<?xml version="1.0" encoding="UTF-8"?>
<rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>Great Performances &#187; Video</title>
	<atom:link href="http://www.pbs.org/wnet/gperf/tag/video/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.pbs.org/wnet/gperf</link>
	<description>The best in the performing arts from across America.</description>
	<lastBuildDate>Thu, 24 May 2012 15:16:08 +0000</lastBuildDate>
	<generator>http://wordpress.org/?v=2.8.4</generator>
	<language>en</language>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
			<item>
		<title>Hamlet: Watch the Film</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/watch-the-film/980/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/watch-the-film/980/#comments</comments>
		<pubDate>Thu, 29 Apr 2010 14:54:28 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[By Title]]></category>
		<category><![CDATA[Current Season]]></category>
		<category><![CDATA[Featured]]></category>
		<category><![CDATA[Full A-Z list]]></category>
		<category><![CDATA[Full Episodes]]></category>
		<category><![CDATA[Regional Performance]]></category>
		<category><![CDATA[David Tennant]]></category>
		<category><![CDATA[film]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[Patrick Stewart]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=980</guid>
		<description><![CDATA[Watch the film adaptation of Hamlet, originally broadcast on April 28, 2010, here on the Great Performances Web site.

Please view the original post to see the video.]]></description>
			<content:encoded><![CDATA[<p>Watch the film adaptation of <em>Hamlet,</em> originally broadcast on April 28, 2010, here on the <em><strong>Great Performances</strong></em> Web site.</p>
(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/watch-the-film/980/'>View full post to see video</a>)
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/watch-the-film/980/feed/</wfw:commentRss>
		<slash:comments>168</slash:comments>
		</item>
		<item>
		<title>Hamlet: Teachers&#8217; Guide with Video: Media for the &#8220;Opening Scene&#8221; Activity</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-opening-scene-activity/964/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-opening-scene-activity/964/#comments</comments>
		<pubDate>Tue, 06 Apr 2010 20:18:23 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Clips & Scenes]]></category>
		<category><![CDATA[For Educators]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[RSC]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[teachers' guide]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=964</guid>
		<description><![CDATA[Please view the original post to see the video.

In this production the actors decided that they preferred the rule of Claudius, a peace-keeping King who enjoyed a good party! This is important in the staging as it is when we, the audience, and the Court first see Claudius as King. The staging of this opening court scene is instrumental in revealing [...]]]></description>
			<content:encoded><![CDATA[(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-opening-scene-activity/964/'>View full post to see video</a>)
<p>In this production the actors decided that they preferred the rule of Claudius, a peace-keeping King who enjoyed a good party! This is important in the staging as it is when we, the audience, and the Court first see Claudius as King. The staging of this opening court scene is instrumental in revealing the relationships between the characters in <em>Hamlet</em>. When developing the world of the play the designer, Rob Jones, was inspired by photographs of contemporary European Royal Families in <em>Hello Magazine</em>. Have a look at this website and find pictures of contemporary royal families. Look at how the pictures have been taken and what they portray about the family. What are the most important qualities that these people have?</p>
<p>The above clip is for use in an activity found in the Hamlet Teachers&#8217; Guide. [<a href="http://75.101.149.73/wnet/gperf/files/2010/04/Hamlet-Teachers-Guide1.pdf">download the full PDF of the guide</a>]</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-opening-scene-activity/964/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Hamlet: Teachers&#8217; Guide with Video: Media for the &#8220;Polonius&#8217; Family&#8221; Activity</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-polonius-family-activity/966/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-polonius-family-activity/966/#comments</comments>
		<pubDate>Tue, 06 Apr 2010 20:17:31 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Clips & Scenes]]></category>
		<category><![CDATA[For Educators]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[Ophelia]]></category>
		<category><![CDATA[Polonius]]></category>
		<category><![CDATA[RSC]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[teachers' guide]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=966</guid>
		<description><![CDATA[Please view the original post to see the video.

