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Reading and Literature Studies · Reading Literary Texts

King Lear, Part 4: Interpretations, Adaptations, Critical Lenses and Evaluating Productions

1.7 1.8 1.5About 75 minutes
Learning goals
  • I can explain how King Lear has been rewritten and restaged from 1681 to the present, and why.
  • I can apply feminist, Marxist, historical and other lenses to the play, with evidence.
  • I can evaluate a production or adaptation using clear criteria.
  • I can connect the play to adaptations from other cultures, including a Canadian production with an Indigenous cast.

Words to know

adaptation
A new work based on an existing one, often changing its setting, medium, perspective or ending.
poetic justice
An outcome in which good is rewarded and evil punished.
production
A particular staging of a play, with its own director, cast, design and interpretation.
concept (directorial)
A director's governing idea for a production, such as setting the play in a different time or place.
existentialism
A philosophy that holds that life has no given meaning and humans must create meaning through choices.
intertextuality
The ways texts refer to, borrow from and answer one another.

Hook: the 150-year spoiler

Imagine a famous film whose ending was changed by a studio, and for the next 150 years audiences saw only the new, happy version. People quoted it, loved it and assumed it was the original.

That really happened to King Lear. In 1681, the writer Nahum Tate rewrote the play so that Cordelia lives, marries Edgar, and Lear gets his throne back. For about a century and a half, that was the Lear audiences saw. This lesson asks why each age has changed or restaged the play, what the critical lenses reveal, and how to judge a production fairly.

Remember from Grade 11

In ENG3U you evaluated Hamlet productions (Olivier and others) with criteria and read the play through gender and power lenses. Here you also meet adaptations that move the story to new cultures, and you evaluate how each one answers the original.

1606at courtbefore King James1681Nahum Tatehappy ending1765Samuel Johnson"shocked" by Cordelia1838W. C. MacreadyFool restored1962Peter Brookbleak, Beckett-like1985Kurosawa's RanJapan, three sons1991A Thousand AcresIowa, daughters' view2012National Arts CentreIndigenous castnot to scale: the spacing is even, the years are not
Four centuries of King Lear on stage, on screen and on the page. Each age has rewritten or restaged the play to answer its own questions.

Rewriting the ending

Nahum Tate (1681) cut the Fool, invented a romance between Edgar and Cordelia, and ended with Lear restored and Cordelia alive. He was writing for audiences who expected poetic justice.

Samuel Johnson, the great 18th-century critic and editor, defended Tate's choice. In the notes to his 1765 edition of Shakespeare he wrote that Cordelia's death had shocked him so much that for many years he could not bear to reread the last scenes, until he had to as an editor. It is a valuable piece of reader-response evidence: one of the most intelligent readers of his century found the original ending almost unbearable.

Restoration of the original: in the 19th century actors returned to Shakespeare's text. In 1838, William Charles Macready staged a version much closer to the original, bringing back the Fool.

Why it matters: the history shows that an ending is not just a fact about a text; it is a choice that each age argues about, and the arguments reveal that age's values.

Shakespeare (c. 1606)Cordelia is hangedLear dies over her bodythe Fool vanishes after Act 3no promise of justiceNahum Tate (1681)Cordelia survives, marries EdgarLear regains his throneno Fool at allvirtue is rewarded
Two endings. Tate's version, which gave audiences poetic justice, held the English stage for about 150 years.
Worked example

Let's evaluate an adaptation's ending

Was Tate right to give King Lear a happy ending? Evaluate with criteria.

  1. Criterion 1, consistency with the play's themes: the original asks whether the universe is just (flies to wanton boys). A happy ending answers yes, which closes the question the play keeps open. Point to Shakespeare.
  2. Criterion 2, emotional effect: Tate's ending relieves pity and fear; Shakespeare's intensifies them. Johnson's reaction shows the original's power, and its cost.
  3. Criterion 3, the audience and its time: Tate's audience, after the turmoil of the English Civil War and the restoration of the monarchy, may have wanted order restored; Tate gave them a restored king. Point to Tate, on his own terms.
  4. Criterion 4, coherence: Tate's romance between Edgar and Cordelia had to be invented; the Fool's removal loses the play's truth-teller. Point to Shakespeare.
  5. Judgment: Tate's version made sense for its audience, but Shakespeare's ending is more coherent with the play's themes and more honest about suffering.

