MYPNA_TE_G12_U3_web.pdf

making meaning

THE TRAGEDY OF MACBETH,

ACT IV

analyze Craft and Structure

Imagery and Archetypes Imagery is the language that writers use to

capture sensory experiences and stimulate emotions. It is what helps readers

experience events—to see, hear, feel, smell, and taste, them—rather than

just read or listen to words. Shakespeare uses imagery to pack sensory

experiences and strong emotions into almost every line. In The Tragedy of

Macbeth, he returns to certain images repeatedly throughout the play. These

include the following broad categories:

•   blood

•   ill-fitting clothes

•   babies and children, who may be Macbeth’s victims or figures he finds

threatening

This repeated imagery reinforces important themes in the play. The last

group of images suggests that Macbeth is in some way warring against the

future, which babies and children represent.

Some images are powerful because they are archetypal. They relate to

ideas and emotions expressed by people in all times and cultures. In Act IV,

for example, images of banishment from the world of the living—shrieking,

groaning, and bleeding—indicate that Macbeth’s Scotland represents an

underworld region where the dead are punished.

Characters are often archetypes, as well. The witches are archetypes of evil,

since they have no redeeming features. They are hideous inside and out.

Macduff is another archetype—the avenging hero who vows to defeat the

flawed protagonist, Macbeth.

CITE TEXTUAL EVIDENCE

Practice to support your answers.

Notebook Respond to these questions.

1. (a) In what way is Banquo an archetype? (b) Why is Macbeth so upset at the image
   of Banquo shown to him by the witches?


2. (a) In Act IV, Scene iii, identify two archetypal images of banishment from an ideal
   world. (b) Which image do you find more compelling? Why?


3. (a) Use the chart to record at least two examples of each type of imagery in Act IV.
   (b) Explain how each pattern of imagery you identified relates to a thematic idea—a
   message or insight into life or the human condition that the play conveys.

Blood

Children

Darkness

Weeping

IMAGERY EXAMPLE FROM MACBETH CONNECTION TO THEME

 STANDARDS

Reading Literature

Analyze the impact of the author’s

choices regarding how to develop

and relate elements of a story or

drama.

332 UNIT    3   •   FACING THE FUTURE, CONFRONTING THE PAST

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TEACHING

Formative assessment

analyze Craft and structure

•   if students are confused by the clothing

imagery, then point out that Macbeth is often

connected with ill-fitting clothes. Because he is

an evil tyrant rather than a benign king, even

the clothes of a king do not seem to fit him

properly.

•   if students have difficulty understanding

archetypes, then help them to create an

extended list of archetypes used in the play:

innocent child, avenging hero, fallen hero,

agent of evil, protective mother, benign king,

tyrannical king.

For Reteach and Practice, see analyze Craft and

structure: imagery and archetypes (rP).

Analyze Craft and Structure

imagery and archetypes Discuss with students

additional themes in The Tragedy of Macbeth:

Ambition corrupts; True kingship is stronger

than tyranny; One evil decision often leads to

another. Encourage students to connect the three

bulleted patterns of imagery to one or more of

these themes. Ask them to explain which theme

seems to carry the most weight in the play. For

more support, see analyze Craft and structure:

imagery and archetypes.

Practice

Possible responses:

1. (a) Banquo, in contrast to Macbeth, represents
   a brave and honest general. (b) Banquo’s hair is
   matted with blood; his image is a sharp rebuke to
   Macbeth, a reminder to Macbeth of his guilt, and
   a sign that his progeny will never be kings.


2. Possible responses: (a) References to Lucifer, who
   fell from grace, and the possibility of exile from
   power, as well as images of shrieking, groaning,
   and bleeding indicate that Scotland resembles the
   underworld, where the dead are punished. (b) The
   image of Lucifer, who was “bright,” is powerful
   because it shows that anyone can fall from grace.


3. (a) See possible responses in chart on student
   page. (b) These images all connect with the
   themes of Ambition corrupts and One evil
   decision often leads to another. Other relevant
   themes that connect to these images: One
   violent act can lead to a cycle of violence; A guilty
   conscience cannot enjoy the profits of evil deeds.

PERSONALIZE FOR LEARNING

english Language support

Using imagery Provide students with a painting

or a picture of a historical event.

Have students write down words that describe

the picture and appeal to each of the five senses.

Have students explain why they chose each word.

EMErging

Have students write three sentences describing

the picture using sensory language that appeals

to each of the five senses. Have them explain why

they chose their sensory words. EXPAnding

Have students write a paragraph describing the

historical event depicted in the picture—or another one

of their choice—using sensory language that appeals

to each of the five senses. Have students explain why

they chose their sensory words. Bridging

An expanded english Language support Lesson

on Imagery is available in the Interactive Teacher’s

Edition.

Act IV, scene iii, line 32 The image of Scotland bleeding: “Bleed, bleed

poor country”

Act IV, scene iii, lines 214–219 The slaughter of Macduff’s children

Act IV, scene iii, line 232 Scotland covered in darkness

Act IV, scene iii, lines 40–41 Scotland and its people are weeping and

bleeding

332 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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