Topic 44

Before we start to analyze William Shakespeare in detail, let us explain why this topic is worth writing and reading. The reason why we have chosen it from the four topics picked out for this competitive exam is because Shakespeare is arguably the most pop? writer in world literature. He has been the source of all kinds of performances, inspiration for plots in the film industry, graded r?, and endless proposals in foreign language classroom. Shakespeare wrote about time? themes such as life and d?, youth versus a?, love and h?, fate, and free w?, to name but a few. With the constantly changing world we live in today, these themes are perhaps more relevant than they have ever been.

1.Introduction William Shakespeare was an English poet, d?, and actor, considered by many to be the greatest dramatist of all time. Some of Shakespeare’s plays, such as H? and Romeo and J?, are amongst the most famous literary works of all time. Shakespeare was a respected poet and playwright in his day, but his reputation did not rise to its present heights until the ?th century. The Romantics, in particular, acclaimed Shakespeare’s genius and the Victorians hero-worshipped Shakespeare with a reverence that George Bernard Shaw called “bar?”. In the 20th century, his work was repeatedly adopted and rediscovered by new movements. His plays remain highly popular today and are consistently performed and reinterpreted in diverse cultural and political contexts throughout the world. There are not many records of Shakespeare’s personal life. Rumors arise from time to time that he did not write his plays, but the real author was Christopher M?, Queen E?, or Edward De Vere. A largo body of ‘Oxfordians’ has since built on this claim and the reluctance to believe that a man of hum? origins could be such a great author.

Shakespeare, by reason of his supremacy, has suffered much, both from the or? and the heretical. The f? has made him a national and semisacred bard beyond criticism, the latter have made him the target of obtuseness and dub?. He has remained unchallenged chief of English letters and the English theater. (Andrew Dickinson, 2009).

2. Shakespeare’s Times Shakespeare lived during the early m? period, a time in Western history that is set between the Middle A? and the Industrial R?. R? changes characterize the time. The Church of England broke from R? during the reign of Henry VIII. He established himself as the supreme head of the Church of England. A new English identity was not just promoted by religious independence but also by reigning Tudor D? (1485-1603). After the victory over the Spanish A? in 1588, Shakespeare’s history plays were deeply influenced by the new sense of English national id?. London was rapidly rising in importance; its many small industries were growing, and the city itself became one of the first European me?. Around 1500 the city had approximately 70.000 inhabitants, in 1600 one could already count 200.000. The city was characterized by public entertainment such as th? but the playhouses were built outside of the city boundaries since authorities feared the cr? produced by public entertainment. As stated by R.E.Pritchard (2003) Shakespeare began his career during the reign of Elizabeth I. She was the child of Henry VIII and his second wife, Anne Boleyn. During her reign (1558-1603), England flou?. This is the reason why her reign is also referred to not only as the Elizabethan era but also as the G? Age of Elizabeth. The Virgin Queen was one of the most popular mon? in English history and loved the theater. Shakespeare is often referred to as an Elizabethan playwright and p?.

3. Elizabethan Literature Elizabethan literature, the body of works during the reign of Elizabeth ? of England (1558-1603), probably the most splendid age in the history of English lit?, during which such writers as Sir Philip S?, Edmun S?, Christopher Mar?, and William Shakespeare flourished. The Elizabethan age saw the flowering of po? (the s?, the S? stanza, dramatic b? verse), was a golden age of drama (especially, for the plays of Shakespeare), and inspired a wide variety of splendid pr? (from historical chronicles, versions of the Holy Scriptures, pamphlets, and literary criticism, to the first English novels). From about the beginning of the 17th century, a sudden dark? of tone became noticeable in most forms of literary expression, especially in d?, and the change more or less coincided with the de? of Elizabeth.

4. William Shakespeare -Life William Shakespeare, born in April 1564 in Stratford-upon-A?, England, was the third of eight children to John Shakespeare, a successful g?-maker and local official, and Mary A?, from a wealthy landowning family. He likely attended the local g? school, where he would have studied Latin grammar, rhetoric, and classical literature. At 18, Shakespeare married ? Hathaway, eight years his senior. They had three children: Susanna, and twins Hamnet and Judith. Tragically, Hamnet died at the age of 11. Between 1585 and 1592, Shakespeare's activities are not well-documented, a period often referred to as his "l? years." By 1592, he had established himself in London as an actor and playwright. He became a founding member of the Lord Chamberlain's Men, later known as the K? Men, a leading ac? company.

