepare for the examinations and excel! We wish each and every one of you good luck and success. MRS AM MOTSHEKGA, MP MINISTER DATE: 14 NOVEMBER 2019 3 Department of Basic Education 2020 MIND THE GAP! Table of contents Dear Grade 12 learner ………………………………………………………………….................................................…............i How to use this study guide………………………………………………………………….......…........................................…..i Top 7 study tips ……………………………………………………………………….........…………........................................…ii On the exam day …………………………………………………………………………….................................................……..ii Overview of the English First Additional Language Paper 2: Literature Exam.................……..................................................iii What are the examiners looking for?....................................………………………………………………..….........................v Question words ………………………………………………..........................…………………………….............……….........vi Vocabulary for Macbeth …………………………………………………………....................................................................... vii Overview…………………………………………………………………………………………………………………………………..15 1. Introduction……………...………………………………………………………………………………………………….….15 1.1. Background…………………………………………………………………….……………………………………………….16 1.2. Elizabethan Society.......……………………………………………………………………………………………………….16 1.3. Shakespeare’s English……………………………………………………………………..………………………………….17 1.4. Shakespeare’s theatre…………………………………………………………………………..…………………………….17 2. How the play is told.............................................................................………………………………………………….17 2.1 Setting………………………............................................................................................................................……….17 2.2 Characters.....................................................................................................................……………………………….17 2.3 The plot.....................................................................................................................…………....…………………….23 2.4 The Play in one page ………………………………………………………………………....…………………………… 28 2.5 Themes.....................................................................................................................………………………………...28 3. Style.....................................................................................................................………………………………........32 3.1 Poetry and prose.....................................................................................................................……………………...32 3.2 Diction and figurative language...................................................................................……………………………….32 3.3 Dramatic Irony and Irony.....................................................................................................................………………33 3.4 Stage directions..............................................................................................................…………………………….33 3.5 Tone and mood.....................................................................................................................………………………..33 Dramatic Structure of the play …………………………………………………………………………………………………………35 Act by Act.....................................................................................................................………………………………............38 Act 1.......................................................................................................................………………………...................……….39 Act 1, Scene 1.........................................................................................................................……………………………….....39 What happens?......................................................................................................................………………………………...39 Act 1, Scene 2.........................................................................................................................……………………………….....40 What happens?.....................................................................................................................…………………………....…...40 Activity 1.......................................................................................................................………………………………..............41 Act 1, Scene 3.....................................................................................................................………………………………......42 What happens?.....................................................................................................................……………………………….....42 Activity 2.....................................................................................................................……………..........………………….....43 Act 1, Scene 4........................................................................................................................……………………………….....43 What happens?....................................................................................................................……………………………….....43 Activity 3.....................................................................................................................……………………..........………….....45 Act 1, Scene 5.........................................................................................................................……………………………….....46 What happens?....................................................................................................................……………………………….....46 Activity 4.....................................................................................................................………………..........……………….....47 Act 1, Scene 6......................................................................................................................…………..…………………….....48 What happens?....................................................................................................................……………………………….....48 Activity 5....................................................................................................................……………………………………….....48 What happens?....................................................................................................................……………………..………….....48 Activity 6.....................................................................................................................………………………..........……….....51 Act 2....................................................................................................................…………………………….................….....52 Act 2, Scene 1....................................................................................................................……………………………..….....52 What happens?....................................................................................................................……………………………….....52 Activity 7 …..…………………………………………………………………………………………........................................……53 Act 2, Scene 2....................................................................................................................…………………………….….....54 What happens?....................................................................................................................................................................54 Activity 8…………….…………………………………………………………………………………………………………….…….55 Act 2, Scene 3.....................................................................................................................…………………………..…….....57 Department of Basic Education 2020 MIND THE GAP! What happens?....................................................................................................................................................................57 Activity 9……………………………………………………………………………………………………………………….……….58 Act 2, Scene 4....................................................................................................................……………………………..….....59 What happens?....................................................................................................................................................................59 Activity 10.………………………………………………………………………………………………………………………………60 Act 3....................................................................................................................………………………………......................61 Act 3, Scene 1……..…………………………………………………………………………………......................................……..61 What happens?....................................................................................................................……………………………….....61 Activity 11….……………………………………………………………………………………………………………………………61 Act 3, Scene 2…………………………………………………………………………………………......................................…..62 What happens?....................................................................................................................……………………………….....62 Activity 12….……………………………………………………………………………………………………………………………63 Act 3, Scene 3………………………………………………………………………………………......................................……..64 What happens?....................................................................................................................................................................64 Activity 13…….…………………………………………………………………………………………………………………………64 Act 3, Scene 4 ………………………………………………………………………………....................................…………….64 What happens?....................................................................................................................……………………………….....64 Activity 14....……………………………………………………………………………………………………………………………66 Act 3, Scene 5 ……………………………………………………………………………….………....................................……67 What happens?....................................................................................................................…………………...………….....67 Activity 15….……………………………………………………………………………………….…………………………………..67 Act 3, Scene 6 ……………………………………………………………………………....................................….……………68 What happens?....................................................................................................................……………………………….....68 Activity 16............………………………………………………………………………………………………………………………69 Act 4.........……………………………………………………………………………….................................................………….69 Act 4, Scene 1....................................................................................................................……………………..………….....69 What happens?....................................................................................................................…………………….………….....69 Activity 17..................…………………………………………………………………………………………………………………70 Act 4, Scene 2....................................................................................................................……………………………….......71 What happens?....................................................................................................................……………………………….....71 Activity 18………………………………………………………………………………………………………………………………72 Act 4, Scene 3....................................................................................................................……………………………….......73 What happens?....................................................................................................................