Write a bio-rap expressing the theme of
corruption through the point of view of Hamlet.
What does the rap illustrate about his
character and about the theme of corruption in
the play?
Write a propaganda speech Claudius might
deliver to the people of Denmark after he gains
power. What does this tell you about the
difference between propaganda and reality?
How is Claudius like modern politicians?
Years later Horatio writes his memoirs titled
‘Dark Days in Denmark’. How might he present
the situation with the benefit of hindsight? How
does this enhance our understanding of the
play?
Write a therapist’s report on a
character in the play. Assess their
psychological condition, explain
what led to this condition and
explain the treatment you would
recommend. Present your findings
to the class.
Write a diary tracking a character’s
feelings throughout the play.
Present this to the class and
explain how it helps us understand
the character.
Prepare an Oprah style chat show interview with
two or three characters from Hamlet. Write and
perform the script to the class. How did this assist
your comprehension of ideas in the play?
Summoning the dead. In your mock séance script
the ghost of young Hamlet and perform an
interview with this ghost. Why did he act the way
he did? What would he have done differently?
What has he learned? What are his regrets?
Explain how this task helps you understand the
character of Hamlet and how he developed through
the play.
Literary Detective: at the end of the play there is a
high body count. Trace these deaths back to their
causes by examining the evidence in the play.
Why did these deaths occur? Look at forensic,
psychological, social, political and metaphysical
factors. Draw up a short paragraph report for each
character explaining how and why they died.
Present your findings to the class.
Research depressive illness. List its
characteristics. To what extent does Hamlet suffer
from this modern illness? Prepare a presentation to
the class on depressive illness, highlighting
Hamlet’s symptoms. How does this help us
understand and appreciate the character of
Hamlet?
Diagnose the sickness in the state of Denmark.
What are its symptoms? What are the causes of
these symptoms? Is there a cure? What is it and
why? If not, then why?
Make a chart of the symbols in the play, using
illustrations you have drawn yourselves or
copied from electronic or paper sources. Say
what each symbol represents, for example
corruption in Denmark=the corruption in the
world. Present your findings to the class.
Make a map of Hamlet, showing your
understanding of the relationship between
settings and ideas in the text. Label your map
and explain what idea each feature on your map
represents.
Make a comic strip version in any style of a key
moment in the play. Use thought and speech
bubbles to illustrate your understanding of the
theme of appearance versus reality. Be
prepared to present your comic to the class and
explain how it shows your understanding of the
moment you choose.
Rehearse one of Hamlet’s soliloquies from
the play, putting in changes of tone,
movement and gesture to enhance our
understanding of Hamlet at this time.
Perform your soliloquy to the class, and
then present why you made the dramatic
choices you performed. How has
performing a soliloquy helped you
appreciate the character’s dilemma, and
Shakespeare’s dramatic expertise?
You could do the same as above for a short
dialogue involving two or more characters.
Choreograph a dance to illustrate a
psychological dilemma found in the play.
This dance can be any style but you need
to be prepared to explain to the class why
you made these choices in choreography
and what they are supposed to illustrate.
Find (or compose) a piece of music which best
expresses the mood of an episode of your choice.
Explain why you chose this music, what it is meant
to express, and what it highlights about the
atmosphere of the section of the play you chose.