Detailed Analysis of Richard’s opening soliloquy: Act 1, scene 1: The relationship between Richard and us, his audience. Starter 10 mins Remind the class of the following scenario and quotation from Act 1, scene 1: “I am determined to prove a villain” A character (Richard) explains that he wants to be a villain and has laid dangerous plots. Distribute Resource Card 1 to pairs (above quotation plus adjective/adverb cards also listed below). The cards show various suggestions for an actor’s use of voice. Ask pupils to discuss these, selecting the 3 that they feel would be most effective for the villain’s voice during his explanation: Chilling : Secretive : Quick : Playful : Angry : Boastful : Friendly : Sinister : Bored : Confident : Honest : Loud : Fearful : Slow Quiet : Excited : Evil : Upbeat : Sad : Conspiratorial Briefly hear several ideas with explanations and discuss contrasting choices. Now ask pairs to experiment with their own voices by using contrasting suggestions from the list as they say the line “I am determined to prove a villain”. Hear examples and evaluate different effects created. Discussion point: How do various choices change the relationship between the character and his listeners? (for instance if it is said in a friendly voice what are the implications for us as the audience?) Teacher-led 15-20 mins Preferably on an interactive whiteboard, watch the rehearsal of Richard's soliloquy . Distribute an A3 photocopy of the scene and ask students to individually take notes on the handout as they listen to the actor Conrad Nelson’s use of voice during the rehearsal of his soliloquy. Model note-taking and annotating the text if needed. For detailed notes and more focused feedback split the class into three sections: 1: L1-13, 2: L14-27, 3: L28-41. Pupils need to consider volume, pace and tone. Hear feedback from pupils from each group so that all pupils can take notes from across the whole soliloquy. Discussion points during teacher-led session: - What is Nelson’s chosen use of voice and what impression of Richard does this create?
- How and why does his voice change during the soliloquy? How does this link to the structure of the soliloquy?
- What relationship does Richard have with his listeners and how does Nelson’s use of voice emphasise this?
Development 20 mins NB: The teacher could work with one group as a guided group for this activity Focus: Richard’s relationship with the audience Organise the class into small groups and distribute Worksheet 1 . Each group needs to decide how they would direct the soliloquy for filming for inclusion on the Stagework website. Chosen camera angles should relate to the relationship with the audience they are trying to create (for instance close ups could create a more intimate, conspiratorial, uncomfortable relationship between Richard and us, the audience). If you have the time and resources this activity can be extended by having groups film a section of the soliloquy using their plans. Compare and discuss various groups’ films, focusing on the relationships they create with the audience through the use of camera shots. Plenary 20 mins Now watch the filmed version of Richard's soliloquy . Compare with pupils’ own ideas. Focus the discussion on the sequence of long shot cut straight into close up, with Richard looking directly at the camera to emphasise the complicit relationship between him and the audience. Watch Conrad Nelson’s video clip titled What do audiences find attractive in Richard and consider his comments that the audience become complicit in Richard’s plans, enjoying the “glint and shimmer” of Richard’s villainy. How does Shakespeare make Richard attractive to us through his language? What is the effect created by us knowing his plans but being unable to intervene to warn others on stage? What other villains in stories, plays or films do we find we are drawn to and what makes a villain attractive? What might Shakespeare be suggesting about us all if we do admire something of Richard? Extension suggestions/activities for most able View another filmed version of Richard’s opening soliloquy (perhaps Ian McKellen’s from the 1996 film). Compare it to Conrad Nelson's . How does this actor use his voice and how did the director decide to use camera shots? What relationship is created with the audience here? Evaluate the differences between the two performances of the soliloquy. Imagine you are Shakespeare and explain either orally or in writing your opinions on both versions. Read the Rehearsal page and consider the view shown there that “although Richard deceives so many people, he is true to the audience with whom, in that opening soliloquy, he strikes up a relationship”. Consider this view and find evidence from across the text to support it. Then write a paragraph entitled ‘The relationship between Richard and the audience’. Resources • Ideally, for all lessons show clips from Stagework on an interactive whiteboard for whole class work • Resource card 1 • A3 photocopies with Richard’s soliloquy, colours and highlighter pens • Worksheet 2 • Possible additional resources: video camera Stagework links | 