Every actor should understand exactly what they are saying in order to make the most of their role. For the first two to three weeks of the rehearsal process Gregory Doran gave the actors three key rules when they were reading the play: 1) That they don’t read their own part 2) That [...]]]></description>
			<content:encoded><![CDATA[(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-polonius-family-activity/966/'>View full post to see video</a>)
<p>Every actor should understand exactly what they are saying in order to make the most of their role. For the first two to three weeks of the rehearsal process Gregory Doran gave the actors three key rules when they were reading the play: 1) That they don’t read their own part 2) That they can’t comment on their own part 3) That they can only use information that they already know and can’t see ahead in the play. These rules enable the actors to hear their part and discover new things from the rest of the cast. Each scene of the play was done twice; first, Greg asked the actors to read the Shakespearean text aloud, and then they discuss the meaning of the words and any misunderstandings, after this the actors paraphrased the scene in their own words to see if they discovered anything new.</p>
<p>Edward Bennett (Laertes), and Mariah Gale (Ophelia) worked from this basis and made further decisions about the relationships between the characters. They decided that the words of advice Polonius gives are so familiar that the children know what’s coming. Watch the scene and compare it to how you felt about the characters.</p>
<p>The above clip is for use in an activity found in the Hamlet Teachers&#8217; Guide. [<a href="http://75.101.149.73/wnet/gperf/files/2010/04/Hamlet-Teachers-Guide1.pdf" target="_blank">download the full PDF of the guide</a>]</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-polonius-family-activity/966/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Hamlet: Teachers&#8217; Guide with Video: Media for &#8220;The Role of the Players&#8221; Activity</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-the-players-activity/968/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-the-players-activity/968/#comments</comments>
		<pubDate>Tue, 06 Apr 2010 20:14:39 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Clips & Scenes]]></category>
		<category><![CDATA[For Educators]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[Claudius]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[RSC]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[teachers' guide]]></category>
		<category><![CDATA[The Players]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=968</guid>
		<description><![CDATA[The Players Speech -

Please view the original post to see the video.

Hamlet's Attempt to Kill Claudius -

Please view the original post to see the video.

Greg Doran decided to repeat the image of Priam hesitating with his sword in the air, as shown by the player, when Hamlet takes the dagger to Claudius.

Watch The Player’s speech immediately followed by Hamlet’s attempt to kill Claudius. What are the similarities? [...]]]></description>
			<content:encoded><![CDATA[<p><strong>The Players Speech</strong> -</p>
(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-the-players-activity/968/'>View full post to see video</a>)
<p><strong>Hamlet&#8217;s Attempt to Kill Claudius</strong> -</p>
(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-the-players-activity/968/'>View full post to see video</a>)
<p>Greg Doran decided to repeat the image of Priam hesitating with his sword in the air, as shown by the player, when Hamlet takes the dagger to Claudius.</p>
<p>Watch The Player’s speech immediately followed by Hamlet’s attempt to kill Claudius. What are the similarities? How important is it to look at these two speeches together?</p>
<p>The above clips are for use in an activity found in the Hamlet Teachers&#8217; Guide. [<a href="http://75.101.149.73/wnet/gperf/files/2010/04/Hamlet-Teachers-Guide1.pdf">download the full PDF of the guide</a>]</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-the-players-activity/968/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Hamlet: Teachers&#8217; Guide with Video: Media for &#8220;The Role of Osric&#8221; Activity</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-osric-activity/970/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-osric-activity/970/#comments</comments>
		<pubDate>Tue, 06 Apr 2010 20:13:54 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Clips & Scenes]]></category>
		<category><![CDATA[For Educators]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[Osric]]></category>
		<category><![CDATA[RSC]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[teachers' guide]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=970</guid>
		<description><![CDATA[Please view the original post to see the video.

In Greg Doran's rehearsals, the actors decided that Osric is a 'political flunkie' – an ambitious young employee of the court, hoping to impress Claudius. They used clothes to convey this – the production is in modern dress so the designer used clothes that a modern audience quickly understands as conveying ambition and [...]]]></description>
			<content:encoded><![CDATA[(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-osric-activity/970/'>View full post to see video</a>)
<p>In Greg Doran&#8217;s rehearsals, the actors decided that Osric is a &#8216;political flunkie&#8217; – an ambitious young employee of the court, hoping to impress Claudius. They used clothes to convey this – the production is in modern dress so the designer used clothes that a modern audience quickly understands as conveying ambition and business: a sharp suit, slick haircut and shiny shoes! Does Osric know he is inviting Hamlet to his death? Greg&#8217;s company decided that Osric did know that he was asking Hamlet to come to his death. He uses charm and a big winning smile to manipulate Hamlet. Later in the production, Osric makes sure he gives the correct sword to Laertes, giving the audience another clue that he is definitely aware of the plan. Ryan Gage&#8217;s character is incredibly detailed – at the very end of the production, Osric silently shakes hands with Fortinbras because he has spotted that, now Claudius is dead, Fortinbras is his new boss.</p>
<p>Watch Osric’s scene. Does the audience see the fine detail mentioned above? Do they think it&#8217;s important for the actor to have this detail in creating their character?</p>
<p>The above clip is for use in an activity found in the Hamlet Teachers&#8217; Guide. [<a href="http://75.101.149.73/wnet/gperf/files/2010/04/Hamlet-Teachers-Guide1.pdf">download the full PDF of the guide</a>]</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-role-of-osric-activity/970/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Hamlet: Teachers&#8217; Guide with Video: Media for &#8220;The Final Scene&#8221; Activity</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-final-scene-activity/972/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-final-scene-activity/972/#comments</comments>
		<pubDate>Tue, 06 Apr 2010 20:13:12 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Clips & Scenes]]></category>
		<category><![CDATA[For Educators]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[RSC]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[teachers' guide]]></category>
		<category><![CDATA[the final scene]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=972</guid>
		<description><![CDATA[Please view the original post to see the video.

