Aesthetic Cohesion, Transliteration, and Morality in Historia Danica, "Hamlet," and "Rosencrantz and Guildenstern"

This post is a continuation of my emphasis on Renaissance Teaching Methods.  It is also a follow up post to previous research that I mentioned performing in regards to a relationship between Hisotria Danica, “Hamlet,” and “Rosencrantz and Guildenstern are Dead.”  I will be discussing how transliteration affected the depiction of morality in the portrayal of several more explicit scenes.  Let me begin by explaining a bit about transliteration.

Renaissance Learning: My Personal Findings

This course has been challenging and rewarding at the same time.  The learning curve was substantially high at the beginning of the course, yet rather than being daunting, I feel that the experience has inspired me.  This post is a summation of my observations about the academic blog, and my emphasis on Renaissance Teaching Methods.  I have built a personal learning plan that reached the following working thesis.  I call it working because while it does make a specific claim, that claim is mostly based on my learning process thus far, and given additional time, would likely further adjust becoming even more specific.  Here is that thesis:

Returning to the Renaissance Teaching Methods employed to teach English, particularly the practice of the Imitation of subject and form, will help students develop a system of analysis that they can apply to texts in visual, audio, tactile, and written formats.

Let me explain how I got here:

Focusing on Renaissance Teaching Methods

In my blog I am continuing to refine my focus, and will be spending considerable time over the next few weeks learning about the methods of Renaissance learning.  I want to know what Shakespeare was doing when he learned to write so that I can incorporate these methods, which have proved highly successful, into my own writing.  In order to reach this goal I will:

• Identify the motivations for Renaissance education
• Examine Renaissance Teaching Skills
• Review and analyze some examples from the period
• revision: Analyze contemporary works for his time and find the similar process?
• revision: look to the source work and see the process from a section of it to the Shakespearian transformation of it (should show the method)
• Track the progression of these methods into their modern counterparts (if they exist)
• Apply these methods to an analysis of various Shakespeare works (specifically his plays)
• Teach in some setting according to these methods
• Apply these methods to a revision of the play that I am writing with Martin

This post will function as a hub for my learning and I will refer to and expand it as I continue to explore these specifics.   Here we go!

Making a Play

So, after much consideration and analysis Martin and I have decided to write a play based on our observations of several of Shakespeare’s works, as well as a few other key plays that relate to the themes that we are discovering.  I think this will be a good opportunity to synthesize my learning, and to put into action a few of the specifics that I have observed as linguistic trends.  We have a lot of ideas and plan to record our journey from concept to concrete on our individual blogs.  To keep them from being mirror blogs of each other, I will be putting in a lot of the back reasoning behind the choices I make in crafting the play so as to show the relationship between the things I study, and the play.  If all goes according to plan we should have the plot outline completed, and a handful of scenes for the play done by the end of next week.  As I post the ideas and progress of the play, please feel free to provide as much input as you would like.  This is a bit ambitious, but it is the overall end project that I hope to do for the course since it will reflect the things learned throughout this course in an engaging way, or at least I sure hope that you find this more entertaining than a term paper.