Samarkand state institute of foreign languages english faculty I course paper

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together, adding prefixes and suffixes, and devising words wholly original."⁷ Many of Shakespeare's original phrases are still used in conversation and language today. These include, but are not limited to; "seen better days, strange bedfellows, a sorry sight," and "full circle". Shakespeare added a considerable number of words to the English language when compared to additions to English vocabulary made in other times. Shakespeare helped to further develop style and structure to an otherwise loose, spontaneous language. Written Elizabethan English stylistically closely followed the spoken language. The naturalness gave force and freedom since there was no formalized prescriptive grammar binding the expression. While lack of prescribed grammatical rules introduced vagueness in literature, it also expressed feelings with profound vividness and emotion which created, "freedom of expression" and "vividness of presentment". It was a language which expressed feelings explicitly. Shakespeare's gift involved using the exuberance of the language and decasyllabic structure in prose and poetry of his plays to reach the masses and the result was "a constant two way exchange between learned and the popular, together producing the unique combination of racy tang and the majestic stateliness that informs the language of Shakespeare"⁸
1.1.THE PERIODS OF SHAKESPEARE’S CREATIVE LIFE
Shakespeare's first period was one of experimentation. His early plays, characterized to a degree by wooden and superficial construction and verse.
Shakespeare's second period includes his most important plays concerned with English history, his so-called joyous comedies, and two major tragedies. In this period, his style and approach became highly individualized.
Famous Shakespeare's tragedies appeared at the third period. In the plays of this period the dramatist reaches his full maturity. He presents great humans problems.
In his final period, Shakespeare turned to romance or tragicomedy. Some commentators have seen the change in Shakespeare's mood as evidence of a more serene view of life on Shakespeare's part, but it may merely reflect the theatrical fashion of the day. Period Years Plays :
“The world of evil and violence” 1590-15941592 – “Richard III” 1592 – “The Comedy of Errors” 1593–“Titus Andronicus” 1594 – “The Taming of the Shrew” 1594 – “Love’s Labour’s Lost” “Golden age of Shakespeare's plays” 1595-
7]"Words Shakespeare Invented". Shakespeare-online.com. 20 August 2000. Retrieved 10 December 2011. 8]Borris Ford, ed. (1955). The Age of Shakespeare. Great Britain: Penguin Books. pp. 16, 51, 54–55, 64, 71, 87, 179, 184, 187– 88,
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16001594 – “Romeo and Juliet” 1595 –“A Midsummer Night’s Dream” 1598 – “The Merchant of Venice” 1599 –“Julius Caesar” 1599 – “As You Like It” 1600 – “Much Ado About Nothing” 1600 – “The Twelfth Night” “The top of creative work” 1600 - 16081601 – “Hamlet” 1604 – “Othello” 1605 – “King Lear” 1606 – “Macbeth” “Romantic dramas” 1609 - 16121609 – “Pericles” 1609 – “Cymbeline” 1610 – “The Winter’s Tale” 1612 – “Henry VIII”.
The importance of creativity in education cannot be underestimated, and the resulting works are a masterclass in how taking a timeless classroom topic – Shakespeare – and interpreting it in a less traditional way, can deliver incredible results. By transposing iconic scenes from Romeo and Juliet, Macbeth and A Midsummer Night’s Dream into the modern day, this new digital art series is designed to help teachers make this most popular of playwrights resonate more with young people who are perhaps a bit more clued up on emojis than sixteenth-century etiquette.
Creativity is Crucial in the Workplace of the Future
Following news in August of a decline in the number of young people studying English at A-Level, we commissioned a piece of research which found that 42% of 11-18 year olds in the UK don’t understand how studying Shakespeare will help them get a job in the future. So-called ‘soft’ skills such as creative thinking, communication and adaptability, which can be developed by studying such topics, are becoming increasingly important in a world where artificial intelligence is taking over more and more jobs that a human would have previously done. The more creative today’s young people are, the better prospects they will have for future employability.