The final scene. How did the choices the actors made differ from the choices of the group? What movements were the most effective and why? What was more significant gesture or looks? You might want to watch it again with the sound off to specifically look at how the actors tell the story [...]]]></description>
			<content:encoded><![CDATA[(<a href='http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-final-scene-activity/972/'>View full post to see video</a>)
<p>The final scene. How did the choices the actors made differ from the choices of the group? What movements were the most effective and why? What was more significant gesture or looks? You might want to watch it again with the sound off to specifically look at how the actors tell the story with their bodies and their faces.</p>
<p>The above clip is for use in an activity found in the Hamlet Teachers&#8217; Guide. [<a href="http://75.101.149.73/wnet/gperf/files/2010/04/Hamlet-Teachers-Guide1.pdf">download the full PDF of the guide</a>]</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/media-for-the-final-scene-activity/972/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Hamlet: Teachers&#8217; Guide with Video: Teachers&#8217; Guide</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/teachers-guide/963/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/teachers-guide/963/#comments</comments>
		<pubDate>Fri, 02 Apr 2010 18:08:02 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[EDU~By title]]></category>
		<category><![CDATA[EDU~Cinema]]></category>
		<category><![CDATA[EDU~Regional Performance]]></category>
		<category><![CDATA[For Educators]]></category>
		<category><![CDATA[Grade 9-12]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[guide]]></category>
		<category><![CDATA[Hamlet]]></category>
		<category><![CDATA[RSC]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/for-educators/hamlet-teachers-guide/963/</guid>
		<description><![CDATA[To complement the film, WNET.ORG, in partnership with the Royal Shakespeare Company (RSC), is offering a Teachers' Guide for educators to utilize the PBS broadcast in classrooms around the country. This activity-based analysis of the play is supported by links to various scenes throughout the film.
Download the full PDF of the guide here.
All the media [...]]]></description>
			<content:encoded><![CDATA[<p><img class="alignright size-full wp-image-959" src="http://www-tc.pbs.org/wnet/gperf/files/2010/04/inline-rsclogo1.jpg" alt="inline-rsclogo" width="200" height="150" />To complement the film, WNET.ORG, in partnership with the Royal Shakespeare Company (RSC), is offering a Teachers&#8217; Guide for educators to utilize the PBS broadcast in classrooms around the country. This activity-based analysis of the play is supported by links to various scenes throughout the film.</p>
<h2><a href="http://75.101.149.73/wnet/gperf/files/2010/04/Hamlet-Teachers-Guide.pdf">Download the full PDF of the guide here</a>.</h2>
<p>All the media referenced in the guide is posted here on the Great Performances Web site and can be accessed through the menu above.</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/hamlet/teachers-guide-with-video/teachers-guide/963/feed/</wfw:commentRss>
		<slash:comments>12</slash:comments>
		</item>
		<item>
		<title>Dance In America: NY Export: Opus Jazz: Watch &#8220;Improvisations, Movement #3&#8243;</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/dance-in-america-ny-export-opus-jazz/watch-improvisations-movement-3/952/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/dance-in-america-ny-export-opus-jazz/watch-improvisations-movement-3/952/#comments</comments>
		<pubDate>Wed, 24 Mar 2010 23:26:53 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Clips & Scenes]]></category>
		<category><![CDATA[ballet]]></category>
		<category><![CDATA[Dance]]></category>
		<category><![CDATA[Dance in America]]></category>
		<category><![CDATA[film]]></category>
		<category><![CDATA[Improvisations]]></category>
		<category><![CDATA[Jerome Robbins]]></category>
		<category><![CDATA[NY Export: Opus Jazz]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=952</guid>
		<description><![CDATA[Set in a school gymnasium, the ensemble of Dance In America: NY Export: Opus Jazz performs the third movement of the ballet, "Improvisations, Movement #3."

