Archives For Macbeth

A startled Macbeth exclaims, “The Thane of Cawdor Lives! Why do you dress me in borrowed robes?” (1.3.109) as he receives the news that verify the Witches’ prophesy. Shakespeare’s tragedy centers on this valiant warrior, a man whose “o’er riding ambition” brings death to those who surround or oppose him, and a man who brings on his own damnation.

Sound familiar? Well, yes. This is also the plot of the original Netflix production of House of Cards, an American remake of the successful British political mini-series based on a book by Michael Dobbs. In this series, Francis Underwood (Macbeth) played by Kevin Spacey is the calculating Majority Whip of the House of Representatives; Claire Underwood (Lady Macbeth) played by Robin Wright is his conniving wife. Director David Fincher’s mini-series is for educators only with a TV-MA rating, because, “This wicked political drama penetrates the shadowy world of greed, sex, and corruption in modern D.C.”  The plot similarities to Shakespeare’s play are not literal, but rather they are in the same desire for the golden round or, in the case of the television series, the American presidency.house of cards

Of course, I am not the first to point out these parallels; there are multiple reviewers, bloggers, commenters who have called attention to the Shakespearean qualities in characters and plot line. What I am finding particularly interesting is the inclusion of the many images from the play artfully placed in each episode. For example, Claire’s jarring encounter with the old woman in a graveyard while she was jogging is one. “You should not be here,” the hag appears suddenly warns Claire, “Show some respect here.” The incident resonates much like the specter of the witches, a constant presence in the play. Later, Claire’s $20 handout to a beggar outside a hotel is rejected. The beggar turns the bill into an origami bird, tossing it at Claire’s feet the following day. She leans down and collects up the bird, but that incident pulls Claire into a “spell” of origami folding. Later, Claire is seen neatly folding paper into small figures. The viewer wonders, what was the power of that beggar?

The crimes mount; the murder of a hapless politician, lured into a media trap set up by Francis, is underscored with images of dripping water from a leaky faucet. That same faucet is repaired by Claire, echoing Lady Macbeth’s chilling statement, “A little water clears us of this deed”(2.2.64) Another repeated theme connects Claire to the frightening Lady Macbeth who, in urging  Macbeth assassinate the king, declares that if she had a child, she would, ”have pluck’d my nipple from his boneless gums, And dash’d the brains out, had I so sworn as you…” (1.7.16-17). Claire grows obsessed with her childless state, but when she confronts and makes contact with a pregnant adversary, the viewer can positively feel the fetus recoil in horror from the touch.

Additionally, the references to sleep merge the language of Shakespeare and the images from House of Cards. Yes, both Francis and Claire Underwood “sleep around”, but the sleep that is the “balm of hurt minds, great nature’s second course” (2.2.36) is missing. Claire has nightmares, Francis is exhausted. “You look tired,” says she. “I am beat,” says he; they are weary and haunted.

Even the camerawork mimics the framework of the play. Francis delights in engaging the audience in his conspiracies, breaking the fourth wall by delivering his thoughts in folksy soliloquies. His first lines are delivered as he stares into the camera over the body of a dog that has been hit by a car, “There are two kinds of pain. The sort of pain that makes you strong, or useless pain. The sort of pain that’s only suffering. I have no patience for useless things.” He then strangles the dog.

When I teach the play Macbeth, I try to make the characters relevant to my students. I make comparisons to world dictators past and present, I mention mobsters and thugs, I bring up warlords.

I ask my students, “Do you think there are Macbeths today?”  “Yes,” they respond, sometimes calling on names from current events.

Unfortunately the rating on House of Cards prevents my sharing this slick contemporary series with my students despite how well the drama picks up the themes and images of Shakespeare’s “Scottish play”.  Perhaps that is best; they are not prepared to evaluate this cynical treatment of democracy. The show is an illustration of a ruthless Macbeth, one that Shakespeare would have wanted, a frightening political operative of our time.