It’s vital that we, as a creative technology company, support teachers to nurture the creative problem-solving skills of the next generation, assist schools in reaching their full potential when it comes to adopting new creative and digital learning tools, and ensure tomorrow’s workforce is equipped with the skills and expertise to thrive in their future careers.
The same technologies changing the world of work also create an opportunity to integrate digital learning into lessons, no matter the subject. Our partnership with the RSC seeks to help young people develop the essential creativity and critical thinking skills they will need in their careers and empower teachers with the knowledge and the tools they need to make this happen.
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Together with the RSC, we’re supporting teachers in making Shakespeare accessible, relatable and relevant to young people through digital and creative tools. We carried out some research speaking to 2,000 11-18 year olds, who told us they struggle to understand William Shakespeare’s plays due to the challenging language (77%), whilst 29% thought that bringing the plays into the modern day would help them better understand the original texts. To bring this to life, we commissioned five UK creatives to give Shakespeare a 21st century makeover using Creative Cloud.
Photographer and conceptual artist Darryll Jones has reimagined the iconic balcony scene between Romeo and Juliet featuring his Stormtrooper character Eric. The young lovers exchange text messages – the modern iteration of courtship – before they drive off on a motorbike.
Comic book artist Amrit Birdi puts a modern spin on A Midsummer Night’s Dream by positioning it as a superhero fantasy in an urban jungle rather than a forest. To reimagine Shakespeare, our creatives used a variety of Adobe tools such as Lightroom, Photoshop, Premiere Rush, Fresco, Premiere Pro, Illustrator and Draw. But for us, a big part of creative democracy is equipping the next generation of talent with the skills they need to succeed, which means we don’t only create tools aimed at creative professionals.
We’ve worked hard to make Adobe’s technology as accessible as possible for schools, teachers, and students. Adobe Spark for Education, which is already accessed by millions students and teachers worldwide, is completely free for all educational institutions and makes it easy for students and teachers to create videos, web pages and posters to help improve creative literacy. For primary and secondary schools, Creative Cloud, which includes all the incredible industry-standard technology like Photoshop, Illustrator, InDesign, and more, is available for only £5 per student per year (which includes work-from-home rights for students to do their homework!). Finally, for college and university students, or teachers that are looking for their own license, we have our Student and Teacher Edition available directly from www.adobe.com with a discount of up to 65%.
Making our technology accessible to young people is one way we are trying to help bridge the skills gaps. In order to support teachers in incorporating these skills into the classroom, we are also providing CPD and learning resources that we hope can be easily brought in to inspire the next generation. With Shakespeare’s work
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specifically, we worked with the RSC to create a series of amazing teaching resources that are already going down a storm in classrooms across the country!
The importance of creativity in education cannot be underestimated, and the resulting works are a masterclass in how taking a timeless classroom topic – Shakespeare – and interpreting it in a less traditional way, can deliver incredible results. By transposing iconic scenes from Romeo and Juliet, Macbeth and A Midsummer Night’s Dream into the modern day, this new digital art series is designed to help teachers make this most popular of playwrights resonate more with young people who are perhaps a bit more clued up on emojis than sixteenth-century etiquette.
Creativity is Crucial in the Workplace of the Future
Following news in August of a decline in the number of young people studying English at A-Level, we commissioned a piece of research which found that 42% of 11-18 year olds in the UK don’t understand how studying Shakespeare will help them get a job in the future. So-called ‘soft’ skills such as creative thinking, communication and adaptability, which can be developed by studying such topics, are becoming increasingly important in a world where artificial intelligence is taking over more and more jobs that a human would have previously done. The more creative today’s young people are, the better prospects they will have for future employability.
It’s vital that we, as a creative technology company, support teachers to nurture the creative problem-solving skills of the next generation, assist schools in reaching their full potential when it comes to adopting new creative and digital learning tools, and ensure tomorrow’s workforce is equipped with the skills and expertise to thrive in their future careers.