Please view the original post to see the video.]]></description>
			<content:encoded><![CDATA[<p>Set in a school gymnasium, the ensemble of <em>Dance In America: NY Export: Opus Jazz</em> performs the third movement of the ballet, &#8220;Improvisations, Movement #3.&#8221;</p>
(<a href='http://www.pbs.org/wnet/gperf/episodes/dance-in-america-ny-export-opus-jazz/watch-improvisations-movement-3/952/'>View full post to see video</a>)
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/dance-in-america-ny-export-opus-jazz/watch-improvisations-movement-3/952/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>King Lear: Play Summary and Full Text: Full Text with Clips: Act V Scene 3d</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/king-lear/play-summary-and-full-text/full-text-with-clips/act-v-scene-3d/509/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/king-lear/play-summary-and-full-text/full-text-with-clips/act-v-scene-3d/509/#comments</comments>
		<pubDate>Tue, 07 Apr 2009 18:32:42 +0000</pubDate>
		<dc:creator>kim maxwell</dc:creator>
				<category><![CDATA[King Lear]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[full text]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[summary]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=509</guid>
		<description><![CDATA[Lear enters carrying Cordelia, howling.  Lear knows she is dead, but in desperation or madness still looks for signs of life.  He melts a little—“her voice was ever soft, gentle and low, an excellent thing in woman”—then declares that he killed her killer, with some sense of bravura.  He spots Kent, now [...]]]></description>
			<content:encoded><![CDATA[<p>Lear enters carrying Cordelia, howling.  Lear knows she is dead, but in desperation or madness still looks for signs of life.  He melts a little—“her voice was ever soft, gentle and low, an excellent thing in woman”—then declares that he killed her killer, with some sense of bravura.  He spots Kent, now in his old habit, who connects his disguised self to his real self.  Kent gives Lear the news of his other daughters, but Lear responds nonsensically.   A messenger announces Edmund’s death.  “That’s but a trifle” says Albany.</p>
<p>Albany attempts to restore some order to the kingdom, with power restored to Lear and suitable honors to Kent and Edgar, but Lear pays no attention.  “And my poor fool is hanged. . . O thou’lt come no more. Never, never, never, never, never.”  He asks to have his shirt unbuttoned and comes close to Cordelia one last time, “do you see this? look on her: look, her lips, look there, look there.”  He expires of grief.</p>
<p>Albany once more attempts repair, suggesting that Edgar and Kent “rule in this realm and the gored state sustain.”  Kent declines: “I have a journey, sir, shortly to go; My master calls me, I must not say no.”  Edgar concludes the play with this choral quatrain:</p>
<blockquote><p>The weight of this sad time we must obey,<br />
Speak what we feel, not what we ought to say.<br />
The oldest hath borne most; we that are young<br />
Shall never see so much, nor live so long.</p></blockquote>
<p style="text-align: center"><a href="/wnet/gperf/episodes/king-lear/the-play-itself/full-text-with-clips/act-v-scene-3c/510/">Act V Scene 3c</a> . . . Editing</p>
<p style="text-align: left"><br /><img src="http://www.pbs.org/wnet/gperf/wp-content/blogs.dir/12/files/39.jpg" alt="media"><br />

