Since the primary means of creating the illusion of action on shipboard in Shakespeare’s work was suggestive noise and terminology, before showing students Shakespeare’s initial stage directions:
[On a ship at seal] a tempestuous noise of thunder and lightning heard
(L. 12)
the teacher might elicit words or phrases to create this dramatic atmosphere. Classroom lights could be flashed rapidly on and off to simulate a storm, and then in darkness and with their eyes closed, students might begin to imagine the sounds, smells, sights, and feelings associated with the hurricanes they have experienced. The teacher could write these impressions on the blackboard, thus providing students with a rich vocabulary, and continue by reading the following passages from the chronicles. The first is an account by Cabeza de Vaca who explored Florida, northern Mexico and what is now the American Southwest in the years 15271537:
An hour after I left, the sea began to rise ominously and the north wind blow so violently that the two boats would not have dared come near land even if the head wind had not made landing impossible. All hands labored severely under a heavy fall of water that entire day and until dark on Sunday. By then the rain and the tempest had stepped up until there was as much agitation in the town as at sea. All the houses and churches came down. We had to walk seven or eight together, locking arms, to keep from being blown away.
6
The second is considered to be an exaggeration of the truth and is known as the “Myth of the Lost Pilot.” It was used to disclaim Columbus’ contention of having been the first European to set foot in the New World since the power and financial rewards he would reap personally would minimize the control of the Spanish crown:
. . . a pilot . . . called Alonso Sánchez de Huelva . . . had a small ship with which he traded by sea and used to carry wares from Spain to the Canaries . . . while pursuing this trade . . . he ran into a squall so heavy and tempestuous that he could not withstand it . . . The crew suffered great hardships in the storm for they could neither eat nor sleep. After this lengthy period the wind fell and they found themselves near an island. It is not known for sure which it was, but it is suspected that it was the one now called Santo Domingo.
7
The last two quotes are taken from an account of the Conquest by the Indians themselves.
Broken Spears
is a collection of native New World reactions to the events they witnessed first hand. Here we see hints of Prospero’s command to Ariel to unleash the tempest:
Motecuhzoma had sent the magicians to learn what sort of people the strangers might be, but they were also to see if they could work some charm against them or do them some mischief. They might be able to direct a harmful wind against them . . . The magicians carried out their mission against the Spaniards, but they failed completely. They could not harm them in any way.
8
Students can now read lines 117, 3450, and 5866 from
The
T
empest
in order to dramatize Shakespeare’s expertise in depicting the terror of the storm to those aboard ship. Throughout this approach to the play, if the words or concepts seem too difficult for students, the teacher can isolate one line at a time and the individual character or the class as a whole can respond by patterning their oral response after the teacher’s. If the instructor delivers the words correctly in terms of pitch and tone, students should get a sense of what is being said, even if each word is not fully understood. Students could then be asked to paraphrase, with the teacher’s assistance, in order to test for comprehension.