The same technologies changing the world of work also create an opportunity to integrate digital learning into lessons, no matter the subject. Our partnership with the RSC seeks to help young people develop the essential creativity and critical thinking skills they will need in their careers and empower teachers with the knowledge and the tools they need to make this happen.
Together with the RSC, we’re supporting teachers in making Shakespeare accessible, relatable and relevant to young people through digital and creative tools. We carried out some research speaking to 2,000 11-18 year olds, who told us
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they struggle to understand William Shakespeare’s plays due to the challenging

language (77%), whilst 29% thought that bringing the plays into the modern day would help them better understand the original texts. To bring this to life, we commissioned five UK creatives to give Shakespeare a 21st century makeover using Creative Cloud.
Photographer and conceptual artist Darryll Jones has reimagined the iconic balcony scene between Romeo and Juliet featuring his Stormtrooper character Eric. The young lovers exchange text messages – the modern iteration of courtship – before they drive off on a motorbike.
Comic book artist Amrit Birdi puts a modern spin on A Midsummer Night’s Dream by positioning it as a superhero fantasy in an urban jungle rather than a forest.
The England of William Shakespeare's time was one marked by changes in social, political, religious, philosophical, and artistic perceptions. This period is usually referred to as The Renaissance (1485-1660)during which innumerable changes in the culture of England became manifest. In the beginning, many scholars point to the end of the middle ages as the beginning of the Renaissance. This is often tied to the deposing of King Richard III who was killed in battle and dropped unceremoniously into an unmarked grave, naked and unmourned. This allowed the accession to the throne of the long reigning House of Tudor, beginning with Henry VII (1485-1509). With the rise of the Tudor monarchs a new era was begun. The cultural changes of the Renaissance had been an ongoing process in Europe for a hundred years before, most notably in Italy and France.
At the core of this change was the idea of "renewal" or "rebirth" - the meaning of the word renaissance. Among those things reborn was the interest in the learning from the classical ages, primarily Greek and Roman culture. In the Middle Ages, such interests were actively repressed by a dominating church and its partner the Feudal System. Both of these kept the majority of people in England tied to the values of the church and the control of the feudal lords for whom they worked. Literacy was almost non-existent among the masses, and any attempt to educate people other than for work in the church or government was actively and brutally discouraged. After the Renaissance is allowed to expand into England, a passion for literacy, learning, and creativity emerged. The works of the ancients of the
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Classical Period were gathered up from the monasteries and studied widely. The increase in the interest in the ideals of the Romans and Greeks created a new hunger for a philosophical perspective the people of England could embrace. That philosophy was humanism, the belief system which advocated the improvement of the human condition based on the pursuit of virtues drawn from the teachings of the ancient philosophers such as Cicero. Humanism was not an attempt to discredit Christianity; rather, the humanists pursued the knowledge of the classics in order to bring them into harmony with the teachings of the church. Contrary to the perception of many, the Renaissance actually emerged from the attempts of the Roman Catholic Church, especially in Italy to discover and add to scholarship to develop this harmonic relationship between what was secular and what was religious.
Another factor in the leaps and strides of the Renaissance in England was the arrival of the printing press developed by Johannes Gutenberg (1400?-1468). The press made publication of large numbers of books and as a result the wider distribution of material on which to build a greater literacy among the people of England. In 1476, years after it had been invented and widely used in Europe, the printing press arrived in England. The owner of that first press, William Caxton (1422?-1491) published over one hundred titles and began the flood of literacy that was to continue in England. Why such a delay? England was a remote island off the west coast of Europe and had long been considered a barbaric and unenlightened land by some in Europe who believed the centers of advanced civilization existed in Italy, France, and Spain.