……………………………….....73 Activity 19.......………….………………………………………………………………………………………………………………73 Act 5....................................................................................................................………………………………......................74 Act 5, Scene 1....................................................................................................................……………………………….......74 What happens?....................................................................................................................……………………………….....74 Activity 20.....................................................................................................................……………………………….............74 Act 5, Scene 2....................................................................................................................……………………………….......76 What happens?....................................................................................................................……………………………….....76 Activity 21....................................................................................................................……………………………….............76 Act 5, Scene 3:....................................................................................................................…….………………………….....77 What happens?....................................................................................................................……………………………….....77 Activity 22....................................................................................................................……………………………….............78 Act 5, Scene 4:....................................................................................................................……………………………….....79 What happens?....................................................................................................................……………………………….....79 Activity 23....................................................................................................................………………………………..............80 Act 5, Scene 5:.....................................................................................................................……………………………….....81 What happens?....................................................................................................................……………………………….....81 Activity 24....................................................................................................................………………………………..............81 Act 5, Scene 6:......................................................................................................................……………………………….....82 What happens?....................................................................................................................……………………………….....82 Activity 25.....................................................................................................................……………………………….............82 Act 5, Scene 7:......................................................................................................................……………………………….....83 What happens?....................................................................................................................……………………………….....83 Activity 26...........................................................................................................................……………………………….......83 Act 5, Scene 8:......................................................................................................................……………………………….....84 What happens?....................................................................................................................………………………………..84 Activity 27.....................................................................................................................……………………………….............84 Act 5, Scene 9:......................................................................................................................……………………………….....85 What happens?....................................................................................................................………………………………......85 Activity 28.....................................................................................................................……………………………….............86 Department of Basic Education 2020 MIND THE GAP! Dear Grade 12 learner This Mind the Gap study guide helps you to prepare for the end-of-year Grade 12 English First Additional Language (EFAL) Literature exam. There are three exams for EFAL: Paper 1: Language in Context; Paper 2: Literature; and Paper 3: Writing. There are eight great EFAL Mind the Gap study guides which cover Papers 1, 2 and 3. Paper 2: Literature includes the study of novels, drama, short stories and poetry. A Mind the Gap study guide is available for each of the prescribed literature titles. Choose the study guide for the set works you studied in your EFAL class at school. This study guide focuses on William Shakespeare’s play, Macbeth, one of the set works in Paper 2: Literature. How to use this study guide In the introduction to the guide (pages 1 to 15), you find out about the author and the current events that influenced him. There is also an overview of how the story is told. From page 17 to 103 you can work through each act in the play to understand: The characters; What happens and who is involved; The themes; The symbols; and Diction and figurative language. You can test your understanding of each act by completing the activities, and using the answers to mark your own work. The activities are based on exam extracts Look out for these icons In the study Hints to help you remember a concept or guide you in solving problems Pay special attention Department of Basic Education 2020 i Activities with questions for you to annswer MIND THE GAP! Try these Study guide tips to make learning easier. Top 7 study tips 1. Break your learning up into manageable sections. This will help your brain to focus. Take short breaks between studying one section and going onto the next. 2. Have all your materials ready before you begin studying a section – pencils, pens, highlighters, paper, glass of water, etc. 3. Be positive. It helps your brain hold on to the information. 4. Your brain learns well with colours and pictures. Try to use them whenever you can. 5. Repetition is the key to remembering information you have to learn. Keep going over the work until you can recall it with ease. 6. Teach what you are learning to anyone who will listen. It is definitely worth reading your revision notes aloud. 7. Sleeping for at least eight hours every night, eating healthy food and drinking plenty of water are all important things you need to do for your brain. Studying for exams is like exercise, so you must be prepared physically as well as mentally. Use this study guide as a worKbook, make notes, draw pictures, and highlight important ideas. On the exam day i. Make sure you bring pens that work, sharp pencils, a rubber and a sharpener. Make sure you bring your ID document and examination admission letter. Arrive at the exam venue at least an hour before the start of the exam. ii. Go to the toilet before entering the exam room. You don’t want to waste valuable time going to the toilet during the exam. iii. You must know at the start of the exam which two out of the four sections of the Paper 2 Literature exam you will be answering. Use the 10 minutes’ reading time to read the instructions carefully. iv. Break each question down to make sure you understand what is being asked. If you don’t answer the question properly you won’t get any marks for it. Look for the key words in the question to know how to answer it. You will find a list of question words on page xii of this study guide. v. Manage your time carefully. Start with the question you think is the easiest. Check how many marks are allocated to each question so you give the right amount of information in your answer. vi. Remain calm, even if the question seems difficult at first. It will be linked with something you have covered. If you feel stuck, move on and come back if time allows. Do try and answer as many questions as possible. vii. Take care to write neatly so the examiners can read your answers easily. ii Department of Basic Education 2020 MIND THE GAP! Overview English First Additional Language Paper 2 Literature Exam In the Paper 2 Literature exam, you need to answer questions from two sections. Choose the two sections that you know best: Section A: Novel Section B: Drama Section C: Short stories Section D: Poetry A total of 70 marks is allocated for Paper 2, which means 35 marks for each section you choose. You will have two hours for this exam. Here is a summary of the Paper 2 Literature exam paper: Question number Title of novel Type of question Number of marks Section A: Novel If you choose Section A, answer ONE question. Choose the question for the book you have learnt. 1. Cry, the Beloved Country Contextual 35 2. The Strange Case of Dr Jekyll and Mr. Hyde Contextual 35 Section B: Drama If you choose Section B, answer ONE question. Choose the question for the play you have learnt. 3. Macbeth Contextual 35 4. My Children! My Africa! Contextual 35 Section C: Short stories If you choose Section C, answer BOTH questions. You will not know exactly which short stories are included until the exam. TWO stories will be set. Answer the questions set on BOTH short stories. 5.1 Short story Contextual 17 or 18 5.2 Short story Contextual 17 or 18 Section D: Poetry If you choose Section D, answer BOTH questions. You will not know exactly which poems are included until the exam. TWO poems will be set. Answer the questions set on BOTH poems. 