Shakespeare's prolific writing includes ? plays, 154 sonnets, and two long narrative poems. His works span tragedies like "Hamlet," "Othello," and "Macbeth"; comedies such as "A Midsummer Night's Dream" and "As You Like It"; and histories like "Henry V." In 1611, Shakespeare retired to Stratford-upon-Avon, where he lived until his death on April 23, 1616, at the age of 52. He was buried in the Holy T? Church in Stratford, where a mo? was erected in his honor.

4.1. Early Works (1589–1594). 4.1.1 Early Tragedies. Titus Andronicus (c. 1589–1592) Shakespeare's first full-length tr?, Titus Andronicus, owes much to Thomas Kyd's The S? Tragedy, a significant success in the late 1580s. This play introduced the r? tragedy genre, which Shakespeare would later revisit in H? and other works. The character of Aaron the Moor may have been inspired by Barabas from Christopher Marlowe's The Jew of M?.

4.1.2 Early Comedies The Comedy of E? (c. 1589–1594) As Shakespeare's most classically inspired early comedy, The Comedy of E? is a farcical tale involving mistaken identities and s? humor, showcasing his early experimentation with c? forms. Love’s Labour’s L? (c. 1588–1597) Influenced by J? Lyly, this play is set in the far off land of N?, where the king and his companions vow to avoid w? but are soon visited by the Princess of F? and her ladies. The play is noted for its witty dialogue and exploration of r? courtship. The Two Gentlemen of V? (c. 1590–1594) This comedy introduces the motif of a young woman disguising herself as a m?—a device Shakespeare would employ in later works. Julia disguises herself to follow her l? Proteus, highlighting themes of love and f?. The Taming of the S? (c. 1590–1594) In this play, Shakespeare uses mul? plot lines to explore themes of mar? and g? roles. The story revolves around the courtship of the headstrong Katherina by Petruchio, who seeks to "t?" her.

4.1.3 Early Histories Henry VI, Parts 1–3 (c. 1589–1593) and Richard III (c. 1592–1594) These plays form a te? that delves into English h? during a time when the nation gr? with its i? and power. Lacking formal definitions for historical plays, Shakespeare crafted a un? approach that proved immediately successful.

4.2. Poems and Sonnets (1592–1594) During a hia? in theatrical productions due to the pl?, Shakespeare focused on poetry. Venus and A? (1593) and The Rape of L? (1594) These narrative poems are the only works Shakespeare is known to have personally overseen through publication. Both are dedicated to Henry Wriothesley, the Earl of ?, who may have served as his patron. Sonnets (1593 onward) Shakespeare may have begun writing his sonnets during this period, some possibly addressed to the Earl of Southampton. The sonnets explore themes of l?, beauty, pol?, and mort?.

4.3. Middle Plays (1595–1600). 4.3.1 Romantic Comedies. A Midsummer Night’s D? (c. 1595–1596) This play epitomizes Shakespeare's mastery of mul? plot lines and f? elements, weaving together stories of lov?, magic, and trans?. The M? of Venice (c. 1596–1599) Combining romantic pur? with serious themes like jus? and mercy, this play juxtaposes a love story with the nearly tr? tale of Shylock, a Jewish ?.

Much A? About Nothing (c. 1598–1599) Exploring themes of dec? and misunderstandings in lo?, the play features a dou? plot that examines both com? and serious aspects of rela?. As Y? Like It (c. 1598–1600) Featuring the disguise of R? as a young man, the play delves into gen? roles and the complexities of lo? in the idyllic Forest of A?.

4.3.2 Completion of the Histories Richard II, Henry IV, Parts 1 and 2, and Henry V Shakespeare revisited ? history, focusing on the late ?th and early ?th centuries. These plays examine the themes of lea?, honor, and the growth of na? identity.

4.3.3 Early Tragedies Romeo and ? (c. 1594–1596) Though an early tragedy, Romeo and Juliet shares characteristics with r? comedies. The protagonists are young lov? whose tragic f? stems from family feuds rather than personal f?, differing from Shakespeare's later tr? heroes.

4.4. Transition to Darker Themes (1599–1605) 4.4.1 Problem Plays Shakespeare began exploring comp? social and m? issues, producing works that are difficult to cat?. -All’s Well That E? Well -Measure for M? -Troilus and C? These plays address th? like sexual po?, justice, and the ambiguities of h?, reflecting Shakespeare's shift toward dark? and more intricate subject matter.