<p><strong>ACT V. SCENE III.  SEGMENT  D.</strong></p>
<p><em>Enter Lear with Cordelia in his arms. </em></p>
<p>KING LEAR<br />
Howl, howl, howl, howl! O, you are men of stones.     [295]<br />
Had I your tongues and eyes, I&#8217;d use them so<br />
That heaven&#8217;s vault should crack. She&#8217;s gone for ever.<br />
I know when one is dead, and when one lives.<br />
She&#8217;s dead as earth. Lend me a looking glass.<br />
If that her breath will mist or stain the stone,      [300]<br />
Why then she lives.</p>
<p>KENT                                        Is this the promised end?</p>
<p>EDGAR     Or image of that horror?</p>
<p>ALBANY                                                                         Fall, and cease!</p>
<p>KING LEAR<br />
This feather stirs. She lives. If it be so,    [305]<br />
It is a chance which does redeem all sorrows<br />
That ever I have felt.</p>
<p>KENT                                         O my good master!</p>
<p>KING LEAR     Prithee, away.</p>
<p>EDGAR                                                           &#8216;Tis noble Kent, your friend.    [310]</p>
<p>KING LEAR<br />
A plague upon you, murderers, traitors all.<br />
I might have saved her. Now she&#8217;s gone for ever.<br />
Cordelia, Cordelia. Stay a little. Ha?<br />
What is&#8217;t thou say&#8217;st? Her voice was ever soft,<br />
Gentle and low, an excellent thing in woman.     [315]<br />
I killed the slave that was a-hanging thee</p>
<p>Captain     &#8216;Tis true, my lords, he did.</p>
<p>KING LEAR                                                                 Did I not, fellow?<br />
I have seen the day, with my good biting falchion<br />
I would have made them skip. I am old now,    [320]<br />
And these same crosses spoil me. Who are you?<br />
Mine eyes are not o&#8217;th&#8217; best, I&#8217;ll tell you straight.</p>
<p>KENT<br />
If fortune brag of two she loved and hated,<br />
One of them we behold.</p>
<p>KING LEAR     This is a dull sight. Are you not Kent?    [325]</p>
<p>KENT                                                                      The same,<br />
Your servant Kent. Where is your servant Caius?</p>
<p>KING LEAR<br />
He&#8217;s a good fellow, I can tell you that.<br />
He&#8217;ll strike, and quickly too. He&#8217;s dead and rotten.</p>
<p>KENT  No, my good lord, I am the very man—    [330]</p>
<p>KING LEAR     I&#8217;ll see that straight.</p>
<p>KENT<br />
That from your first of difference and decay<br />
Have followed your sad steps.</p>
<p>KING LEAR                     You are welcome hither.</p>
<p>KENT<br />
Nor no man else. All&#8217;s cheerless, dark, and deadly.    [335]<br />
Your eldest daughters have fordone themselves,<br />
And desperately are dead.</p>
<p>KING LEAR                                      Ay, so I think.</p>
<p>ALBANY<br />
He knows not what he says, <span style="color: #ff0000">and vain it is<br />
That we present us to him.    [340]<br />
</span></p>
<p><span style="color: #ff0000">EDGAR                                                  Very bootless </span></p>
<p><em>Enter a Messenger.</em></p>
<p>Messenger      Edmund is dead, my lord.</p>
<p>ALBANY<br />
<span style="color: #ff0000">That&#8217;s but a trifle here.<br />
You lords and noble friends, know our intent.</span><br />
What comfort to this great decay may come    [345]<br />
Shall be applied.  For us we will resign<br />
During the life of this old majesty<br />
To him our absolute power. <em>[to Edgar and Kent]</em> <span style="color: #ff0000">You, to your rights,<br />
With boot and such addition as your honors<br />
Have more than merited.</span> All friends shall taste    [350]<br />
The wages of their virtue, and all foes<br />
The cup of their deservings. O, see, see!</p>
<p>KING LEAR<br />
And my poor fool is hanged. No, no, no life.<br />
Why should a dog, a horse, a rat have life,<br />
And thou no breath at all? Thou&#8217;lt come no more.    [355]<br />
Never, never, never, never, never.<br />
Pray you, undo this button. Thank you, sir.<br />
Do you see this? Look on her, look, her lips,<br />
Look there, look there.     <em>He dies.</em></p>
<p>EDGAR                     He faints! My lord, my lord!    [360]</p>
<p>KENT     Break, heart, I prithee, break!</p>
<p>EDGAR                                                                          Look up, my lord.</p>
<p>KENT<br />
Vex not his ghost. O, let him pass! <span style="color: #ff0000">He hates him much<br />
That would upon the rack of this tough world<br />
Stretch him out longer.    [365]<br />
</span></p>
<p>EDGAR                       He is gone, indeed.</p>
<p><span style="color: #ff0000">KENT<br />
The wonder is he hath endured so long.<br />
He but usurped his life.</span></p>
<p>ALBANY<br />
<span style="color: #ff0000">Bear them from hence. Our present business<br />
Is general woe. </span>Friends of my soul, you twain    [370]<br />
Rule in this realm, and the gored state sustain.</p>
<p>KENT<br />
I have a journey, sir, shortly to go;<br />
My master calls me, I must not say no.</p>
<p>EDGAR<br />
The weight of this sad time we must obey,<br />
Speak what we feel, not what we ought to say.    [375]<br />
The oldest hath borne most; we that are young<br />
Shall never see so much, nor live so long.</p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/king-lear/play-summary-and-full-text/full-text-with-clips/act-v-scene-3d/509/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>King Lear: Play Summary and Full Text: Full Text with Clips: Act V Scene 3c</title>
		<link>http://www.pbs.org/wnet/gperf/episodes/king-lear/play-summary-and-full-text/full-text-with-clips/act-v-scene-3c/510/</link>
		<comments>http://www.pbs.org/wnet/gperf/episodes/king-lear/play-summary-and-full-text/full-text-with-clips/act-v-scene-3c/510/#comments</comments>
		<pubDate>Tue, 07 Apr 2009 18:27:47 +0000</pubDate>
		<dc:creator>kim maxwell</dc:creator>
				<category><![CDATA[King Lear]]></category>
		<category><![CDATA[No Home Page]]></category>
		<category><![CDATA[full text]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[summary]]></category>
		<category><![CDATA[Video]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/gperf/?p=510</guid>
		<description><![CDATA[Edgar enters, refuses to disclose his identity, but lays the charges at Edmund, “false to thy gods, thy brother and thy father . . . a most toad-spotted traitor.”

