Monday, April 17, 2017

Hamlet On The Cuyahoga

The beginning of Spring Break found me in Cleveland to see the Great Lakes Theater production of Hamlet.  It was my first trip to see a production by the company and to visit their home, the Hanna Theatre.  Overall, it was a mixed bag.

When I learned about the production, many months ago, I made sure to purchase a ticket on the day that they became available for general sale.  I went online and selected "Best Available."  What came up was a box seat that appeared to be far away from the stage.  Never having visited the theatre, I looked at a seating chart.  It was (and still is) confusing, so I called and spoke to a ticket agent.  I was told that the seat was a very good one and that I should order it while it was available.  I did.  Fast forward to the night of the performance.  I discovered that the seat that had been represented by the ticket agent was not what I was sold.  In fact, a "very good" seat was such a bad seat that the usher would not even sit me there.  Instead, she moved me to a different box seat.  It was a comfortable spot (I had a box all to myself), but the view was iffy.  I could see most of the stage, but the aisles, used by the actors, were completely hidden.  Plus, there was a balcony railing in front of me that hindered view of the front edge of the stage.  Further, there were two seats in the second row on the floor that were open the entire evening.  How my original seat was the "Best Available" was beyond me.  It was not a good start to the evening.

The stage was altered for this production.  The thrust was enlarged (asymmetrically so), and the action was moved onto it.  An impressive, beautifully-designed multi-level back wall was constructed to complete the round.  (See below.)  Additional seating was added on the stage level of the back wall, and two rows were added at the edges of the thrust to bring patrons into the action.  While an interesting idea in theory, it struck me as silly in practice.  The patrons behind the stage appeared to spend much of the evening watching the actors' backs.  The seats on the sides of the stage were added in front of and on the same level as what had been sold as "front-row," undoubtedly impairing the view of those audience members.  Had I chosen a front-row seat, only to discover that someone would be seated in front of me...  You get the idea.  Audience comfort seemed not to be of paramount importance to this company.


On to the play itself.  The production was staged in an Elizabethan setting and with period costume.  This fit the idea of recreating a Globe-style performance.  To shorten the play to a reasonable running time, all references to Norway and Fortinbras were removed.  According to the director, "the parallel revenge plots of Hamlet and Laertes give the audience the deepest experience, and contrast, of the themes of justice and revenge."  I do not disagree entirely, and in terms of editing it is a very sensible alternative.  One oddity was the playbill's refusal to call Claudius by name; instead he was "King of Denmark."

The next, and major, oddity was a decision to double-cast the role of Hamlet.  Two actors, one male and one female, alternated the role each evening.  The one that did not take the lead became Rosencrantz for the night.  I learned about this two days before the trip.  Fortunately, I attended on a male Hamlet night.  Having to sit through another trouser job might have caused me to scrap the entire venture before it began.  The director attempted to justify this casting in the playbill, but I did not buy it.  I've seen it done before, and it has yet to prove effective.  Thankfully, it was not an issue in the performance that I saw.

The acting was adequate if unremarkable.  The lines were delivered, the action progressed, but it did not feel natural.  The lines were not pronounced trippingly on the tongue.  The soliloquies were labored and uninteresting.  Hamlet was mad, but thankfully not overdone.  Laertes especially seemed to have trouble injecting any rhythm into his performance.  Polonius was the best of the bunch--foppish without being slapstick, meddling without being malignant.  When he delivered his going away speech to Laertes, the son double-tracked part of the speech, a sign that Dad had told him thus a few times before.  It was a clever if non-textual insertion.

When Rosencrantz and Guildenstern appeared, there seemed to be some confusion.  Recall that the former was played that night by a female actor.  Hamlet gave her a kiss, seemingly knowing that she was a she.  It was a much different welcome than that given to Guildenstern.  Shortly thereafter, though, the tandem were called "good lads."  So what exactly was Rosencrantz?

In the nunnery scene, Ophelia tipped Hamlet to the presence of Polonius behind the arras.  As Hamlet moved upstage toward it to exit, Ophelia gasped.  Hamlet recognized that there were spies afoot and questioned, "Where's your father?"  The scene concluded, and so did the first part of the play, just as Claudius spoke of "Madness in great ones."

The second part of the play opened with "The Mousetrap."  There was no "inexplicable" dumb show.  Hamlet paced about the stage during the performance instead of staying with Ophelia.  What finally caused Claudius to demand light was not clear.  There was too much movement to focus clearly on Claudius, and I knew what was coming.

Ophelia's madness scene injected a new question into the proceedings.  Was she pregnant a la Stratford 2015?  There was no obvious bulge, yet when Ophelia delivered the line "We must be patient," she struck herself in the lower abdomen.  Was this a sign?  It was too obvious to be a throwaway gesture.  What was the meaning?  No directorial statement was noted in the program; it was left to the individual audience member to decide.