By most criteria Shakespeare's ending is stronger; Tate's is best understood as a mirror of what his audience needed, which is itself useful evidence about how texts change with their readers.

King Lear(c. 1606)Feministare the daughters only villains?Marxist / classland, property, the poorHistoricalJames I, inheritance lawAge and caredementia, dependence, familyExistentialan indifferent universeIndigenous-centredland, kinship, contact (NAC 2012)
Six lenses on King Lear. Each asks a different question of the same scenes; strong essays choose one or two and use close evidence.

Lenses on Lear

Feminist. Goneril and Regan are often played as monsters. But look closely at Act 1: Lear's hundred knights are, Goneril says, disorderly and riotous in her house, and Lear responds by calling down a curse on her ability to have children, a shocking attack on her body. A feminist reading asks whether the play shows daughters trapped by a father's demands for performed love, and notices that its one good daughter must be silent and self-sacrificing. Jane Smiley's novel A Thousand Acres (1991; Pulitzer Prize, 1992) retells the story on an Iowa farm from the point of view of the eldest daughter, revealing a family history that changes how the father looks. (It deals with serious family abuse; preview first.)

Marxist / class. The play is about land and property: who inherits, who is shut out (Edmund, by law; Lear, by his daughters). In the storm Lear discovers the poor; in Act 4 he sees that rich clothes hide crimes that rags reveal. A Marxist reading argues the play exposes how wealth and title disguise power and cruelty.

Historical. The play speaks to a moment when King James wanted to unite kingdoms, and when laws of inheritance (legitimacy, the eldest son's rights) decided people's fates. Edmund's soliloquy is a direct challenge to those laws.

Age and care. Many recent productions present Lear's madness as something like dementia, and the play as a story about aging parents, dependence and the strain of caregiving, which makes Goneril and Regan's situation more understandable, though not their cruelty.

Existential. The Polish critic Jan Kott, in an essay first published in Polish in 1961 and later in Shakespeare Our Contemporary (English edition, 1964), compared Lear to Samuel Beckett's absurdist play Endgame: a world without meaning or justice, where people wait and suffer. That reading shaped Peter Brook's bleak 1962 Royal Shakespeare Company production, starring Paul Scofield, which Brook later filmed (1971).

Lear across cultures

  • **Akira Kurosawa, Ran (1985): the Japanese director moved the story to 16th-century Japan. An aging warlord divides his domain among three sons**; war and betrayal follow. The change from daughters to sons shifts the story toward power, war and inheritance, and away from performed love.
  • National Arts Centre, Ottawa (May 2012): director Peter Hinton staged King Lear with a cast made up entirely of Indigenous actors from across Canada, setting it in 17th-century Canada, at the time of early contact between Indigenous peoples and Europeans. August Schellenberg played Lear, and members of local Indigenous communities appeared as Lear's followers. Moving the play into that history invites an Indigenous-centred reading: a story of land divided, of kinship broken and of a world on the edge of upheaval takes on new meanings in the context of contact and colonization.

Each adaptation is a form of critical reading: it decides what the play is about by choosing what to change.

Worked example

Let's evaluate a production with criteria

Imagine you have just seen a production of King Lear set in a present-day Canadian family business, with Lear as an aging company founder. Write an evaluation plan.

  1. Criterion 1, interpretation: does the setting reveal something real in the play (inheritance, family power, aging) or just decorate it? A family business makes the division of the kingdom a fight over a company: a strong, clear concept.
  2. Criterion 2, the text: what was cut? (A full Lear runs over three hours.) Do the cuts keep the double plot and the Fool?
  3. Criterion 3, key choices: How is the storm staged? Is Lear's madness played as grief, rage or dementia? Are Goneril and Regan given reasons? How is Cordelia's death shown?
  4. Criterion 4, performance: do the actors make the verse clear and alive? Does Lear's change from command to humility come through in voice and body?
  5. Criterion 5, effect on the audience: does the ending produce the pity and fear the play demands?
  6. Write the evaluation: a thesis judgment, one paragraph per criterion with specific evidence (a moment, a line, a design choice), and a balanced conclusion naming strengths and weaknesses.

