Oberon: Act 2, Scene 1

Oberon: Act 2, Scene 1 • Act 2, scene 1 (p.37) • Imagine: Think of Oberon as the papa and Puck as a child. He is telling him a story filled with imagery. We are figments of the child’s imagination... • Who: In groups of 3, ensure that each group has at least one girl and one boy. • What: You will form the images that come into Puck’s mind. (These are called tableaux vivants and they are like a freeze frame with a bit of action). • How: What is a mime? What makes it strong?

Verse 155 • That very time I saw (but thou couldst not)

Verse 156 • [Cupid] Flying between the cold moon and the earth • Cupid = Eros

Verse 157 • Cupid all armed: a certain aim he took

Verse 158 • At a fairvestalthronèd by the west, • Vestal: adjective meaning chaste; pure. (pertaining to the goddess Vesta = Hestia) • Thronèd by the west: to be on the throne of a western European nation. Who was on the throne of England? What was this monarch famous for? What is Shakespeare’s intent with this reference?

Verse 159 • And loosed his loveshaft smartly from his bow • Loveshaft:

Verse 160 • As it should pierce a hundred thousand hearts;

Verses 161-162 • But I might see young Cupid’s fiery shaft • Quenched in the chaste beams of the watery moon;

Verses 163-164 • And the imperial votresspassèd on • In maiden meditation, fancy free. • Votress: a woman dedicated to a subject/pursuit/religion • fancy free: not paying any attention to the distractions • What is Shakespeare doing AGAIN?

Verse 165 • Yet marked I where the bolt of Cupid fell:

Verses 166-167 • It fell upon a little western flower, • Before, milk-white; now purple with love’s wound:

Verse 168 • And maidens call it ‘love-in-idleness’.

Verse 169 • Fetch me that flower, the herb I showed thee once;

Verse 170 • The juice of it on sleeping eyes laid

Verses 171-172 • Will make or man or woman madly dote • Upon the next live creature that it sees.

Verses 173-174 • Fetch me this herb, and be thou here again • Ere the leviathan can swim a league.

Let us discuss... • Why do you think there are so many references to Roman mythology? • Consider the education system of the time... • Why do you think Shakespeare would put references to Queen Elisabeth I in his play? • Who would attend the Globe Theatre? • What influence would he want to have on the different audience members? • How do these references reflect the time and values of Elizabethan England? • How secure was Elizabeth’s claim to the crown? Why? • What happened to those who opposed her rule (or anyone’s claim to the throne in those times)?

Assignment /10 • In your journals, take a moment to write your predictions. • What are Oberon’s plans and what is his motivation? • Do you agree with the statement “All is fair in love and war” or not? • Marking rubric: • 1) Oberon’s plans and his motivationareclearly supported by reference in the text/2 • 2)The student clearly states agreement/disagreement with the statement above /2 • 3) Oberon’s plans, his motivation and the morality of these are communicated clearly in 1-2 paragraphs with attention to mechanics (spelling, grammar, punctuation). /5 • 4) The journal entry contains a title and it is neat, dated and completed for the beginning of our next class. /1

Oberon: Act 2, Scene 1