Edmund hurls them back, “this sword of mine shall give them instant way.” They then fight, and Edmund falls.  Albany calls to save him, so he [...]]]></description>
			<content:encoded><![CDATA[<p>Edgar enters, refuses to disclose his identity, but lays the charges at Edmund, “false to thy gods, thy brother and thy father . . . a most toad-spotted traitor.”</p>
<p>Edmund hurls them back, “this sword of mine shall give them instant way.” They then fight, and Edmund falls.  Albany calls to save him, so he may have his own charge.  The letter comes out.  Goneril claims immunity as queen: “the laws are mine, not thine.”</p>
<p>She leaves, followed by an officer on Albany’s orders.  Edmund now admits all he has done, but asks for Edgar’s identity.  Edgar forthwith provides it.  “My name is Edgar and thy father’s son.  The gods are just, and of our pleasant vices make instruments to plague us.”  Albany elicits a history from Edgar, a speech which moves Edmund to do some good. They are interrupted by the officer rushing on stage to announce the deaths of Regan and Goneril &#8212; Goneril having poisoned Regan and then taken her own life.</p>
<p>Albany orders the bodies brought forth, but as they are being carried in he remembers Lear and Cordelia: “great thing of us forgot.”  Edmund now confesses his order to hang Cordelia, blaming the decision on despair.  He is carried off, leaving the stage free for the final scene with Lear and his three daughters.</p>
<p style="text-align: center"><a href="wnet/gperf/episodes/king-lear/the-play-itself/full-text-with-clips/act-v-scene-3b/630/">Act V Scene 3b</a> . . . <a href="/wnet/gperf/episodes/king-lear/the-play-itself/full-text-with-clips/act-v-scene-3d/509/">Act V Scene 3d</a></p>
<br /><img src="http://www.pbs.org/wnet/gperf/wp-content/blogs.dir/12/files/gp-kinglear-039.jpg" alt="media"><br />