While literacy was on the rise, so was an increased sense of national identity which, for the English, was a necessary redefining of themselves and the development of a culture of its own and not just a patchwork of cultures resulting from occupying forces and peoples which had been underway since the time of the Roman occupation begun by Julius Caesar. Since that time, wave after wave of invaders attempted a permanent occupation of the island. As the Celts and the Bretons were displaced by the Angles, Saxons, and Jutes, so were they by the Norman invasion of 1066 a.d. and the ongoing presence of the Roman Catholic church with its Italian and European habits and traditions. The renaissance enabled the increasing numbers of literate English to develop their own identity, accommodating their past and developing their own virtues and values of their own.
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With the Tudor monarchs also came a newer, stronger, more determined line of Kings and Queens who shaped the political and cultural change in England. Henry VII began the reign of the House of Tudor which would produce five monarchs. His rise to the throne ended the famous War of the Roses to place the Welsh nobleman on the throne to shape the changes to come. His son, the highly intelligent, fiery, zealous, progressive, insistent Henry VIII did as much to shape the new English identity as any other monarch. He wrote books, created a new religion to suit his own purposes, built a navy, and executed all who stood in his way (including two wives, several close friends, and political enemies). After Henry VIII died, his children each replaced him in turn, starting with the son Edward VI (r. 1547-1553) who ruled and died a child while the country was ruled by relatives who acted in his name to preserve the advances of his father. Upon his death of tuberculosis, Mary Tudor ascended the throne (r.1553-1558); the half-Spanish, half-English daughter of Catherine of Aragon ruled the nation ruthlessly. Her goal was to return Roman Catholicism to England and solidify an alliance (or absorption) with Spain. She married King Philip II of Spain, alarming the general population of England who feared that Spain was on the verge of an invasion. When Mary (often referred to a "Bloody Mary") died of natural causes, the throne became the possession of Queen Elizabeth (now referred to as Elizabeth I). After a shaky start, Elizabeth ruled intelligently and decisively, displaying all the necessary characteristics and courage of a King such as her father. Perhaps an early example of feminism, Queen Elizabeth decided early on to refuse to marry and take a back seat to power. Forever known as the "Virgin Queen" (a fond misnomer as she had dalliances with many men during her lifetime), Elizabeth ruled with a brilliant mind. Under her reign (1558-1603) she led a nation in relative peace, economic expansion, and the highest point of English cultural nationalism in the whole period of the Renaissance. Elizabeth's reign was highlighted by her stunning and complete defeat of the Spanish Armada in 1588, led by the Royal Navy her father had built (with a bit of help from bad weather and the treacherous and rocky Irish coastline).
Throughout the Renaissance in England, but especially under the reign of the Tudors, the arts flourished and became a central interest for the English. One of the most explosive of these expansions of art was that of the theater. Drama had been long confined to the church pageant both in the medieval church and later in which a primitive (by later standards) form of drama emerged. The medieval church
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pageants served to teach the parishioners basic concepts of the teachings of the church, present the standards of morality, and continue the reinforcement of the Roman Catholic Church as the center of Truth and Moral teaching. When these dramas grew longer and more sophisticated, they moved out of doors into the courtyards and streets of towns and cities. These plays depicted the personification of moral precepts, interactions between masked actors called "good" and "evil" and so forth. The topics were narrowly defined to the doctrines of the church, the origins of man, the fall of man, sin, and other such topics. These repeated festival performances generated an appetite for more complex theater among the English, who now were beginning to read the Roman plays and to a lesser extent at first, the Greek plays. Thus was created the environment for the English Renaissance Theater to be born. Watching year after year Morality Plays required at least a basic understanding of the world of "make-believe" needed to watch a group of ordinary persons portraying the actions and speaking the words of real and imaginary persons and abstract moral concepts. This appetite for entertaining visual representations of life led directly to the appetite for the new theater of England's small body of artisans who sought to broaden and deepen these plays into more local, topical, humanistic, and relevant representations of life. Out of this association of artists emerged a new voice, that of William Shakespeare.