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Shakespeare's Theater

There were two types of theater in Shakespeare's day: the private theater and the public theater. The private theater took place indoors, in a hall lit by candles and torches. It was very expensive, and included command performances for royalty and other nobility

The public theater was more popular, and this is what we generally think of when we imagine Shakespeare's theater. The public theater was a large, open-air, circular structure. The walls were lined with tiers of galleries with covered seating for those who could afford to pay more. The "cheap seats,"; on the other hand, weren't seats at all: For a penny, you could stand in the courtyard in front of the stage. (If you bought this ticket, you were referred to as a “groundling.”) And if you really wanted to show off, you could pay extra to be seated on the stage—a great way to see and be seen.

The stage itself wasn't what we typically think of today—a stage with a proscenium arch, curtains, and elaborate sets. Instead, it was a platform that thrust out into a yard where the groundlings stood. It was covered by a roof painted with golden stars to represent the sky, which was held up by two columns. At the rear of the stage was a wall with two or more doors in it for entrances and exits, as well as a recessed balcony that overlooked the stage. (That's probably where Juliet stood during the balcony scene of Romeo and Juliet.)

With this kind of stage, sets had to be a good deal less elaborate than what we're used to in today's theater. But it's a mistake to think they had no sets or props. In fact, theatrical companies could manage pretty impressive effects. They could show characters rising from “hell”—a trapdoor in the stage—or lower characters down from the “heavens,” an opening in the roof over the stage. Inventories from companies of the day include items such as large rocky outcrops and even a “mouth of hell.” Some productions included fireworks and other elaborate displays.

Still, this kind of theater couldn't provide the kind of realistic sets we expect today. Instead, the actors' lines included hints to let the audience know where and when the action was set. And since the theater had no roof, plays had to be performed during the day, so there could be no blackouts or changes in lighting. So if you wanted to indicate it was nighttime, you'd simply have characters carry torches and talk about how dark it was.

Costumes were also not expected to be realistic. Theatrical companies often got old clothes donated from their noble patrons, so no matter what period the play was set in, the actors were dressed in their version of “modern dress.”

• Henry V’s director, Thea Sharrock, chose to have the chorus speak in a voiceover instead of having an actor act out the prologue on camera. What impact does this have on the audience? What is the main role of the chorus in this scene?

• How do you think the role of the chorus in Henry V differs in this film adaptation from the way it might be depicted on the stage? Use examples from the video segment to support your answer.

• Do you think the action taking place during the chorus voiceover supports the speech? Why or why not?

• The prologue recited by the chorus in this video segment differs slightly from Shakespeare’s original text (see Student Handout for full prologue). Some parts were rearranged, while other segments were eliminated completely. Why do you think the director chose to make these changes?

Essay                                      
The Chorus is used at the start of each act in Henry V.
Ask students to write an essay around the following questions:

• What purpose does the Chorus serve in this play?
• Would you expect to see a figure like this in a modern-day play? In a modern-day film? Why or why not?
• How would you fulfill the Chorus’ function in a modern-day film of this story?

Student Activity
Distribute the handout "Henry V: The Prologue and the Role of the Chorus,” which is located under the “Student Handout” heading below. Ask students to do a close read of the prologue from the Chorus and then conduct an extended think-pair-share session to discuss the questions and prompts on the handout. Students may also find it useful to read the Background Essay, which provides supplemental information about Shakespeare’s theater.