Claudius (a.k.a. King of Denmark) delivered his soliloquy downstage, with no chapel in sight.  He knelt to pray on the bare floor.  Hamlet entered upstage, underneath the back wall.  He moved toward Claudius as he delivered his "Now might I do it" soliloquy.  I wondered why he did not go to an upper level of the set in order to make more believable the idea that he could speak without being heard.  The level was used several times over, including the "Where's Polonius?" scene.  Here, though, when it might have been used to good effect, the opportunity passed.  Alas.

The return of Laertes was unwelcome.  As he stated that he would "forbid his tears," he broke down crying.  Huh?  Did you hear what you just said?  The conspiracy was discussed as in the text, with no relocations of dialogue.  The gravediggers were enjoyable.  The funeral scene with Laertes and Ophelia was a visual rhyme to the play's opening, when Hamlet was seen placing a kiss on the corpse of his father (another non-textual addition). 

The climax was upon us.  The role of Osric was excised entirely, and his lines were handed to a court attendant.  The duel itself was clumsy.  Claudius handed Laertes the unbated foil, an overt sign of their conspiracy.  There were passes, hits, poisonings, death, and the rest was silence.  The lights faded to black, and the evening was over.

I wonder if, having seen Hamlet so many times, I have reached the point of asking too much from the play.  Am I being unfairly critical?  I don't think so.  A solid performance is still recognizable, as is one that is less so.  While this was a valiant attempt with some nice touches, it was an uneven production marked by questionable directorial decisions.  As Fortinbras might have said, "Such a sight as this...shows much amiss."

Monday, April 3, 2017

Teachable Moment(s)

It's hard to believe that this is the first post of calendar year 2017!  One gets sidetracked with the inevitability of work and all of a sudden four months have elapsed.  As it so happens, though, work is precisely what led me to this entry...and even to rekindling a spark that had all but disappeared through the winter.

At the school where I work, we do not use substitute teachers.  When faculty members are absent for whatever reason, teachers who do not have classroom responsibilities are assigned to proctor their classes:  the dreaded "Please Preside" (although I doubt many beyond this veteran know why they have that odd name).  On Thursday of last week, your humble narrator, a math and science teacher by training, was sent off to proctor a section of English III.  I had learned on the day prior of the pending responsibility and also of the assignment.  The students were to begin reading Act II of Macbeth.  I decided immediately to change things.  Call it arrogance, call it sensibility, call it nostalgia of seeing the Stratford production last summer, call it a desire to educate.  Whatever you call it, they would read the play as a group.

I opened class with their assignment and then told them directly what I believe to be true:  Shakespeare cannot be appreciated with a solo, silent reading.  We cast scene 1 and off they went.  They concluded and then there was a brief summary.  "What just happened?  What did you read?"  Then we moved on to the floating dagger of scene 2, with the same pattern.  "What do you think?  Is there really a dagger?  Can the audience see it, too?"  We got through scene 3 as well, and I indulged a bit with an explanation of the porter's speech.  "Why is this here?  Why do we need a drunken doorman?"  One student nailed the idea of comic relief, and then we looked at the text and what was really being said.  Being relatively new to the language, they missed a lot of the innuendo.  (Those who brought a book to class--sadly not all of them--were using the Folger edition, which does a great job with the explanatory notes.)  By the time the period ended, I hope they had a reasonable grasp of Act 2, and perhaps even an interest in seeing a performance of the play.

This morning, I discovered in my mailbox yet another proctoring assignment for yet another absent teacher.  (That makes 22 for the school year to date.)  Today it was English IV.  The assignment:  to continue watching Branagh's Hamlet.  I wondered if seniors would be able to tell me where they left off.  I asked and the response, after some whining, was, "He was talking with the gravedigger."  "Oh, you mean Act I, scene 5," I replied.  As I rattled off the plot, they were surprised that a math and science guy knew something about Shakespeare.  Fortunately, the VHS tape (technology!) was right at the correct spot.  We fired it up and played it through until Hamlet died.  I did stop it a few times to spot check.  "What's going on?  How did Hamlet avoid being killed in England?"  Again, I noticed that there were difficulties with the language comprehension, but with a little bit of explanation the students were able to figure it out.

I noticed something else surprising about the film.  Ugh.  Give me a live performance without the schmaltzy background score any day!  How could there be any sort of tension with that elevator drudge?  And what was with Branagh's slow, monotone recital of the dialogue?  How awfully boring!  Why had I never noticed this before?  It left me wishing that the students could see a real live performance of Hamlet with some honest emotion.

After two English classes in three school days, I wonder where next I will be assigned.  I asked the assigner to throw me into an English II class next time.  After Macbeth and Hamlet, Othello would be perfectly logical.