6.1 Poem Contextual 17 or 18 6.2 Poem Contextual 17 or 18 NB * You don’t have to answer all the sections in Paper 2. * Before the Exam starts you must know which two sections you are to answer. * When the Exam starts, find your two chosen sections. * Make sure to number answers correctlty-according to the numbering system used in the exam paper- for the two sections you’ve chosen. * Start each section on a new page. Department of Basic Education 2020 8 iii MIND THE GAP! What is a contextual question? In a contextual question, you are given an extract (about 200- 225 words) from the drama. You then have to answer questions based on the extract. Some answers you can find in the extract. Other questions will test your understanding of other parts of the drama its story, characters, symbols and themes. Some questions ask for your own opinion about the drama. What are the examiners looking for? Examiners will assess your answers to the contextual questions based on: Your understanding of the literal meaning of the play. You need to identify information that is clearly given in the play. Your ability to reorganise information in the play. For example, you may be asked to summarise key points, or state the similarities or differences between two characters. Your ability to provide information that may not be clearly stated in the text, using what you already know about the play. This process is called inference. This may include explaining how a figure of speech affects your understanding of the play, explaining themes or comparing the actions of different characters. Your ability to make judgements about aspects of the play, and make your own opinions based on information given in the play. This process is called evaluation. For example, you may be asked if you agree with a statement, or to discuss a character’s motive for doing something. Your ability to respond to the characters in the play and how it is written on an emotional level. This is called appreciation. For example, you may be asked how you think a certain character feels, or what you would have done if you were in his /her situation. You may be asked to discuss how the writer’s style helps to describe what a character is feeling. iv9 Department of Basic Education 2020 MIND THE GAP! Question words Here are examples of question types found in the exam. Question type What you need to do Literal: Questions about information that is clearly given in the text or extract from the text Name characters/places/things... Write the specific names of characters, places, etc. State the facts/reasons/ideas … Write down the information without any discussion or comments. Give two reasons for/why … Write two reasons (this means the same as ‘state’). Identify the character/reasons/theme … Write down the character’s name, state the reasons. Describe the place/character/what happens when … Write the main characteristics of something, for example: What does a place look/feel/smell like? Is a particular character kind/rude/aggressive … What does character x do when … Write what happened – what the character did. Why did character x do … Given reasons for the character’s action according to your knowledge of the plot. Who is/did … Write the name of the character. To whom does x refer … Write the name of the relevant character/person. Re-organisation: Questions that need you to bring together different pieces of information in an organised way. Summarise the main points/ideas … Write the main points, without a lot of detail. Group the common elements … Join the same things together. Give an outline of ….. Write the main points, without a lot of detail. Inference Questions that need you to interpret (make meaning of) the text using information that may not be clearly stated. This process involves thinking about what happened in different parts of the text; looking for clues that tell you more about a character, theme or symbol; and using your own knowledge to help you understand the text. Explain how this idea links with the theme x … Identify the links to the theme. Compare the attitudes/actions of character x with character y … Point out the similarities and differences. What do the words … suggest/reveal about /what does this situation tell you about … State what you think the meaning is, based on your understanding of the text. How does character x react when…? Describe how something affected … State how you know that character x is … Write down the character’s reaction/what the character did/felt. What did character x mean by the expression … Explain why the character used those particular words. Is the following statement true or false? Write ‘true’ or ‘false’ next to the question number. You must give a reason for your answer. Choose the correct answer to complete the following sentence (multiple choice question). A list of answers is given, labelled A–D. Write only the letter (A, B, C or D) next to the question number. Complete the following sentence by filling in the missing words … Write the missing word next to the question number. Quote a line from the extract to prove your answer. Write the relevant line of text using the same words and punctuation you see in the extract. Put quotation marks/ inverted commas (“”) around the quote. Department of Basic Education 2020 10 v MIND THE GAP! Evaluation Questions that require you to make a judgement based on your knowledge and understanding of the text and your own experience. Discuss your view/a character’s feelings/a theme... Consider all the information and reach a conclusion. Do you think that … There is no ‘right’ or ‘wrong’ answer to these questions, but you must give a reason for your opinion based on information given in the text. Do you agree with … In your opinion, what … Give your views on … Appreciation Questions that ask about your emotional response to what happens, the characters and how it is written. How would you feel if you were character x when … Discuss your response to … Do you feel sorry for … Discuss the use of the writer’s style, diction and figurative language, dialogue … There is no ‘right’ or ‘wrong’ answer to these questions, but you must give a reason for your opinion based on information given in the text. To answer this type of question, ask yourself: Does the style help me to feel/imagine what is happening/what a character is feeling? Why/why not? Give a reason for your answer. vi 11 Department of Basic Education 2020 MIND THE GAP! WORDS TO KNOW Verbs A reminder: verbs are the ‘doing’ or ‘being’ words in a sentence, like sit, stand, walk, be, have. The Elizabethans often put‘st’ or ‘t’ at the end of verbs: Elizabethan: I hadst; Modern: I had Vocabulary for Macbeth Elizabethan: Wouldst thou? Understanding Shakespeare’s Language Modern: Would you? Shakespeare wrote his plays in the English that was spoken over 400 years ago. No wonder it is sometimes difficult for us to understand! Many of the unfamiliar words in the play will be explained in the notes, or glossary, in your copy of the play. Elizabethan: He wilt; Modern: He will It is also very important that you have a dictionary and that you use it to look up unfamiliar words which may not be in the glossary. But there are some typical words, used every day by the Elizabethans in Shakespeare’s time, which may not be explained. We have given you an alphabetical list of many of these words, below. You may notice that some words which we use now had different meanings in Elizabethan times. Do not worry – you will get used to many of these words, as you read the play. First of all, some of the basic differences between Shakespeare’s English and ours: Order of Words Sometimes the Elizabethans put their words in a different order from the order we use today. For example: They also often inserted the verb ‘do’ in front of a verb, where we would not: Elizabethan: “I do remember...” (Act V, Scene 1, l.38); Modern: I remember Elizabethan: “Where the infectious pestilence did reign.” (Act V, Scene 2, l.10); Modern: “Where the infectious disease reigned (or was widespread).” Thee/thou/thy/thine and you Modern English has only one second person pronoun: you. But Old English had two: thou for second person singular and you for second person plural. By the 13th century, however, people began employing you as a singular pronoun to convey politeness or formality. In the early-modern English of Shakespeare’s time, thou and you could indicate fine distinctions of social status and interpersonal relationships. Elizabethan: ‘let us speak / Our free hearts each to other...’ (Act 1, Scene 1, l 155 - 156) Thou would be used to address social inferiors, social equals (lower class), express familiarity or intimacy, show scorn or contempt. Modern: ‘Let us speak freely to each other’ (Notice addition of ‘freely’ and position of ‘to’ and ‘each’, swapped around.) You would be used to address social equals (upper class), the public, social superiors, to express formality or neutrality, to show respect or admiration. Another example is: Thou (You): When “you” is the subject of the sentence. Elizabethan: ‘They are not yet come back. (Act 1, Scene 4, l.3) Thee (You): When “you” is the object of the sentence. ‘He founds thee in the stout Norwegian army.’ (Act 1, Scene 3, l 96). Modern: They have not yet come back. (Notice addition of ‘have’) And another example: Elizabethan: ‘Whence camest thou,’ (Act 1, Scene 3, l.48) Modern: ‘Where did you come from? This sounds very complicated, but do not worry; as you read the play, you will get used to it. Department of Basic Education 2020 vii 12 Thy (Your): Possessive form of you. Commonly used before a noun that begins with a consonant/consonant sound (like the article, “a”). ‘The King hath …. The news of thy success’ (Act 1, Scene 3, l 90) Thine (Your): Possessive form of you. Commonly used before a noun that begins with vowel/vowel sound (like the article, “an”). Also used when indicating that something is “absolute and understood”. Ye (You - plural): Plural form of “you” when addressing a group of people. MIND THE GAP! Elizabethan contractions You will notice many words such as ’tis, e’en, ne’er, is’t, th’, stol’n, oe’r. These are simply Elizabethan contractions. Just as we say ‘don’t’ instead of ‘do not’ and ‘I’ll’ instead of ‘I will’, they too left out certain letters and used an apostrophe (’ ) to show where the missing letter was. So, ‘’tis’ mean ‘it is’, ‘e’en’ means ‘even’, ‘oe’r’ means ‘over’. If you say these words out loud, and in context, you will get their meanings. For example: “To throw away...as ‘twere a careless rifle’ (Act 1, Scene 4, l.11) And: ‘Mine eyes are made the fools o’th’ other senses’ (Act 2, Scene 1, l.43) Some common Elizabethan words A adage: old proverb alas or alack: how sad at odds: enemies with adieu: good-bye anoint thee: get out of here anon: soon; shortly attire: clothes aye: yes art: are B Battlements: the protective fortification at the top of a castle be (I/he/she/we/you/they): am, is, are Beelzebub: another name for the devil bid/bade: ask/tell/asked bliss: happiness behold: see beseech: ask, beg beget: get befits: suits Bellona: Roman goddess of war blasted heath: windy plane bosom: usually means heart broil: confused fighting; battle; turmoil C corporal: flesh and blood coz: cousin cheerly: enthusiastically crave: want conjure: create, as in conjure up commend: deliver, entrust G gall: bitter /a bitter secretion of the liver gallowglasses: soldiers who used an axe; they came from Ireland and were elite mercenaries/soldiers. gibbet: a gallows gruel: a weak, runny soup gore: blood Grimalkin: a common name for cats H hadst: had harbinger: herals; forerunner; one who goes ahead to warn or make arrangements hath: has heavy: sad hence: away, go there how now?: what’s going on? hurlyburly: a commotion or stormy upheaval and confusion I ill: evil incarnadine: redden, turn red K Kerns: lightly-armed foot soldiers/mercenaries from Ireland kin: relations kinsman: relative knave: a cheeky young man L list: listen or like lest: in case livery: uniform D deign: condescend to give dignity: social rank/standing doth: does doff: remove, put aside divers: several E Earnest of success: a pledge or promise of success ere: before e’er: ever F fray: fight fled: ran away faith: in truth fair: beautiful fain: willing/wish to fantastical: the product of the imagination fiend: devil foe: enemy forsworn: have taken an oath forth: out of forsaken: given up furbish’d arms: gleaming/shining weapons M Marry: by Mary mother of Jesus (a mild swear word) master: captain matched: compared marry: indeed, mine: my misgive: worry measure: toast; a fitting or adequate way mutiny: fight methinks: I think viii13 Department of Basic Education 2020 MIND THE GAP! N Neptune: the Roman god of the sea nay: no ne’er: never nought: nothing T toil: work thither: there travelling lamp: the sun trifle: insignificant ’twas: it was twain: two O oft: often P paddock: a toad parley: to talk, have a conference with opposing sides in battle to discuss a way forward. pray: ask peace: be quiet purge: cleanse, clean out purged: removed prate: chatter perchance: perhaps Q quoth: say, says R reeking: stinking rite: ceremony ronyon: a creature with many scabs/ a term of abuse for a woman rude: rough rump-fed: grown fat on the tenderest of meat S Saint Colme’s Inch: Colmekill, an island off the east coast of Scotland, where the kings were buried. set - sunset shalt: shall sirrah: young slain: killed sooth: true sovereignity: kingship strive: try suit: request Department of Basic Education 2020 14 ix U unto: up to or into unsex me: remove all my femine qualities V valour’s minion: the person who best serves the idea of bravery vault: tomb vizards: visors/masks vexed: annoyed W wilt: will withal: with or by whence: where wert: were would: wish where to: to which or to where whither: from where wit: intelligence warrant: justification wanton: unrestrained weal: community, society, state woe: sadness Y ye: you (polite) yea: yes yew: a tree known for its slow growth and long life and often grown in graveyards, therefore associated with death. yonder (or yond): over there Overview Introduction MIND THE GAP! 1 Macbeth was written by William Shakespeare. He was born in 1564 in Stratford-uponAvon, a small town in England. His plays were written about 400 years ago, but they are still popular today. They have been performed in hundreds of countries and translated into nearly every language. By the time he died in 1610, he had written about 38 plays and over 150 poems. Hey, Shakespeare! You wrote Macbeth hundreds of years ago! What does it have to do with my life? Well, for a start, it’s about power and that’s still what drives people to act deviously in the 21st century. 15 Department of Basic Education 2020 MIND THE GAP! 1. Background Four hundred years ago the world was very different from today. For example, in 1564 in South Africa, many African groups had only recently moved southwards to join the San and Khoi-Khoi in the area that was to become South Africa. London, where Shakespeare mostly lived and worked, was also very different from the city it is today. Knowing what life was like in Shakespeare’s time helps us to understand his plays. Shakespeare’s London sounds like cities in South Africa today-people from around the world lived there. For most of Shakespeare’s life, Elizabeth I was Queen of England. During the Elizabethan times, English explorers sailed to countries that they had not known about before, bringing back new types of fruit, vegetables, spices and other resources. During this time, London was the fastest growing city in the world. People from rural areas in England as well as from other countries went to London to find work. Shakespeare met different types of people from many places and he wrote about them in his plays. Elizabethan society In Shakespeare’s time, England had a very unequal society. Some people were very rich, but most were poor, although a middle class was developing. The powerful people were wealthy landowners. Mostly these were the nobles, with titles like ‘Lord’ and ‘Lady’. They inherited their wealth and high position in society. There was no democracy, like we have today, and ordinary people could not vote for their rulers. Women did not have equal rights to men. They could not inherit titles from their fathers, and there were restrictions about women inheriting money. Only women from very wealthy families were educated. Women were usually expected to be domestic servants or housewives. Unlike many poor people, rich men were usually educated and could read and write. Most people were Christians and attended church regularly. The Church played an important part in people’s lives. People did not live as long then as they do today – a person was old at forty. Terrible diseases were common, like the plague, which was spread by rats and killed thousands of people. Doctors did not have the skills or knowledge to cure many diseases. Languages change all the time. We use many words today that Shakespeare had never heard of. Like cell phone, internet or Bling. Department of Basic Education 2020 16 MIND THE GAP! Shakespeare’s English Four hundred years ago the English language was very different from what it is today. For example, a person would refer to a good friend or child as “thee” rather than “you”, as we do today. In Shakespeare’s time, the English language was mostly spoken, not written down. Most books were written in Latin. There were no English dictionaries and no one studied English in schools. By writing his popular plays in English, Shakespeare helped to develop the language. Shakespeare’s theatre In Shakespeare’s time, people went to the theatre like people today go to the movies or a soccer match. It was popular entertainment for both poor and rich people. Even Queen Elizabeth I went to see Shakespeare’s plays. The plays were performed in different theatres around London. A famous theatre was the Globe Theatre. It could seat 3000 people. The audience did not watch quietly, they showed how they felt about the play. They cheered and clapped at what they liked, and shouted and threw rotten vegetables if they didn’t like it! Plays were also used to comment on issues in society. People enjoyed listening to clever, funny language in the theatre. Often this language was poetic and sometimes it was sexual, which would have delighted, not shocked, the audience. Just as people today enjoy comedy shows and television soaps, so would people in Shakespeare’s time have loved the jokes and drama in his plays. 2. How the play is told. 2.1 Setting The play is set in Scotland in the 11th century. Most of the scenes take place in Scotland. Some scenes are outdoors, e.g. Act 1, Scene 1 takes place on the battlefield, and Act 1, Scene 3 on the heath (open uncultivated land). Only one scene is set in England, e.g. Act 4 Scene 3 is set in the English court. 2.2 Characters Types of characters in literature In literature we find major and minor characters. They could be further broken down into different types of characters. Regardless of the intensity or the length of their role, they have a place in the story or play. They help the flow of a story go logically and smoothly towards the end. Please note that a character may fit into one or more types. The main character (Protagonist) Every play has this type of character and evolves around it. It is the main character or the hero and is also called the protagonist. It appears in the story from the start to end. It is the one who fights with the situations and antagonist characters. In this play, the protagonist is Macbeth, as the play mainly involves him – his actions and the decisions he makes. Character opposing the main character (Antagonist) In fiction, when there is a protagonist or a main character who plays a role of a hero who takes the stand for the good and truth, the antagonist plays against this heroic character and tries to stop him by posing threats to his and others’ lives. Note that an antagonist doesn’t always need to be a person or a group of people working to ensure the misery of the protagonist. It can also be a difficult situation or accidental event that works against the main and positive character. In this play, Macbeth can be seen as his own antagonist as he acts against his own best interest. Many of the other characters like Banquo, Macduff and the other nobles (Thanes) can also be seen as antagonists to Macbeth. 17 Department of Basic Education 2020 MIND THE GAP! Static or flat character Flat characters are not the eye-catching part of the story, but still play an important role in the flow and help the main character in his or her intention. We could also refer to the other characters in the play as minor characters – they stand in opposition to the protagonist. One of the roles of the minor characters is to help create tension or conflict in the plot and to keep the action of the play going. Examples of minor characters in the play are Banquo, Macduff, the Doctor, The Nurse, The Porter and the Thanes. Changing or dynamic character Opposite to the flat character, a dynamic character plays a role that develops and changes during the events in the story. Lady Macbeth changes from a strong character to somebody who is weak and she eventually commits suicide. Round character This is the character which contributes the most in making the story interesting and keeps the reader confused about the person’s actual nature. This type of character acts subtly and changes in the face of conflict. This character develops itself and rather becomes complex as the story progresses as he or she doesn’t stick to the limited qualities, for example Lady Macbeth. Evil character or villain An evil character can have similar characteristics to those of an antagonist, but he or she acts actively with more intensity to harm the protagonist or the main character and others. In this case the Witches, Macbeth as well as Lady Macbeth fit the description of an evil character. Classes of characters There are also different classes of characters, as Shakespeare placed his play in a social setting that the Elizabethan public would recognise. The nobility The nobility were rich people whose wealth and position in society was inherited. They had political power and owned most of the land. The nobles in the play include Macbeth, The Thane of Glamis, Lady Macbeth, Macduff and other Thanes, Siward, the Earl of Northumberland. The commoners People who had not inherited title or wealth were called commoners. Most of them had little chance of improving their social status and could not read or write. Many worked as servants for a noble family. The porter and the noblewoman would be known as commoners. The servant characters are often used to provide humour and to comment on things the other characters are doing. Army Soldiers play an important role in the play as the play revolves around battles waged. The play opens and closes with scenes set on the battlefield. Macbeth is the Thane of Glamis and cousin to King Duncan of Scotland. Macbeth has fought bravely and defeated the traitor, the Thane of Cawdor. The Thane of Cawdor had joined forces with the King of Norway to try and defeat King Duncan. Macbeth’s friend, Banquo, also fought bravely in this battle. The king gives Macbeth the title of Thane of Cawdor as a reward for his bravery in the battle. Another Thane of Scotland, Macduff, has also gone to England to get help. The English king, King Edward, is raising an army to rescue Scotland from Macbeth’s reign of terror. The army led by Malcolm approaches Birnam Wood near Dunsinane Hill. Malcolm’s army is victorious. Department of Basic Education 2020 18 MIND THE GAP! Major and Minor characters in Macbeth Major characters 1. MACBETH Actions 1. Fights bravely for King Duncan in a battle against Macdonwald (a Scottish traitor), the Thane of Cawdor and the King of Norway. 2. Becomes the new Thane of Cawdor. 3. Kills King Duncan, then he arranges the killing of Banquo and Macduff’s family. 4. Goes into battle against an army put together by Macduff and Malcolm. 