<p><strong>ACT V. SCENE III. SEGMENT C.</strong><br />
<em></em></p>
<p><em>Enter Edgar armed.</em></p>
<p><span style="color: #ff0000">ALBANY<br />
Ask him his purposes, why he appears<br />
Upon this call o&#8217;the trumpet.</span></p>
<p>Herald                                                           <span style="color: #ff0000"> What are you?</span><br />
Your name, your quality, <span style="color: #ff0000">and why you answer<br />
This present summons?    [135]<br />
</span></p>
<p>EDGAR                                   Know my name is lost,<br />
By treason&#8217;s tooth bare-gnawn and canker-bit.<br />
Yet am I noble as the adversary<br />
I come to cope.</p>
<p>ALBANY                     Which is that adversary?      [140]</p>
<p>EDGAR     What&#8217;s he that speaks for Edmund, Earl of Gloucester?</p>
<p>EDMUND     Himself. What sayst thou to him?</p>
<p>EDGAR                                                                                 <span style="color: #ff0000">Draw thy sword,<br />
That if my speech offend a noble heart,<br />
Thy arm may do thee justice. Here is mine.      [145]<br />
Behold, it is the privilege of mine honors,<br />
My oath, and my profession. I protest,<br />
Maugre thy strength, youth, place, and eminence,<br />
Despite thy victor sword and fire-new fortune,<br />
Thy valor and thy heart,</span> thou art a traitor—      [150]<br />
False to thy gods, thy brother, and thy father;<br />
<span style="color: #ff0000">Conspirant &#8216;gainst this high-illustrious prince;<br />
And from th’extremest upward of thy head<br />
To the descent and dust below thy foot,<br />
A most toad-spotted traitor.</span> Say thou no,      [155]<br />
<span style="color: #ff0000">This sword, this arm, and my best spirits are bent<br />
To prove upon thy heart, whereto I speak,</span><br />
Thou liest.</p>
<p>EDMUND        <span style="color: #ff0000"> In wisdom I should ask thy name.<br />
But, since thy outside looks so fair and warlike,      [160]<br />
And that thy tongue some say of breeding breathes,<br />
What safe and nicely I might well delay<br />
By rule of knighthood, I disdain and spurn.</span><br />
Back do I toss these treasons to thy head,<br />
<span style="color: #ff0000">With the hell-hated lie o&#8217;erwhelm thy heart,      [165]<br />
Which, for they yet glance by and scarcely bruise,</span><br />
This sword of mine shall give them instant way,<br />
Where they shall rest for ever. Trumpets, speak.</p>
<p><em>Alarums. Fights. [Edmund falls.] </em></p>
<p>ALBANY   Save him, save him!</p>
<p>GONERIL                                               This is practice, Gloucester.      [170]<br />
By th&#8217; law of arms thou wast not bound to answer<br />
An unknown opposite. Thou art not vanquished,<br />
But cozened and beguiled.</p>
<p>ALBANY                                          <span style="color: #ff0000">Shut your mouth, dame,<br />
Or with this paper shall I stop it. Hold, sir.      [175]</span><br />
Thou worse than any name, read thine own evil.<br />
No tearing, lady; I perceive you know it.</p>
<p>GONERIL<br />
Say if I do; the laws are mine, not thine.<br />
Who can arraign me for&#8217;t.</p>
<p>ALBANY                                   Most monstrous! oh!      [180]<br />
Know&#8217;st thou this paper?</p>
<p>GONERIL                                Ask me not what I know.</p>
<p><em>Exit</em></p>
<p>ALBANY <em>[To officer] </em>Go after her. She&#8217;s desperate. Govern her.</p>
<p>EDMUND<br />
What you have charged me with, that have I done,<br />
And more, much more. The time will bring it out.      [185]<br />
&#8216;Tis past, and so am I. But what art thou<br />
<span style="color: #ff0000">That hast this fortune on me? If thou&#8217;rt noble,<br />
I do forgive thee.</span></p>
<p>EDGAR                               <span style="color: #ff0000">Let&#8217;s exchange charity.</span><br />
I am no less in blood than thou art, Edmund;      [190]<br />
<span style="color: #ff0000">If more, the more thou hast wronged me.</span><br />
My name is Edgar, and thy father&#8217;s son.<br />
<span style="color: #ff0000">The gods are just, and of our pleasant vices<br />
Make instruments to plague us.<br />
The dark and vicious place where thee he got      [195]<br />
Cost him his eyes.</span></p>
<p>EDMUND                          <span style="color: #ff0000">Thou hast spoken right; &#8217;tis true.</span><br />
The wheel is come full circle; I am here.</p>
<p><span style="color: #ff0000">ALBANY<br />
Methought thy very gait did prophesy<br />
A royal nobleness. I must embrace thee.      [200]<br />
Let sorrow split my heart if ever I<br />
Did hate thee or thy father.</span></p>
<p><span style="color: #ff0000">EDGAR                           Worthy prince, I know&#8217;t.</span></p>
<p>ALBANY<br />
Where have you hid yourself?<br />
How have you known the miseries of your father?      [205]</p>
<p>EDGAR<br />
By nursing them, my lord. List a brief tale,<br />
<span style="color: #ff0000">And when &#8217;tis told, O, that my heart would burst!</span><br />
The bloody proclamation to escape<br />
That followed me so near—<span style="color: #ff0000">O, our lives&#8217; sweetness,<br />
That we the pain of death would hourly die      [210]<br />
Rather than die at once!—</span>taught me to shift<br />
Into a madman&#8217;s rags, <span style="color: #ff0000">t’assume a semblance<br />
That very dogs disdained; </span>and in this habit<br />
