“Lights, lights, lights”

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The Shakespeare event took place yesterday: beautiful performances, a full house, a feeling of excitement and pride. I am still gathering my thoughts–and hope to gather some more photos and videos, since I was too focused on the performance to take very many, and most of the ones I did take were from the back of the room.

Just minutes before the performance, we faced a big technical problem: whoever had shut down the Technika Háza earlier in the day had also shut off all the lights. To turn the lights on, you need not only access to a special room but knowledge of its location. This, apparently, is a carefully guarded secret. At last one student–the one who had helped me ask the drama teacher for additional props–managed not only to get on the phone with someone who had the information, but to persuade this person to disclose the information to him. Ten minutes before our show, we had lights, and everything went gloriously from there. Fittingly, the last words of the performance were “Lights, lights, lights” (from Hamlet).

Congratulations and thanks to everyone–including the audience–who made this a gracious and moving occasion. I will say more later.

Speaking of events, this Sunday in New York City there will be a CONTRARIWISE celebration at Book Culture! If there were any way for me to attend, I would, but given that I teach on Monday, it’s too far away. It will be in my thoughts, and I will take part of that day to write and post a little review of the fifth issue.

Update: I added a video and two photos to this piece after posting it.

Speaking Shakespeare

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Shakespeare’s language may seem daunting at first (“His discretion, I am sure, cannot carry his valor, for the goose carries not the fox. It is well. Leave it to his discretion, and let us listen to the moon“). Even after reading his work for decades, you may walk into verbal thickets. Still, through these very burrs and thorns (and leaves and petals and bugs), you find out how immediate Shakespeare’s language can be.

That has been happening in these final rehearsals: everyone has been involved, whether as listeners, actors, or supporting actors (the ones who play parts in rehearsals but not in the event). This afternoon, in the classroom, I saw that someone had written on the board, “Jó munkához idő kell” (“Good work takes time”). I don’t know whether that was a comment on the performance or a remnant from a previous class, but it applies here; day by day, the language has been catching on. I sense it in the audience as they watch their classmates perform scenes and monologues for the dozenth, twentieth time. They listen, laugh, turn pages, give cues, murmur along, call out mistakes. When the main actor is not present, they step in and read parts too.

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Students have been memorizing their lines in spades–and each memorization takes the scene to another level. Yes, there are still some giggles and lapses–but even in the past two days, the performers have come far. We have practiced in classrooms large and small, in the schoolyard (as pictured in the two photos above), and in the park; each place brings out something different.

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One student urged me to ask the drama teacher for additional costumes and props. He accompanied me during a break between classes and acted as interpreter–but after the beginning, we had no difficulty communicating. She took out a veil and said, “Ophelia”; she took out a sword and said, “Polonius.” Everything was clear.

We’re just a dress rehearsal away from the performance. “You shall see, it will fall pat as I told you. Yonder she comes.”

 

Shakespeare Around the Corner

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The Shakespeare event is just three days away. A few days ago, I posted some short videos of ninth-grade rehearsals. Here are the tenth-graders (who read Hamlet this semester) heading up the stairs to our venue.

They will perform excerpts of two scenes from Hamlet: the scene where Hamlet encounters the Ghost (Act 1, Scene 5) and the scene of the play within a play (Act 3, Scene 2). Here is a rehearsal of the “dumb-show” at the start of the play within a play.

They practiced it again today (this time with the one who will play Lucianus in the actual event):

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As we approach the event itself, it’s exciting to see and hear subtleties entering the performance. Students have been figuring out their words and gestures, giving them more life each time. Some have taken on the role of assistant directors, offering ideas about the blocking, costumes, delivery, and more.

Everyone has helped out in some way. In the many rehearsals where we did not have the full cast (because the two halves of each class have English at different times), students stepped in to play the parts of those who were not there. Others helped out as audience members; they listened and watched, day after day. Many contributed drawings to the classroom wall.

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There is little more to say and much to do; the next few days will ascend the stairs.

“I see a voice: now will I to the chink….”

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We have been practicing, day by day, for the May 31 Shakespeare event–just a week away now–which will include three excerpts from A Midsummer Night’s Dream, two excerpts from Hamlet, a simple Renaissance dance, and a few introductions and interludes. The rehearsals have built and built; each time, something has improved, and the mistakes have made memories too.

It has been fun to pull costumes together; a homemade lion costume (in the works–thanks to a student’s mom), plastic wreaths and vines, a lanthorn, a not-so-thorny thornbush, a (stuffed) dog, some crowns, and other props and accoutrements.

Here’s a dialogue from A Midsummer Night’s Dream, Act 1, Scene 1 (recorded May 17):

Here’s one from Act 3, Scene 2, with a different Hermia and Helena (recorded May 22):

Here’s the Wall (“In this same interlude it doth befall / That I, one Snout by name, present a Wall….”)

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I don’t have any Hamlet photos or videos yet (aside from the drawings I posted recently), but that may change soon.

Happy Volume 5, CONTRARIWISE!

