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Laura Bates offered herself to teach Shakespeare in the maximum security section of a prison in the state of Indiana. What resulted was that the inmates liked the English writer.
Bates decided to share its experience in her book “Shakespeare Saved My Life: Ten Years of Solitary with the Bard. Interviewed by Michael Martin of NRP news, Bates shares the central idea of teaching Shakespeare in a maximum security prison. Bates comments that for many inmates was easy to make sense of some passages of Shakespeare’s works because they had lived something similar or could relate to. Something that scholars found complicated to relate with.
Bates sets the example of “Macbeth”, in which the prisoners related to the story for the inner struggle of the main character and their personal situations. When prisoners got into Macbeth character, that helped them to got inside their own characters.
She searches for her and meets a queen. she then turns the queens baby into a demigod to thank her for her kindness when she was disguised as an old woman. After revealing herself as Demeter, she and the soldiers of the queen's nation begin searching for Persephone. She meets the sun titan and finds out where Persephone was taken from. She meets Hecate, a witch who tells her it was Hades, so Demeter goes to Zues, who tells her that he can do nothing about it. Demeter flips out and nothing grows anywhere except the place where the queen helped Demeter. Mortals were dieing and the gods were becoming irritated. Zues finally caved and sent Hermes to get Persephone, right after she eats part of the pomegranate. He tells this to Zues and Demeter, who turns the gardener who gave her the pomegranate into a newt. they eventually come to the agreement of Persephone stays in the underworld for part of the year, which is believed to be winter when Demeter is in distress until her daughter returns and nothing grows. Sorry for the long answer, I probably added a lot of unnecessary stuff.
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Explanation:
A major feature of dialogue is that it moves the story forward in a more straight-forward way than a narrator’s explanation would. In the example, Ford and Arthur have barely escaped the demolition of the Earth, and the conversation they hold puts us into the scene and pushes the plot to the next episode. Moreover, the attitude of Ford, who doesn’t look directly at Arthur but suddenly changes the tone of his voice and stands up with a start, makes us have a feeling that something else is going on or is about to happen.
Characters can also evolve through dialogue. In fact, in every good dialogue, at least one of the characters should undergo a change of mood. In the example, Arthur is at first intrigued, questioning Ford about his past. He then suddenly remembers what happened a few minutes ago and returns to a state of shock, moving toward panic. The remembrance makes him angry, and he finally admits that he’s panicking. By the end of the conversation, Arthur is somehow resigned. As you can see, the character goes through a lot of different moods which would lose their effect if they were described by a narrator.
Dialogue increases the story’s pace and makes it more dynamic. It will always be harder to read a whole paragraph where the narrator explains step by step the same things a dialogue can transmit in a few lines. It is clear that the sample dialogue would be very different if a narrator had to explain how Ford recalls the guy with whom he came to the Earth fifteen years ago and how a scared Arthur realizes his planet has just disappeared.