Met I my father with his bleeding rings,<br />
Their precious stones new lost; became his guide,      [215]<br />
Led him, begged for him, saved him from despair,<br />
Never—O fault!—revealed myself unto him,<br />
Until some half-hour past, when I was armed.<br />
<span style="color: #ff0000">Not sure, though hoping, of this good success,<br />
I asked his blessing, and from first to last      [220]<br />
Told him my pilgrimage.</span> But his flawed heart,<br />
Alack, too weak the conflict to support<br />
&#8216;Twixt two extremes of passion, joy and grief,<br />
Burst smilingly.</p>
<p>EDMUND<br />
This speech of yours hath moved me,      [225]<br />
And shall perchance do good. <span style="color: #ff0000">But speak you on;<br />
You look as you had something more to say.</span></p>
<p>ALBANY<br />
If there be more, more woeful, hold it in,<br />
<span style="color: #ff0000">For I am almost ready to dissolve,<br />
Hearing of this.      [230]</span></p>
<p>[EDGAR                          <span style="color: #ff0000">This would have seemed a period<br />
To such as love not sorrow, but another<br />
To amplify too much would make much more,<br />
And top extremity.</span><br />
Whilst I was big in clamor came there in a man,      [235]<br />
Who, having seen me in my worst estate,<br />
<span style="color: #ff0000">Shunned my abhorred society, </span>but then finding<br />
Who &#8217;twas that so endured, <span style="color: #ff0000">with his strong arms</span><br />
He fastened on my neck and bellowed out<br />
As he&#8217;d burst heaven, threw him on my father,      [240]<br />
Told the most piteous tale of Lear and him<br />
That ever ear received, <span style="color: #ff0000">which in recounting<br />
His grief grew puissant and the strings of life<br />
Began to crack.  Twice then the trumpets sounded,<br />
And there I left him tranced.      [245]</span></p>
<p>ALBANY                                                   But who was this?</p>
<p>EDGAR<br />
Kent, sir, the banished Kent, <span style="color: #ff0000">who in disguise<br />
Followed his enemy King and did him service<br />
Improper for a slave.]</span></p>
<p><em>Enter a Gentleman, with a bloody knife</em></p>
<p>Gentleman                        Help, help, O, help!      [250]</p>
<p><span style="color: #ff0000">EDGAR           What kind of help?</span></p>
<p>&lt;<span style="color: #ff0000">ALBANY                                                         Speak, man.</span></p>
<p>EDGAR    What means that bloody knife?</p>
<p>Gentleman                                                           &#8216;Tis hot, it smokes.<br />
It came even from the heart of—O, she&#8217;s dead!      [255]</p>
<p>ALBANY     Who dead?  Speak, man.</p>
<p>Gentleman<br />
Your lady, sir, your lady, and her sister<br />
By her is poisoned. She confesses it.</p>
<p>EDMUND<br />
I was contracted to them both.  All three<br />
Now marry in an instant.      [260]</p>
<p>EDGAR                                                 Here comes Kent.</p>
<p>ALBANY<br />
Produce their bodies, be they alive or dead.<br />
<span style="color: #ff0000">This judgment of the heavens that makes us tremble<br />
Touches us not with pity.</span></p>
<p><em>[Exit Gentleman.] Enter Kent</em></p>
<p>O, is this he?      [265]<br />
<span style="color: #ff0000">The time will not allow the compliment<br />
Which very manners urges.</span></p>
<p>KENT                                                              I am come<br />
To bid my King and master aye good night.<br />
Is he not here?      [270]</p>
<p>ALBANY                   <span style="color: #ff0000">Great thing of us forgot!</span><br />
Speak, Edmund, where&#8217;s the King? And where&#8217;s Cordelia?<br />
See&#8217;st thou this object, Kent?</p>
<p><em>[The bodies of Goneril and Regan are brought in]</em></p>
<p>KENT                                                       Alack, why thus?</p>
<p>EDMUND<br />
Yet Edmund was beloved.      [275]<br />
<span style="color: #ff0000">The one the other poisoned for my sake,<br />
And after slew herself.</span></p>
<p><span style="color: #ff0000">ALBANY    Even so, cover their faces.</span></p>
<p>EDMUND<br />
I pant for life. Some good I mean to do,<br />
Despite of mine own nature. Quickly send—      [280]<br />
Be brief in it—to the castle, for my writ<br />
Is on the life of Lear and on Cordelia.<br />
Nay, send in time.</p>
<p>ALBANY                    Run, run, O, run.</p>
<p>EDGAR<span style="color: #ff0000"><br />
To who, my lord?</span> Who hath the office?  Send      [285]<br />
Thy token of reprieve.</p>
<p>EDMUND<br />
<span style="color: #ff0000">Well thought on.</span> Take my sword.<br />
The captain, give it the captain.</p>
<p><span style="color: #ff0000">ALBANY               Haste thee, for thy life.</span></p>
<p><span style="color: #ff0000">EDMUND<br />
He hath commission from thy wife and me      [290]<br />
To hang Cordelia in the prison, and<br />
To lay the blame upon her own despair,<br />
That she fordid herself.</span></p>
<p>ALBANY   The gods defend her. <span style="color: #ff0000">Bear him hence awhile.</span></p>
<p><em>[Edmund borne off] </em></p>
]]></content:encoded>
			<wfw:commentRss>http://www.pbs.org/wnet/gperf/episodes/king-lear/play-summary-and-full-text/full-text-with-clips/act-v-scene-3c/510/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
	</channel>
</rss>

<!-- Served @ 2012-05-29 05:55:23 by W3 Total Cache -->