A fair evaluation names its criteria, gives specific evidence for each and weighs strengths against weaknesses, rather than simply liking or disliking the production.

Just for fun

Funny-but-true: for roughly 150 years, English theatregoers who saw King Lear went home thinking it had a happy ending. If you ever feel cheated by a spoiler, spare a thought for the audiences who first saw Shakespeare's real ending restored.

Hands-on activity

Pitch your own production

You need: paper, a pen, and access to images (magazines, a phone or a library book) for a mood board, if you like.

  1. Choose a concept: a time and place for your production of King Lear (for example a farming family on the Prairies, a hockey dynasty, a near-future corporation, a kingdom in another culture you know well and can represent respectfully).
  2. Decide three things: how you will stage the storm, how Goneril and Regan will be presented, and how the play will end (Shakespeare's ending, or a change you can defend).
  3. Write a one-page director's pitch: the concept, the three decisions, and which critical lens your production emphasizes.
  4. Add one paragraph answering a critic: What does your concept lose from the original?
  5. Present the pitch to someone at home in two minutes.

What to look for: a concept that reveals something real in the play, decisions tied to specific scenes and lines, a named lens, and an honest account of what is lost.

Your turn

1

What did Nahum Tate change in 1681?

2

What does Samuel Johnson's reaction tell us about the ending?

3

What is poetic justice, and why does Shakespeare's Lear refuse it?

4

Apply a feminist lens to Goneril and Regan in two sentences.

5

How did Kurosawa's Ran change the story, and with what effect?

6

Describe the National Arts Centre's 2012 production.

7

Name three criteria for evaluating a production.

More practice: warm-up

1

In what year did Nahum Tate's version appear?

2

Who restored the Fool to the stage in 1838?

3

Which critic compared Lear to Beckett's Endgame?

4

Who played Lear in Peter Brook's 1962 production?

5

Who wrote A Thousand Acres, and from whose point of view is it told?

More practice: on your own

1

Why might Tate's audience in 1681 have wanted a restored king?

2

Apply a Marxist lens to the storm scenes.

3

How does reading Lear's madness as dementia change the audience's response to Goneril and Regan?

4

Explain how an adaptation is itself a kind of critical reading.

5

Why might setting Lear at the time of early contact in Canada create new meanings?

Challenge

1

Write a thesis that uses the play's performance history as evidence about its meaning.

2

Compare two lenses on the same scene: the love test (1.1) through a feminist lens and through a historical lens.

3

Evaluate whether a production can change Shakespeare's ending and still be King Lear.

Check your understanding

Quiz

1.

Nahum Tate's 1681 version of King Lear...

2.

Samuel Johnson's reaction to Cordelia's death is useful as...

3.

Jan Kott's influential reading linked Lear to...

4.

Kurosawa's Ran changes Lear's daughters into...

5.

The National Arts Centre's 2012 King Lear was notable for...

6.

A fair evaluation of a production...

For parents and teachers

What this lesson teaches: ENG4U Reading 1.7 (evaluating texts and productions with criteria), 1.8 (critical literacy: perspectives and biases in the play and in its adaptations) and 1.5 (extending understanding by connecting the play to adaptations across cultures and centuries).

How to help at home:

  • Watch a filmed production together (public library streaming services often have one) and ask your teen to evaluate it using the five criteria.
  • Listen to their director's pitch and play the critic: What does your idea lose?

Common difficulties:

  • Summarizing a production instead of evaluating it. Every paragraph needs a criterion and a judgment.
  • Treating lenses as accusations. A feminist or Marxist reading is a way of asking questions, not a verdict on Shakespeare.
  • Cultural adaptations. Encourage respectful, informed choices if your teen sets a production in a culture other than their own.

Facts used: Tate's The History of King Lear (1681); Johnson's edition of Shakespeare (1765); Macready's 1838 production; Kott's Shakespeare Our Contemporary (English edition 1964); Brook's RSC production (1962) and film (1971); Kurosawa's Ran (1985); Smiley's A Thousand Acres (1991, Pulitzer Prize 1992); the NAC English Theatre's King Lear, May 2012, directed by Peter Hinton with August Schellenberg (NAC news release).