5. Killed by Macduff Character traits 1. He is a very courageous warrior. 2. He is ambitious. 3. He lusts for power and wealth; therefore, he wants to be the King of Scotland. 4. He is weak because he is unable to kill Duncan without the influence and pressure of his wife. 5. He is jealous of Banquo. 6. He is impatient because he acts instead of waiting for the prophecy to come true. 7. He has a moral conscience at the beginning of the play. He feels guilty about having the blood of the king on his hands. 8. He is self-reflective – throughout the play, he thinks about what he has done and what is happening to him. 2. LADY MACBETH Actions 1. Persuades Macbeth to kill Duncan. 2. Comes up with the plan to kill Duncan and frame the guards. 3. Mocks Macbeth for being weak and indecisive. 4. Returns the daggers to the sleeping guards and smears Duncan’s blood on them to frame them for Duncan’s murder. 5. Covers for Macbeth when he talks to Banquo’s ghost banquet. 6. Commits suicide. Character traits 1. She is a cruel woman with no moral conscience – Macbeth describes her as ‘fiend-like’ (meaning evil devil-like). A ‘fiend’ is a devil /demon/evil spirit 2. She is ambitious. 3. She lusts for power and wealth therefore she wants to be Queen of Scotland. 4. She is impatient. She cannot wait to become queen. 5. She is scheming and conniving. When she hears the King is coming to visit for only one night, she plans his murder. 6. She is very clever. She comes up with the plan to kill Duncan while he is in their castle and then frames the guards. 7. She is very persuasive. 8. Lady Macbeth is quite unlike other women of her time who were expected to be soft, gentle and ladylike; she goes to the scene of a brutal murder, and she is also able to smear the king’s blood on his guards to make them appear guilty of the murder. 19 Department of Basic Education 2020 MIND THE GAP! 3.BANQUO Actions 1. Receives the witches’ prophecy for his lineage (who will be the future kings of Scotland) but does not take any action – he serves as a foil to Macbeth. 2. 5Warns Macbeth not to take the witches seriously as he may come to harm. 3. Encourages his son Fleance to flee when they are attacked by Macbeth’s hired murderers. 4. Appears as a ghost at Macbeth’s banquet. Character traits 1. Banquo is loyal to king and country. 2. He is brave on the battlefield where he fights alongside Macbeth. 3. He is not gullible and very mature in his outlook. 4. He warns Macbeth about agents of evil such as the witches. 5. He is very patient. 6. Unlike Macbeth and Lady Macbeth, he does not take any action, but is prepared to wait to see if the witches’ prophecy for his family will come true. 4.MACDUFF Actions 1. Discovers the body of slain (killed) King Duncan. 2. Leaves his wife and young children to go to England. 3. Is devastated when he hears of the murder of his family, and decides to be the one to kill Macbeth. 4 Persuades Malcolm to get an army and return to Scotland so they can overthrow Macbeth. 5 Kills Macbeth. Character traits 1. Macduff is fiercely loyal to Scotland. 2. He is a true patriot who cannot bear to see the misery and poverty in his country during Macbeth’s reign. 3. He is very brave. 4. Macduff is willing to make personal sacrifices for the benefit of his people. Although the times are dangerous, Macduff leaves his family to go to England. 5. He puts his country before his family. 6. He believes in justice. He persuades Malcolm to return to Scotland to defeat Macbeth and take the throne. 5.MALCOLM Actions 1. Flees to England after Duncan’s death. 2. Is persuaded by Macduff to return to Scotland with an army. 3. Commands soldiers to chop off a branch from the trees in Birnam Wood and carry it in front of them to conceal their numbers so Macbeth will be fooled – this actually makes the apparitions’ prophecy about Birnam Wood coming to Dunsinane come true. 4. Becomes the new King of Scotland after Macbeth’s death. Character traits 1. Malcolm is very patient. He is content to remain in England, even though he is the rightful King of Scotland. 2. He is very mature in his thinking. 3. He is careful about whom he trusts. When Macduff finds him in England, Malcolm takes a while before deciding to believe Macduff is really on his side. 4. He is brave and intelligent on the battlefield. In the final battle, it is Malcolm who comes up with plan that the soldiers must carry tree branches above their heads. This tactic conceals the exact size of his army as they approach Macbeth in Dunsinane. 5. Malcolm is loyal to his country. As King, he will restore order and peace in Scotland. Department of Basic Education 2020 20 MIND THE GAP! MINOR CHARACTERS 1.THE THREE WITCHES 1. The witches meet in the opening scene to discuss their fate for Macbeth. 2. They meet Macbeth and Banquo. They tell Macbeth he will be Thane of Cawdor and then Kind of Scotland. They tell Banquo he will not be king, but his sons will be king. 3. They meet with Hecate who is angry as to why she was not part of the plan to win Macbeth’s soul. 4. They meet with Macbeth again to show him the three apparitions which prophesise his future. 5. The witches are manipulative and cunning. They use Macbeth’s greed for power against him. 6. They have supernatural powers and knowledge of future events and they also clearly enjoy using those powers to cause havoc and mayhem among mankind. 2.KING DUNCAN 1. 2. 3. 4. He is the King of Scotland He is father to Malcolm and Donalbain He is generous; when anybody did something good he awarded them. He is killed by Macbeth 3.FLEANCE 1. He is Banquo’s son 2. He is briefly introduced in the play, but his existence haunts Macbeth since through his line the succession to the throne has been prophesied. 3. He has an affectionate relationship with his father. 4. His character emphasises the rationality of Banquo compared to Macbeth. 5. In his dying moments, Banquo cares only for his safety of his son. 4.OTHER THANES 1. They are examples of trusting, uncomplicated, on-political majority of the people. 2. They are loyal: they support Macbeth after his ascent to the throne as he appears to be the legitimate king. 3. They defect when they are unable to cope with Macbeth’s cruelty and tyranny. 4. Lennox reports on the unnatural events that take place after Duncan’s murder, the state of Scotland under Macbeth’s tyranny and prepares the audience for Malcolm’s invasion with English allies. 5. Ross is often the messenger: he informs Macbeth of his promotion to Thane of Cawdor and warns Lady Macduff to flee before she is murdered. 6. Angus, Lennox, Menteith and Caithness joins the English army to fight Macbeth. 5.LADY MACDUFF 1. She is introduced only once in the play. 2. She is a loving wife and mother. 3. She is loyal to her husband. 4. She is upset about Macduff’s decision to abandon his family in search of Malcolm as she feels he has left his family vulnerable to Macbeth’s tyranny. 5. She presents a contrasting character to that of Lady Macbeth who also scolded her husband for being a coward, but in Lady Macduff’s case it is to emphasise that she feels her husband put Scotland before his family. 21 Department of Basic Education 2020 MIND THE GAP! 6. PORTER 1. In Shakespeare’s plays there often was a humorous scene involving a porter at the gate of hell. 2. In Macbeth the Porter guards the gate of Macbeth’s castle. 3. The audience would realise that he represents the porter at the gate of hell and realise the symbolism of Inverness being the hell and Macbeth being the devil /devilish or evil. 4. The Porter provides comic relief after the heavy drama of the previous scenes (the killing of Duncan). 5. He is drunk and makes sexual jokes. 6. His comments cleverly mimic the theme of the play appearance versus reality. CHARACTERISATION/CHARACTER ANALYSIS NOTE: When asked to respond to a question on characterisation, it is important to note that you should not list physical attributes but refer to the actions, thoughts and words of a character. A character can be analysed by looking at an action or incident and how it affected him/her or how he/she reacted to it. What action did the character take when confronted with a certain situation? Is there an incident in the character’s past that has shaped him/her as a character and affected the way he/she looks at their life? The action or incident determines the way the character develops as the story goes on. When analysing the reactions of others you are looking closely at how other characters in the story react to or treat the character that you are characterizing. Reactions include verbal responses and physical or emotional treatment. The reactions of other characters can tell you if the character you are analysing is liked or disliked, popular, honest, trust-worthy etc.… Dialogue is the way in which a character talks and includes the choice of words and syntax of characters. It also includes the tone and diction of the character when he/she speaks. Is the character serious? Sarcastic? Shy? Obnoxious? Ignorant? - All these qualities can be conveyed through the characters’ dialogue. Department of Basic Education 2020 22 ACT 1 THE PLOT We are introduced to the theme and the plot is revealed. The play opens with a storm in a wasteland. Three Witches are discussing when they shall meet again. They mention Macbeth’s name and a battle. SCENE 1 While King Duncan waits for news of the battles, a wounded soldier arrives and describes Macbeth’s bravery in defeating the traitor, Macdonwald. He continues to elaborate on Macbeth and Banquo’s bravery in fighting the king of Norway who was assisting another traitor, the Thane of Cawdor. The Thane of Ross arrives and announces Macbeth and Banquo’s victory. Duncan orders the Thane of Cawdor’sdeath and declares that he will reward Macbeth with his title. SCENE 2 The Witches meet again, discussing all the evil deeds that kept them busy. Macbeth and Banquo enter and Banquo remarks that the Witches seem not to belong on earth after noticing them first. After prodding them to speak, the Witches call Macbeth by three titles: Glamis, Cawdor and King. They declare that Banquo will never be king himself but that his heirs will be kings. SCENE 3 After the Witches depart, Ross and Angus arrive and they inform Macbeth that King Duncan has given him the title of Thane of Cawdor. In his first soliloquy he explains that if he already has two of the titles promised, he might have to act to make the third happen quickly. These thoughts scare him. Macbeth and Banquo agree to discuss their encounter with the Witches later The scene takes place in a room in the King’s palace at Forres. Malcolm, Duncan’s son, reports to him that the Thane of Cawdor has been executed and he died repentant. Duncan remarks that appearances can often be deceptive. Macbeth arrives and Duncan thanks him for his bravery in the battle. Macbeth protests that as a loyal Thane he was merely doing his duty. SCENE 4 Duncan announces that his son Malcolm will be his heir and Prince of Cumberland. Macbeth realizes that this is going to be an obstacle to his own ambitions and expresses his deep seated ambition that causes evil thoughts The setting is a room in Macbeth’s castle at Inverness. Lady Macbeth reads Macbeth’s letter in which he tells her of