4.4.2 Julius Caesar (1599–1600) Likely written for the opening of the G? Theatre, this play (history and tr?) marks a tra? toward tragedy. Set in ancient R?, it explores themes of po?, bet?, and fa?, highlighting a world where di? purpose is un?.

4.5. Major Tragedies (1599–1608) -Hamlet (c. 1599–1602) Drawing on the re? tragedy tradition, Hamlet delves into themes of ma?, revenge, and mort?. It features complex characters and philosophical explorations of li? and de?. -Othello Centered on j? and manipulation, this tragedy examines the des? power of doubt and the vulne? in personal relationships. -King Lear Focusing on fam? bonds and the consequences of pride and fo?, King Lear presents a harr? tale of a king's descent into mad? and the devastation wrought by be?.

-Macbeth This play explores amb? and moral corr?. Macbeth's inter? struggle and eventual down? illustrate the perils of unchecked des? for power. -Antony and Cleopatra Blending pol? and romance, the play portrays the tumultuous rela? between two powerful historical figures, emphasizing themes of loy? and destiny.

Late Tragedies -Timon of Athens (c. 1605–1608) Possibly unfinished, this play depicts the down? of a generous man betrayed by f? friends, highlighting themes of cyn? and disillusi?. -Coriolanus (c. 1608) Exploring pri? and the conflict between personal int? and public dut?, the play presents a warrior's stra? relationship with society.

4.6. Late Romances (1606–1611) These plays, often termed ?, blend elements of tra? and comedy, focusing on themes of l?, redemption, and rec?. -Pericles (c. 1606–1608) Based on the tale of A? of Tyre, this play involves themes of ad?, separation, and reun?, possibly involving collab? with other playwrights. -Cymbeline (c. 1608–1610) The story follows Im?, a princess who endures deception and hard?, ultimately leading to forgiv? and reunion.

-The Winter’s Tale (c. 1609–1611) King Leontes' unfounded jealousy sets off a ch? of tragic events, but the play concludes with themes of rep? and mir? restoration. -The Tempest (c. 1611) Considered a cul? of Shakespeare's work, The Tempest centers on Pr?, a wronged duke wielding ma? on an isolated island. Themes of forg?, free?, and the reconciliation between father and daug? are prominent.

5. Topic implications The content of this topic is a perfect excuse to introduce so? values in the secondary classroom. In the ESO stage, we can also exploit the content of this topic through illustrated bio? and timelines. In Bachillerato, we can focus on different types of texts and even poetry, some of the poems/sonnets that Shakespeare wrote can perfectly be worked on in the ESL classroom. We cannot forget about the wonderful aud? exploitation of the content of this unit, since the umber of movies that have been made on Shakespeare’s plays is endless. Being the most appealing ones for the students: Romeo and Juliet, Shakespeare in Love, Much Ado About Nothing, and The Merchant of Venice, to mention just a few. The content of this topic connects especially with the legislation in force, LOMLOE 3/2020 and Royal Decrees 217 & 243/2022, the national decrees that regulate the curricular in the Spanish territory for Secondary Education and Bachillerato, and Decree 235/2022 in Murcia. It is stated in content block 3, ‘Interculturality’, that students must be familiar with the socio-cultural values of the foreign language. The content of this topic deals with the competence in linguistic communication and it also touches on the cultural awareness and expression and operational descriptors CAE 1, and CAE 2, because learning a language is also learning its culture, which is stated in Annex 1 of Royal Decree 217/2022.

6. Conclusion We will close off this topic by stating that we have tried to cover William Shakespeare comprehensively and attractively, keeping in mind at all times the title to provide rigorously the information required. It has been a real pleasure to be bale to develop this topic in this competitive exam. Even though Shakespeare influenced the world over four hundred years ago, his stories, sonnets, and plays are still relevant today. Shakespeare created stories that are so pow?, emotional, com?, tragic, and romantic that they are still continuously remembered and studied in the mod? era. Regarding the teaching of English, Shakespeare is an interminable sou? of graded readers, movies, and some of the most popular quo? in English such as this one to put an end to this topic: “A? is well if all e? well”.

LINK CATEGORIES WITH WORKS. Early Tragedies. Early Comedies. Early Histories. Poems and Sonnets. Romantic Comedies. Completion of the Histories. Problem Plays. Major Tragedies. Late Tragedies. Late Romances.