A Side of a Troubled Man :
Macbeth’s Asides Alive Onstage
Sundai
M. Riggins
English Teacher
Plays and Scenes Covered:
Macbeth, Act I, Scene 3
Handout for Editing: 93-175,
specific attention to asides in boldface
Asides: p. 23 Lines 125-131,
140-155,
p.25
Lines 157-159, 163-164
p.29
Lines 55-60
NCTE Standards Covered:
1, 2,
3, 4, 5,
6, 7, 8,
9, 10, 11,
12, 13, 14, 15
What’s On
and Why?
It is important for students
to note the change in Macbeth after the witches’ predictions. In Act I Scene 3, Macbeth begins to speak not
only to characters onstage but also now to the audience during several asides. These asides mark the beginnings of Macbeth’s
inner turmoil and his thoughts of the witches’ prophecies that plague him. This is also important for students to make
clear distinctions between soliloquies and asides in understanding how asides
occurred onstage. This activity will
also give students the opportunity to add stage directions to the text and
visualize how asides may be done in live theater productions.
What To
Do:
1) Distribute copies of the editing handout (lines
93-175). Divide the class into groups of
four. Allow students to assign the
characters: Ross, Banquo, Angus and Macbeth to each
member of the group.
2) Tell students to reread this passage together as a
group. After they complete their
rereading, direct them to pay close attention to the asides in boldface on the
handout. Discuss the following briefly:
What
is the function of the aside? Why is it
important to pay close attention to what characters say?
How
do you think the aside would be set on a stage?
How would characters be positioned?
What tone of voice would the speaker use? Would it be directed to the audience?
3) Distribute copies of stage directions handout. Allow students to think about how they would
stage this portion of the scene. As
they go through the directorial process, tell students to note why they made
certain choices and to be sure to vote on directorial decisions.
4) Have students perform each of their versions of lines
93-175. After each performance, briefly
discuss their choices and ask student to provide commentary on the choices of
the group and how it impacted the delivery of the character’s words to the
audience.
5) After all students have shared and performed, discuss
the similarities and differences between each of the group’s performances. Probe students to think about why Macbeth
begins his asides in this act.
6) Ask students to reread each aside. Have students write down what they know
about Macbeth from the asides in this act.
Discuss their responses collectively.
How Did It Go?
If students used the stage
directions handout and made justifiable directorial choices, the lesson was
successful. Asides and soliloquies can
sometimes be difficult for students to distinguish. Also, because the classroom is not a theater,
many students don’t understand the concept of the aside and how it could be
staged. By allowing students to stage
asides, they get a clear understanding of how asides are delivered and thus
will know how to visualize the scene.