his meeting with the witches and their prophecies. Lady Macbeth is more determined than Macbeth to realise his ambition. She therefore wants him to return so that she can pressurize him into taking action. She realizes she will have to sacrifice her femininity in order for them to realise their ambition. A messenger arrives who informs her that King Duncan will be visiting them later that evening. Lady Macbeth is determined he will die. When Macbeth arrives they discuss Duncan’s visit and Lady Macbeth expresses her determination that he will not leave again. SCENE 5 King Duncan and his followers arrive at the castle and he and Banquo discusses the beauty and peaceful atmosphere of the place. Lady Macbeth welcomes them and outlines the reasons why they should look after him well. Duncan expresses his high regard for Macbeth. The irony of this scene is the way Duncan and Banquo see the castle as a place of peace while inside Macbeth is planning for the murder. SCENE 6 The feast for Macbeth and his nobles take place. Macbeth leaves the table and in a soliloquy he expresses his concern about their plans. He is worried about the possible consequences. He informs Lady Macbeth that they should not proceed but Lady Macbeth scolds him and convinces him by playing on his ego to carry out the murder. She outlines the details of the plan that will remove the earthly consequences of the murder and Macbeth admires her strength. SCENE 7 MIND THE GAP! ACT 2 The events leading up to the murder, the murder and the events immediately after the murder described. The play opens with a storm in a wasteland. Three Witches are discussing when they shall meet again. They mention Macbeth’s name and a battle. SCENE 1 While King Duncan waits for news of the battles, a wounded soldier arrives and describes Macbeth’s bravery in defeating the traitor, Macdonwald. He continues to elaborate on Macbeth and Banquo’s bravery in fighting the king of Norway who was assisting another traitor, the Thane of Cawdor. The Thane of Ross arrives and announces Macbeth and Banquo’s victory. Duncan orders the Thane of Cawdor’s death and declares that he will reward Macbeth with his title. SCENE 2 The porter is woken from his drunken sleep to open the gate for Macduff and Lennox. Macduff explains he has to awaken the King and they are taken to Duncan’s room by Macbeth. Lennox describes the unnatural events of the previous evening. Macduff discovers the murdered king and informs the others. Lady Macbeth comes in. Malcolm and Donalbain learn of their father’s death. When Lady Macbeth hears that Macbeth has killed the attendants in a rage of fury because of their treason, she faints. The thanes agree to get dressed and meet in the castle hall. Malcolm and Donalbain decide to flee to England and Ireland. SCENE 3 Ross and an old man are discussing the unnatural events of the previous night. It seems as if nature has mirrored the events in the castle. Macduff arrives and informs them that the suspicion for the murder is on Malcolm and Donalbain since they have fled the country. Macbeth has been chosen to be the next king and his coronation has been scheduled for later in the day at Scone. Macduff refuses to attend the function. SCENE 4 Department of Basic Education 2020 24 ACT 3 The climax of the play is when Banquo is killed, and the rest of the act highlights Macbeth’s desperate attempts to stay in the position of power. Banquo is suspicious of Macbeth’s actions but he remembers the Witches’ prophecies about the future of his own heirs. Macbeth announces that he is hosting a feast that night and Banquo has been invited as guest of honour. Banquo informs Macbeth that he intends to go riding with his son Fleance and they will only be back after nightfall. Macbeth meets with the two men he has contracted to kill Banquo and Fleance. He explains that Banquo is responsible for all the misfortune. Neither Macbeth nor Lady Macbeth experiences the expected feeling of satisfaction at being King and Queen. In fact they both have a death-wish. Macbeth discusses his fear of Banquo and Lady Macbeth assures him that Banquo cannot live forever, her intent is not clear. Macbeth misleads his wife by asking her to be exceptionally friendly towards Banquo, while he knows that he will be dead by then. The sun has just set. The two murderers have been joined by a third man and they are waiting in the park to kill Banquo and Fleance who are approaching on horseback. They are attacked and even though Banquo is killed, he urges his son to flee before he dies. Fleance manages to escape. The dinner table has been set in the castle hall. One of the murderers appears at the side door while Macbeth is welcoming the guests. He informs Macbeth of Banquo’s death and Fleance’s escape. Macbeth proceeds to reproach Banquo for not attending the feast, even though he knows he is dead. At this point Banquo’s ghost appears and sits in Macbeth’s chair at the table. The guests are concerned as they are unable to see the ghost, yet Macbeth proceeds to address it. Lady Macbeth tries to justify his behaviour and says he is having a fit. The ghost disappears but as soon as Macbeth proposes a toast to Banquo it re-appears. Once Macbeth and his wife is alone, Macbeth shares his displeasure regarding Macduff’s absence with his wife and informs her of his decision to pay the Witches another visit. Hecate, the goddess of witchcraft, reprimands the other three Witches for not consulting her and for dealing with Macbeth who has no real interest in their ‘art’. She tells them to meet her in the morning when Macbeth will consult them regarding his future- they plan to give him a false sense of security so that he will cause his own downfall. Lennox discusses his suspicions regarding all the murders with a lord. He further shares information on how unpopular Macduff has become with Macbeth since his refusal to attend the dinner and to return even after Macbeth summoned him. The lord informs Lennox that Malcolm, Duncan’s son and Macduff have met at the castle of the English King where they intend to request the King’s assistance in providing them with an army to fight against Macbeth. SCENE 1 SCENE 2 SCENE 3 SCENE 4 SCENE 5 SCENE 6 MIND THE GAP! ACT 4 Part of the falling action The three Witches are preparing their magic potion consisting of numerous strange ingredients when Macbeth arrives at their in a dark cave. They call up a number of apparitions to reveal the future to Macbeth. The first Apparition is a decapitated armed head to warn Macbeth against Macduff. The second apparition is of a bloodstained child who says Macbeth need fear ‘none of woman borne’. The third is of a child who carries a branch in his hand and tells Macbeth that he will not be defeated until Birnam Wood comes to Dunsinane. Macbeth is not satisfied; he wants to know whether his or Banquo’s offspring would be kings of Scotland in future. Eight Apparitions, all kings, appear followed by Banquo’s ghost. They are all future kings of Scotland and Banquo’s heirs. After the disappearance of the Witches, Macbeth calls to Lennox who has been waiting a distance away from the cave. He tells Macbeth that Macduff has fled to England. Macbeth decides to in future act immediately on his feelings and decides to have Macduff’s entire family killed. This is a spiteful, malicious act, he cannot get to Macduff as he is still in England. Ross tries to persuade Lady Macduff that her husband’s flight from Scotland to England was taken in good faith. She is convinced that Macduff did not act in the best interest of his family. Ross leaves her in the company of her son. A messenger arrives to warn them that they are in danger, but before she can make any arrangements, the murderers arrive and kill everyone they found inside the castle. Macduff has found Malcolm at the palace of Edward the Confessor, king of England. He tries to persuade Malcolm to return to Scotland with an army to overthrow Macbeth. Malcolm is suspicious and suspects that Macbeth might have sent Macduff to trick him. To test Macduff, Malcolm pretends that, if he were to become king of Scotland, he would even be a worse tyrant than Macbeth. Malcolm is finally convinced of Malcolm’s loyalty because Macduff expresses his horror that Scotland will be subjected to worse atrocities. Ross arrives with the news that Macduff’s family have all been murdered. Macduff then vows that he will not rest until Macbeth has been killed. Department of Basic Education 2020 26 SCENE 1 SCENE 2 SCENE 3 MIND THE GAP! ACT 5 The demise of Macbeth is described with the setting mostly being on the battlefield. Macbeth is defeated and Macduff is named the rightful successor. Macbeth and his wife are now living in the castle at Dunsinane. A doctor and a waiting woman are discussing the strange behaviour of Lady Macbeth. While they are talking Lady Macbeth appears, asleep but walking in her sleep. As she walks she reveals that she was involved in Duncan’s murder. She relives the murders of Banquo and Macduff’s family, even though she had nothing to do with that. It proves her guilt and remorse. Once she has gone, the doctor remarks that her sickness is of the mind, not the body. He is greatly disturbed by what he has heard. A group of Scottish nobles loyal to Malcolm meet to prepare for the final battle against Macbeth. They arrange to meet the English army near Birnam Wood. We learn that Macbeth is at his castle at Dunsinane where he is also getting ready to fight. Macbeth prepares to defend the castle at Dunsinane against the rebel army. He repeats the prophecies to convince himself he will be victorious. He realises that he faces only adversities. He wants the Doctor to assist Lady Macbeth in getting rid of whatever is troubling her, but the Doctor tells him that he cannot cure Lady Macbeth because her illness is of the mind, not the body. The rebel forces have now reached Birnam Wood where Malcolm orders each man to cut down a branch and carry it in front of him. This camouflage will be used to conceal the number of soldiers in the army. We learn that many soldiers rebelled against Macbeth and he is left only with supporters he commanded to stay. Macbeth still believes he will be victorious as he trusts the prophecies of The Witches When he hears of his wife’s death he states that there is no time to mourn her. A messenger arrives and informs Macbeth that Birnam Wood seems to be moving towards Dunisane. Macbeth then prepares to leave his castle and fight. Malcolm orders the soldiers to drop the branches and prepare for battle. Macbeth challenges any man to fight against him as he still believes he cannot be beaten by any ordinary man. He meets young Siward on the battlefield and kills him. He then moves on, looking for more victims. Macduff is desperately looking for Macbeth. Malcolm and old Siward reveal that the castle has been taken over as many of Macbeth’s soldiers have changed sides. When Macduff finds Macbeth, they fight. Macduff informs Macbeth that he was born by Caesarian section and therefore was not born naturally from his mother as he was cut from her womb while she was dying. Macduff then proceeds to kill Macbeth. Examples of values he considers good are loyalty, generosity, honesty and courage. Inside the castle, Malcolm and his allies have achieved victory with few losses. Young Siward is dead, but he died bravely. Macduff joins them carrying Macbeth’s head. Malcolm makes his thanes earls and invites them all to Scone to see him crowned. 