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Last Thursday I received word that the fifth issue of CONTRARIWISE had just arrived at Columbia Secondary School! Soon we will receive copies here in Szolnok. At that point I will have more to say; for now, congratulations to the writers, editors, faculty advisor, and everyone who brought this about. The journal thrives.

As many readers know, Barnabás Paksi  (Varga Katalin Gimnázium, Szolnok, Hungary) won first place in this year’s CONTRARIWISE International Contest; Gábor Medvegy (also from Varga Katalin) shares the second place with Hakan Urgancıoğlu (Sainte Pulchérie Lisesi, Istanbul, Turkey). Their pieces appear in this issue.

There will be a CONTRARIWISE event at Book Culture (536 112th St., New York City) on Sunday, June 3, at 3 p.m. If you are in the vicinity, go! It’s an incomparable experience. Here are photos from the 2014, 2015, and 2016 events (at Word Up, Bowery Poetry, and Book Culture).

Now I Really Live Here

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Imagine these three things in a single week: finishing my manuscript before tomorrow (it’s all done except for a final endnote check and a few last touches); administering an English oral exam, from morning to late afternoon, to prospective students; and dealing with a paperwork emergency (a rather ordinary occurrence).

My colleagues, as well as the school’s financial officers, the principal, and the CETP, have been helping me with the paperwork logistics, which, over the past few months, have improved my labyrinthine skills and sensibilities. Despite confusion, runarounds, exclamations of “what?” and “miért?” the sense of absurdity, and what have you, we are making steady progress: I have a bank account, residence permit, tax number, health insurance number, and various other things that took a while and seemed mildly impossible. I am finally getting paid. There have been side benefits too; somehow, through all this, though I don’t know how or where, I learned the word következő.

Most countries have bureaucracy, I suspect, but it’s different in each place. In the U.S., services and offices are streamlined but overloaded; there’s always a number to call, but you might spend an hour on the phone, on repeated occasions, trying to get through to a person (who might be in Singapore). Here in Szolnok (and, from what I gather, in Hungary generally), you can’t resolve much by phone. You must go to the individual offices with all your paperwork, speak with someone, show proof of your existence and legitimacy, learn that you are missing a required form, come back with it the next day, proceed in this manner for a while, finally get everything signed, proclaim your relief over finishing it all–only to be told, out of the blue, weeks or months later, that something from a few months ago never got done, that it’s an emergency now, and that you must go to three different offices to resolve the matter. At first this just seems par for the course; the first three or four (or five or six) forms and office visits don’t rattle you. But after a few months, you finally grasp, with sinking mind, that it is part of the local human condition. Everyone goes through it in some way. Fortunately people help each other; not only at school, but at the offices themselves, I have been treated with goodwill.

Speaking of goodwill, I have been meaning to mention my gift hat. One day, when I was leaving school, one of the receptionists pulled me aside and handed me a hat; she said the other receptionist had brought it in for me. Apparently they had seen me coming in hatless in the cold. Here it is (and here’s the lovely faculty room).

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As for the photo at the top, I took it in Buda; I include it here partly for the yellow tape (a distant relative of “red tape“), partly for the pensive couple and hooded crow. The crow was just taking off; you can see the fanned tail and rapid wings.

I can’t say anything about the entrance examination, except that it’s great to participate in them and think that some of these students will enter the ninth grade here next year. We won’t know the admissions decisions until April; the process is centralized and complicated, somewhat like high school admissions in New York City.

There will be more soon, once I am past the crunch. All in all, the days are long and full.

“Bless thee, Bottom! bless thee! thou art translated.”

My ninth- and tenth-grade classes at the Varga Katalin Gimnázium have been reading A Midsummer Night’s Dream and Hamlet, respectively. This week, the ninth graders read Act 3, Scene 1; the tenth graders, Act 1, Scene 3. (It’s the only time we’ll have this symmetry, I think.) In preparation for Bottom’s “translation,” I visited Maszka in Budapest, where I found a simple donkey mask (not the rooster mask shown below).

For Midsummer, the students not only read the parts but act them out, moving around the room; the action brings meaning to the words. We discuss the text briefly as well. For Hamlet, students read the parts dramatically and also spend time with specific passages. Eventually the two approaches will converge; if everything works out, we will give some kind of Shakespeare presentation toward the end of the year.

Here below, to the left, Snout speaks to Bottom; to the right, Titania wakes up.

The next two pictures show a different cast. To the left, Bottom returns to his rehearsal, with Puck following behind. To the right, Titania wakes up.

Every time I teach these plays, I find them “translated”; no two readings or discussions are identical. Here in Szolnok, there has been insight after insight, surprise after surprise.

 

I took all of the photos; the classroom photos are posted with the students’ permission.

 

CONTRARIWISE Congratulations

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The CONTRARIWISE editors-in-chief have announced the results of the 2017–2018 international and national contests! The winning pieces will be published in the fifth issue of CONTRARIWISE, to be released this spring. Congratulations to all.