Of course, I received multiple links to the NY TimesMacbeth Mashup“from fellow English teachers, and yes, I thought that Claire Needell Hollander wrote a very funny piece. Yes, I believe students should be exposed to Shakespeare regularly, with or without the recommendations of the Common Core State Standards (CCSS). But, Macbeth for seventh and eighth graders? No!  That is just wrong. Wrong on theme, wrong for content, and very wrong for 11 and 12 year olds.

Hollander began her feature article making a great point about classroom dynamics:

“We say the classroom, as if an ideal classroom exists that somehow resembles every other classroom in America. In reality, every classroom has its own dynamic, and every class I’ve ever taught looks different from every other class. Perhaps more important, they also sound different.”

She is right. A chemistry of personalities creates a different dynamic in every classroom. The age of those personalities is also a factor. As I read the piece, however, I grew more and more frustrated. Macbeth features witches, warfare, murder, and, like most Shakespeare plays, sexual language. The word “blood” is repeated 41 times over the course of the play. Even the play itself is cursed; actors will not say the name of the play in the theatre. Many critics consider this Shakespeare’s “darkest play”.

Hollander herself questioned the appropriateness of this play for middle school students. She writes:

Lady Macbeth

John Henry Fuseli/ Johann Heinrich Füssli, Lady Macbeth Sleepwalking. Musée du Louvre, Paris Date: 1784. Creative Commons. Lady Macbeth driven to madness and suicide because her guilt in participating in the murder of King Duncan which leads to the murder of the guards, Macduff’s family, Banquo, and others…the stuff that nightmares are made upon.

“The kids have copies of the play with a modern English version on one side, but this isn’t easy either.”

“Tears of hilarity. Maybe middle school is too young for “Macbeth.”

Maybe? Definitely! So, why choose Macbeth?

Apparently, Hollander was attempting to satisfy a recommendation for archaic language for the secondary level in the English Language Arts Common Core. This is explained in Appendix A Language Conventionality and Clarity:

Texts that rely on literal, clear, contemporary, and conversational language tend to be easier to read than texts that rely on figurative, ironic, ambiguous, purposefully misleading, archaic, or otherwise unfamiliar language (such as general academic and domain-specific vocabulary).

In other words, the CCSS state that students should be exposed to complex diction, and the CCSS has made specific recommendations for grade 8 including:

  • Little Women by Louisa May Alcott (1869)
  • The Adventures of Tom Sawyerby Mark Twain (1876)
  • “The Road Not Taken” by Robert Frost (1915)

Hollander could consider the how the wording in CCSS Reading Standard 8  should guide her in selecting material for her combined seventh and eighth graders:

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

So many students come to high school without the necessary content to understand many of Shakespeare’s allusions. Perhaps the students know little about King Arthur and the Knights of the Round Table; why not Malory’s Morte d’Arthur? Or understanding the Pantheon of Greek Gods and Goddesses would be helpful; why not Edith Hamilton’s Greek Mythology?  Beowulf is usually taught in grade 10; the opening begins, “He was spawned in that slime, /Conceived by a pair of those monsters born/ Of Cain, murderous creatures banished/ By God, punished forever for the crime/ Of Abel’s death” (Raffel). Student should know this Biblical story of Cain and Abel. Students must come to high school prepared with the content needed to understand increasingly complex texts.

So why choose Macbeth? In fact, why choose Shakespeare at all? Ultimately, by not considering the recommendations of the CCSS to saturate students with the grade appropriate texts in our rich literary tradition, Hollander leaves them ill-prepared for Shakespeare at the high school level, when they are more mature to appreciate his themes.

So please, leave Macbeth, with his nihlism, his “...tale/Told by an idiot, full of sound and fury,/Signifying nothing” for older students.  Please leave Lady Macbeth with “…the smell of the blood still” where “all the perfumes of Arabia will not sweeten this little hand”, and leave Macbeth for high school. Besides, if Hollander is trying to meet the recommendations of the Common Core, she should leave Macbeth where the Common Core placed it, as a complex texts for 9th and 10th grades. The noisy mashup of Macbeth will still be crude and rowdy and demanding; but the students will be older, and these few additional years of maturity are necessary for dark tragedy in “the Scottish play”.