27 SCENE 1 SCENE 3 SCENE 4 SCENE 5 SCENE 6 SCENE 7 SCENE 8 SCENE 9 Department of Basic Education 2020 MIND THE GAP! The play in one page Act 1, Scene 1: An open space Act 1, Scene 2: An army camp near Forres Act 1, Scene 3: An open space Act 1, Scene 4: The palace at Forres Act 1, Scene 5: Macbeth’s castle at Inverness Act 1, Scene 6 : At the entrance to Macbeth’s castle Act 1, Scene 7: Macbeth’s castle Act 2, Scene 1: Court of Macbeth’s castle at Inverness Act 2, Scene 2: A room in Macbeth’s castle Act 2, Scene 3: In the gateway of Macbeth’s castle Act 2, Scene 4: Outside the castle Act 3, Scene 1: The castle at Forres Act 3, Scene 2: A room in the castle at Forres Act 3, Scene 3: A wood near the palace of Forres Act 3, Scene 4: A hall at the Palace at Forres Act 3, Scene 5: An open space Act 3, Scene 6: The palace at Forres Act 4, Scene 1: A dark cave Act 4, Scene 2: Macduff’s castle at Fife Act 4, Scene 3: Outside King Edward of England’s palace in London Act 5, Scene 1: A room in Macbeth’s castle at Dunsinane Act 5, Scene 2: On the road to Birnam Wood near Dunsinane Act 5, Scene 3: A room in Macbeth’s castle at Dunsinane Act 5, Scene 4: Beside a wood Act 5, Scene 5: In Dunsinane castle Act 5, Scene 6: Outside Dunsinane castle Act 5, Scene 7: Outside Dunsinane castle Act 5, Scene 8: Another part of the battlefield Act 5, Scene 9: Inside the castle 1.2 Themes A theme is a message that runs through a play or story. In Macbeth, Shakespeare uses a number of themes to tell his story of the tragic hero. Ambition vs moral conscience Macbeth and Lady Macbeth allow their blind ambition to get the better of them. They want to be King and Queen of Scotland but have to commit murder to gain these positions. Even though Macbeth has been rewarded for his bravery on the battlefield by King Duncan, he allows his blind ambition to overpower his moral conscience as he kills the King while he is visiting. In Act 1 Scene 7, Macbeth argues with Lady Macbeth about why he should not kill the king: ‘He’s here in double trust. / First, as I am his kinsman and his subject, / Strong both against the deed; then as his host,/ Who should against his murderer shut the door, / Not bear the knife myself’ (Act 1, Scene 7 / Lines 12–16) But later, after Lady Macbeth questions his masculinity, Macbeth agrees to kill Duncan. In the end, he allows his ambition to become king to triumph. Department of Basic Education 2020 28 MIND THE GAP! Good vs evil In ‘Macbeth’, we have Duncan, Macduff, Banquo and Malcolm representing good. Macbeth, Lady Macbeth and the three witches represent evil because of their murderous intent. Macbeth and his wife are successful in their plan to take over the throne of Scotland by killing King Duncan. Macbeth has Banquo killed. Instead of maintaining order and peace in the kingdom, Macbeth becomes a hated tyrant. Under Macbeth’s rule the people suffer hardship, fear and poverty. Macduff tells Malcolm about Macbeth’s reign of terror in Act 4 Scene 3: ‘each new morn, / New widows howl, new orphans cry, new sorrows / Strike Heaven on the face, that it resounds / As if it felt with Scotland’ (Act 4, Scene 3, Lines 4–7). Until Macbeth is overthrown, it seems that evil will win. It is Macduff who begins the fight against the evil Macbeth and his wife. He goes to England to get Malcolm and an army to defeat Macbeth. When we hear that Lady Macbeth has died, we feel little sympathy as she was so evil. Similarly, there is a feeling of satisfaction (and no sympathy). This is because the forces of good finally defeat the forces of evil when Macbeth is killed and Malcolm, the rightful heir to the throne, is hailed as the new king. Fate vs free will The witches and the apparitions represent fate. Macbeth is human. He therefore represents free will. In other words, after hearing the different prophecies, he can decide what he wants to do. He can also decide whether he wants to do anything at all. He has control over his own actions. Macbeth makes the choice to kill Duncan and Banquo. He also decides to kill Duncan’s guards. He could have framed them for the murder without killing them. Instead he chooses to kill the guards. He can then pretend he was angry on seeing Duncan lying dead. Banquo is in contrast with Macbeth as he also hears a prophecy about the future of his family from the Witches. But he chooses to do nothing about it. The Witches’ prophecies can be regarded as fate, and then it follows that Macbeth has no choice at all in his actions. It is fate that makes him behave the way he does. It can be argued that Macbeth causes the prophecies to come true by making certain choices, such as killing the King and the others. Appearance vs reality In ‘Macbeth’, deliberate deception leads to the discrepancy (difference) between appearance and reality. This deliberate deception is often referred to as the theme of equivocation meaning the use of words in one sense while meaning the opposite in order to deliberately mislead or confuse. When Lady Macbeth reads the letter Macbeth has written to her, she has dark, evil thoughts on how to get rid of the king. She puts on the mask of goodness, keeping Macbeth calm. She tells her husband how to behave in a certain way when the king arrives, so that her evil plan can go into action. She also pretends to be kind and polite on greeting the king. However, we know that she is not actually kind – she has very evil plans. When Macbeth returns home, Lady Macbeth advises her husband to ‘look like the innocent flower/But be the serpent under it’ (Act 1, Scene 5, line 63-64) in order to hide their evil plans. At the dinner Macbeth and Lady Macbeth host, at which they must keep 29 Ambition is a strong desire to do or achieve something. Your conscience is the inner feeling or voice that tells you what is right and what is wrong. Morality has to do with choosing between right and wrong. Conflict between good and evil is found in all of Shakespeare’s plays. Examples of values he considers good are, loyalty, generosity, honesty, courage. Evil is represented amongst others by treachery, dishonesty, cowardice and lack of moral discipline. If a person, event, or achievement is hailed as important or successful, they are praised publicly. When you believe in fate, you believe that events develop in a way that is beyond a person’s control; you believe the sequence of events is determined by some kind of supernatural power. Free will, on the other hand, refers to the ability to act as one sees fit in a particular situation, without the influence of fate. In other words, a person can choose how he or she wants to act. Department of Basic Education 2020 MIND THE GAP! calm and be pleasant with their guests, Macbeth pretends to be enjoying the banquet in his honour but inwardly, he knows that he has already put the next step of his plan into action: the murder of Banquo. When Banquo’s ghost appears, Lady Macbeth has to cover up her husband’s reaction. Macbeth finally realises that the prophecies of the apparitions have indeed come true. What appeared to be impossible has become reality. Macbeth sees Birnam Wood moving towards him when Malcolm instructs the soldiers each to ‘hew him down a bough’ (Act 5, Scene 5, line 4-5) to hide the true numbers of the approaching army from Macbeth. Another prophecy that Macbeth did not think possible comes true when Macbeth realises that Macduff was not born naturally. He was ‘from his mother’s womb/Untimely ripped’ (Act 5, Scene 8, lines 16 -17). Therefore, the prophecy that Macbeth could not be harmed by a person not ‘of woman born’ (Act 4, Scene 1, line 80) and repeated by Macbeth (Act 5, Scene 3 line 6-7) comes true. Guilt and its consequences Symbols of Macbeth’s guilt are his hallucinations about the dagger, his fixation on blood and his inability to sleep. The dagger: Macbeth wonders of the sights and sounds are supernatural visions or figments of his imagination (Act 2, Scene 1, lines 32- 38). Blood: Macbeth and Lady Macbeth worry that they will never get rid of the stains of blood from their hands (Act 2, Scene 2, line 20). Sleep: When he murders Duncan, Macbeth thinks he hears a voice say ‘Macbeth does murder sleep’ (Act 2, Scene 2, line 36). Sleep symbolizes innocence and peace of mind. By killing Duncan, Macbeth chases away peaceful sleep; Lady Macbeth begins to sleepwalk and Macbeth is haunted by nightmares. Macbeth’s drive for power overtakes his guilt and he goes on a murderous spree; even killing women and children. At first Lady Macbeth appears to cope well with the murders and she does not display any feelings of guilt. However, she hesitates to kill Duncan while he is sleeping, because he resembles her father (Act 2, Scene 2, lines 12-13). She is unable to cope with her remorse and guilt after she gets wind of Macbeth’s plans to kill all his enemies. She goes mad (Act 5, Scene 3, lines 37-38) and commits suicide because she could not cope with her feelings of guilt anymore. (Act 5, Scene 5, line 16). Kingship vs tyranny This theme explores the idea of leadership. A good leader uses his power for the good of his country and his people rather than for himself only. A tyrant is selfish and is corrupted by absolute power. Duncan is regarded as a good king by Macbeth in Act 1, Scene 4 who is worthy of ‘the service and loyalty’ of his thanes and who has ‘borne his faculties so meek, hath been/ So clear in his great office, that his virtues /Will plead like angels trumpet-tongued against/ The deep damnation of his takingoff;’ (Act 1, Scene 7, line 16 – 20). Macbeth is described as a tyrant by Lennox in Act 3, Scene 6. In Act 4, Scene 3, while Macduff is establishing if he can trust Macduff, he lists a number of Macbeth’s evil deeds and the effect on the country. Menteith refers to him as a ‘tyrant’ (Act 5, Scene 2, line 11) and the Thanes carry on describing the consequences of Macbeth’s tyrannical behaviour in the rest of the scene. Department of Basic Education 2020 30 Appearance is how you see something or what something looks like. Appearances are often deceiving and misleading because how something appears to be is not always how it is in reality. Reality is how something actually exists in real life as opposed to an imaginary idea of it. MIND THE GAP! Gender issues In the Elizabethan age, men were considered to be superior to women. Shakespeare questions what it means to be ‘manly’. Lady Macbeth appears to be less emotional when they plan to kill Duncan. In Act 4, Scene 3, when Malcolm wants to grieve with Macduff for the family he has lost, Macduff responds to say they should rather ‘Hold fast the mortal sword, and like good men’ protect their fallen birthright. Siward is consoled when he is told in Act 5, Scene 9, his son died like a man because his wounds were in front, implying he did not run away. Reversal of values Duncan has exercised his power so gently, and has been so faultless in his kingship, that his goodness and integrity will plead like Angels at God’s Throne of Judgement, their loud voices calling for the damnation of his murderer. This theme is closely linked to the theme of good