International Contest

First Place: Barnabás Paksi (Varga Katalin Gimnázium, Szolnok, Hungary), Bug in the System

Second Place (tied): Hakan Urgancıoğlu (Sainte Pulchérie Lisesi, Istanbul, Turkey), White on the Outside; and Gábor Medvegy (Varga Katalin Gimnázium, Szolnok, Hungary), My Journey in the Justice Institute

National Contest

First Place: Amogh Dimri (Columbia Secondary School, New York, United States), The Trial of Sibling Envy

“Hold on there, Evangeline”

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This photo I took yesterday of tracks in the Szolnok snow (on the Zagyva promenade) reminded me of Mark Twain’s Whittier Birthday Dinner Speech, delivered on John Greenleaf Whittier’s seventieth birthday, at the Hotel Brunswick, Boston, on December 17, 1877—that is, 140 years and a week ago. I hadn’t read it since high school, but I remembered how Twain mocked Longfellow. The speech is a story within a story. It begins with Twain tramping through the southern mines of California and then resolving “to try the virtues” of his “nom de guerre,” that is, his pen name. He knocks on the door of a miner, who, after letting him in and feeding him, reports dejectedly that he is “the fourth”—that he just hosted three “littery men” (Oliver Wendell Holmes, Ralph Waldo Emerson, and Henry Wadsworth Longfellow) the previous evening. The miner proceeds to tell Twain what a difficult lot they were; toward the end of his deluge, he comes to this:

“They were pretty how-come-you-so by now, and they begun to blow. Emerson says, ‘The nobbiest thing I ever wrote was ” Barbara Frietchie.”‘ Says Longfellow, ‘It don’t begin with my “Biglow Papers.”‘ Says Holmes, ‘My “Thanatopsis” lays over ’em both.’ They mighty near ended in a fight. Then they wished they had some more company — and Mr. Emerson pointed to me and says:

“‘Is yonder squalid peasant all
That this proud nursery could breed?’

He was a-whetting his bowie on his boot — so I let it pass. Well, sir, next they took it into their heads that they would like some music; so they made me stand up and sing “When Johnny Comes Marching Home” till I dropped — at thirteen minutes past four this morning. That’s what I’ve been through, my friend. When I woke at seven, they were leaving, thank goodness, and Mr. Longfellow had my only boots on, and his’n under his arm. Says I, ‘Hold on, there, Evangeline, what are you going to do with them?’ He says, ‘Going to make tracks with ’em; because:

“‘Lives of great men all remind us
We can make our lives sublime;
And, departing, leave behind us
Footprints on the sands of time.’

As I said, Mr. Twain, you are the fourth in twenty-four hours — and I’m going to move; I ain’t suited to a littery atmosphere.”

The whole speech is pugnacious and funny, but the newspapers reported it as an “attack.” Longfellow then replied in Twain’s defense, stating that everyone present understood the speech as humorous and that the newspapers themselves had caused the “mischief.” That’s sublime, in my view: to take such mockery in good spirit and even speak up for the lampooner.

I think about that kind of goodwill and how it can’t be taken for granted. It comes not  only from individuals but from ways of thinking and living.

At school, the calendar year of 2017 ended with an abundance of goodwill. Friday was filled with treats and caroling. Here are the videos of the eleventh-graders’ first caroling visit of the day. (They went from classroom to classroom all day long and performed for the teachers as well.)

I end with three photos from Thursday and Friday: one of a funny student skit (the scene took place in a restaurant and involved the flashing of credit cards), one of the students rehearsing the carols, one of me in the classroom, and one of the eleventh-graders in the hallway before their first caroling visit. Reverence and irreverence combined to make this a day that will leave tracks in the snows and staves of time. Boldog Karácsonyt, Kellemes Új Évet, és Kellemes téli szünetet!

Singing in Szolnok

I begin with these pictures of mist because this is how the day began. I walked along the frosted bank of the Zagyva and kept stopping to look at the inscrutable river. I think that set the stage, so to speak, for some good listening.

The day proceeded with rehearsals, lessons, a movie (I showed my students Citizen Kane), and cheer. Then we had a Christmas concert in the evening–mostly by students, but also involving faculty. It was a profoundly lovely performance, with joyous musicians (mainly students, but also teachers in two of the pieces); music ranging from classical and sacred pieces to Hungarian folk songs to modern compositions; and a hushed and eager audience, some leaning over the balcony for better sight and sound.

Eight teachers (including our director and our accompanist) performed “Hymne à la nuit.” A kind colleague made a video. My solo begins just after the two-minute mark. I’ll eventually figure out how to fix the rotation of that later part; to see the whole video rotated, go here.

It was beautiful to be in this concert with colleagues and students–to have so much to listen to while being part of two songs. (The other one we sang was Pachelbel’s Canon; there we joined the students.) I have many more thoughts but am in need of sleep, so I’ll let silence have a turn. Here’s a photo I took during dress rehearsal.

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Update: Here’s a closer view and recording of the same performance.