vs evil. In Act 1, Scene 1, the witches chant ‘Fair is foul and foul is fair’ and this alerts us to the theme. In the beginning of the play the forces of good, represented by Duncan, are overthrown by the forces of evil, represented by Macbeth and Lady Macbeth. The balance is gradually restored after Macduff’s escape to England, as good eventually triumphs over evil. Throughout the play good tries to reassert itself before its final triumph. For example, Lady Macbeth prays to the forces of evil to help her destroy all that is soft and feminine in her so she can be filled ‘from the crown to the toe, top full of direst cruelty’ (Act 1, Scene 5, line 60). The price she has to pay for denying all that is good within her is madness and suicide. As a result of the reversal of values, what appears to be good or innocent to some of the characters in the play is often evil and corrupt. This leads to a great deal of confusion among the characters. The moral order has been turned upside down and nothing is what it seems to be. A result of the reversal of values is the overthrow of the natural order. Unnatural events like murder and witchcraft are always accompanied by unnatural events in nature. After Duncan’s murder, Lennox and Macduff report that the ‘night has been unruly (Act 2, Scene 3, line 8) and in Act 2, Scene 4, a number of unnatural events are listed in the conversation between Ross and the Old Man. 31 Department of Basic Education 2020 MIND THE GAP! 2. Style In a play, the conversation between characters tells the story. Their exchange is referred to as dialogue. Sometimes characters talk alone on stage to the audience about what they think or feel. This type of speech is called a soliloquy. The purpose is to allow the audience to see into the mind of the character and understand him or her better. Only the audience knows what the characters say in a soliloquy; the other characters in the play do not. Examples of characters delivering soliloquies are: Act 3, Scene 1 begins with Banquo giving a short speech about the Witches ‘prophecies and his suspicions of Macbeth’s actions. At the beginning of Act 1, Scene 5, Lady Macbeth shares her feelings about her husband’s lack of evil will which prevents him from acting on his ambition, after reading his letter. Her soliloquy (after the messenger has excited) is powerful as she calls on the evil spirits to take over her being completely resulting in her changing to an evil being. Her later soliloquies are given in her sleep, when she lets out her guilt and remorse (Act 5, Scene 1). Macbeth’s soliloquies are, at first, evidence of his internal struggle against evil – in Act 1, Scene 7, he debates whether he should kill Duncan; before he commits the deed in Act 2, Scene 1, he ponders his decision once more (‘Is this a dagger which I see before me,’). Later, when he talks to himself, he shares his unease about being in absolute power: ‘to be thus is nothing, but to be safely thus,’ (Act 3, Scene 1); or when he is in despair and contemplates the meaninglessness of life after all his struggles (Act 5, Scene 5). 2.2 Poetry and prose In Macbeth some lines are written like a poem. The place where the lines end depends on the rhythm of the words. He uses blank verse (verse without rhyme) for the nobles, such as Macbeth. The language used by Macbeth, for example, is richer and more powerful than the language used by the witches or the messengers. This is entirely in keeping with Macbeth’s higher social status. Other lines, usually with words said by servants and other ordinary people, are written in paragraphs that don’t rhyme, which is called prose, for example the Porter in Act 2, Scene 3, lines 20 – 37 and the Doctor and Gentlewoman in Act 5, Scene 1. Rhymed verse is used for the witches (Act 3, Scene 5). Blank verse Most of Macbeth is written in a type of poetry called blank verse. The lines do not rhyme but the words have a regular rhythm, called iambic pentameter. The pattern for each line is one soft-sounding syllable followed by one strongsounding syllable, repeated five times. Rhyming couplet If the last words in two lines sound similar (rhyme), it is a rhyming couplet. Here is an example of a rhyming couplet, from Malcom’s discussion with Macduff while they are planning the attack: ‘Put on their instruments. Receive what cheer you may, The night is long that never finds the day’ (Act 4, Scene 3, lines 238- 239). 2.3 Diction and figurative language Shakespeare was very skilled at using language to describe things and to communicate his ideas in interesting ways: He used figures of speech such as metaphors, similes, personification. He played with the sound of the words, using alliteration, assonance and onomatopoeia. He used imagery and symbols to help us imagine what he describes. A symbol is something which represents something else. For example, a dove is a symbol of peace. He made jokes, using words that sound the same, or similar, but which have different meanings. This type of joke is called a pun. For example, ‘I believe drink gave you the lie last night’. He used dramatic irony to increase the tension and involve the audience in the story. Department of Basic Education 2020 32 MIND THE GAP! 2.4 Dramatic irony and irony Dramatic irony is an important literary device used in drama. It adds tension and suspense to the play. Dramatic irony means when the audience knows something in the play that one or more of the characters do not know. The audience understands the real meaning of what is happening. Foreshadowing is a similar concept to dramatic irony. Foreshadowing is when something that is said earlier in the play turns out to be true or to predict something that happens later. Irony is when there are two meanings to something said or done, for example when Duncan’s visit is announced in Act 1, Scene 5, Lady Macbeth says, ‘He that’s coming/ Must be provided for,’. She is referring to her duties as a hostess, but the implication is there that preparations for Duncan’s murder must be made. In Act 1, Scene 6, Duncan describes the castle as having a ‘pleasant seat; the air/ nimbly and sweetly recommends itself /unto our gentle senses’, while the audience is aware of that fact that his murder being planned inside the castle. (Act 1, Scene 6, l1-3). ‘pleasant seat…’ Means it is a nice location, the air is sweet and appeals to my (Duncan’s) refined (cultured) senses. 2.5 Stage directions Macbeth is a play to be performed on stage, as well as read. Stage directions are instructions in the play, usually written in italics and in square brackets. They tell us: Where each scene takes place, such as a battlefield, an open area in nature or in the castle. When each character comes on to the stage (enters) and when he/she leaves (exits). The word ‘exeunt’ is plural and means more than one person leave the stage. Objects that the actors need to hold or use on stage. These objects are called ‘props’. What a character has to do in certain parts of the play, for example, kiss another actor, or fight. When a character speaks so that the audience hears what is said but the other characters on stage do not. This is called an ‘aside’. Shakespeare only wrote down a few stage directions to guide the actors. It is the job of the play’s director to give more guidance. For example, the director decides where the actors stand on stage, how they move, and what the scenery and lighting should be like. Stage directions are useful to the reader because they assist the reader to imagine what is happening on stage. All these are important for creating the mood on stage and bringing the play to life. Each production of a Shakespeare play will be different because each director brings his or her own ideas about how the play should be performed on stage. 3.5 Tone and mood In a play, tone is not only the feelings created by the language of the writer. Tone is also created by the sound of the actor’s voice which expresses the emotion in the words. Does the actor’s voice sound anxious, excited, happy or angry? Tone is important for expressing what the character feels. In a play, the mood is the feeling, or atmosphere, that is created on stage. A combination of things can help to create the mood: the actors’ expression of the characters’ feelings, or emotions, their costumes, the scenery and lighting. In Macbeth the overlying mood is one of brooding because even when Macbeth receives the title of Thane of Cawdor, he somberly reflects on the prophecy in Act 1, Scene 3. 33 Department of Basic Education 2020 POSITIVE TONE WORDS NEUTRAL (+, -, or neutral) NEGATIVE TONE WORDS admiring hilarious commanding abhorring hostile adoring hopeful direct acerbic impatient affectionate humorous impartial ambiguous incredulous appreciative interested indirect ambivalent indifferent approving introspective meditative angry indignant bemused jovial objective annoyed inflammatory benevolent joyful questioning antagonistic insecure blithe laudatory speculative anxious insolent calm light unambiguous apathetic irreverent casual lively unconcerned apprehensive lethargic celebratory mirthful understated belligerent melancholy cheerful modest bewildered mischievous comforting nostalgic biting miserable comic optimistic bitter mocking compassionate passionate blunt mournful complimentary placid bossy nervous conciliatory playful cold ominous confident poignant conceited outraged contented proud condescending paranoid delightful reassuring confused pathetic earnest reflective contemptuous patronizing ebullient relaxed curt pedantic ecstatic respectful cynical pensive effusive reverent demanding pessimistic elated romantic depressed pretentious empathetic sanguine derisive psychotic encouraging scholarly derogatory resigned euphoric self-assured desolate reticent excited sentimental despairing sarcastic exhilarated serene desperate sardonic expectant silly detached scornful facetious sprightly diabolic self-deprecating fervent straightforward disappointed selfish flippant sympathetic disliking serious forthright tender disrespectful severe friendly tranquil doubtful sinister funny whimsical embarrassed skeptical gleeful wistful enraged sly gushy worshipful evasive solemn happy zealous fatalistic somber Department of Basic Education 2020 MIND THE GAP! POSITIVE TONE WORDS admiring hilarious NEUTRAL (+, -, or neutral) commanding NEGATIVE TONE WORDS abhorring hostile fearful stern forceful stolid foreboding stressful frantic strident frightened suspicious frustrated tense furious threatening gloomy tragic grave uncertain greedy uneasy grim unfriendly harsh unsympathetic haughty upset holier-than-thou violent hopeless wry 4. Dramatic structure of the play Five Acts: ACT DRAMATIC STRUCTURE PURPOSE Act 1 Exposition Act 2 audience learns the setting (time/place), characters are developed a conflict is introduced. the ‘who, where, when and why’ are introduced. Rising action Act 3 action in this act leads up to the climax. the main character encounters obstacles. Climax Act 4 the turning point of the play climax is characterised by the greatest suspense most tense moment of the play Falling action Act 5 opposite of rising action story is moving towards an end any unknown details are wrapped up often small scenes as t

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