feminist by kaylin
Questions to consider:
Hamlet’s intense, somewhat-confounding conversation with Ophelia in Act III, scene i blazons not only his discontent with his life and the world but also his opinions about the nature of women. Hamlet suggests that if Ophelia is indeed “honest” (good) and “fair” (beautiful), she should be careful, for beauty can corrupt honesty faster than honesty can influence the beautiful. This statement elucidates Hamlet’s keen insight and canny perception of women. He goes on to condemn women for intentionally deceiving men with their appearance and behavior:
“I have heard of your paintings too, well enough. God has given you one face and you
make yourselves another. You jig and amble, and you lisp, you nickname God’s creatures
and make your wantonness your ignorance”(3.1.144-148).
Hamlet is disgusted by the spurious ways of women, and he accuses Ophelia of being just like the rest. He depicts women as witless creatures who ruin the lives of virtuous men. Then, just as he tends to do, Hamlet contradicts himself, ordering Ophelia to get herself to a nunnery, where she will be safe from dangerous men who harbor dark desires. Now it appears as though the men are the evil ones, and rather than be a breeder of sinners, Ophelia should take refuge in a convent. The mere suggestion that she go to a convent (brothel/whorehouse) emphasizes Hamlet’s disdain for all females; he makes it sound as though Ophelia only has these two options as a woman.
Hamlet’s sentiments concerning the institution of marriage and the woman’s role in it are also disclosed in this scene:
“If thou dost marry, I’ll give thee this plague for thy dowry. Be thou as chaste as ice, as
pure as snow, thou shalt not escape calumny. Get thee to a nunnery, go. Farewell. Or, if
thou wilt needs marry, marry a fool, for wise men know well enough what monsters you
make of them”(3.1.136-141).
He is convinced that, no matter how pure or good a woman is, she will always be categorized with all of the other women who are incompetent and unfaithful as wives. Hamlet evinces the futility of Ophelia trying to be untainted, for the binding nature of marriage itself taints. His declaration that there shall be no more marriage is rather strange, but it elucidates his lack of trust for women, for they betray and misguide men.
In this scene, Ophelia does not directly accept or reject these “roles” or characteristics that Hamlet is trying to attribute to her and her gender. Rather, she listens to Hamlet, convinced that he is mad and that it is not the sweet, intelligent Hamlet she used to know who is speaking. Their complicated relationship is a source of conflict, and it is especially difficult for Hamlet, who claims that he loved Ophelia as well as that he never loved Ophelia... Their (primarily one-sided) conversation does not provide any kind of resolution, other than affirming Ophelia’s belief that Hamlet has indeed gone insane. Moreover, Hamlet is able to express his views on women in a cathartic way.
It is possible that Shakespeare’s gender had an influence on the form and content of this particular scene. Shakespeare’s personal beliefs about the moral character of women resonate in Hamlet’s rants. Although Shakespeare may not have been as adamant about banning marriage forever or as disgusted by the putting on of excessive make-up by women, it is highly likely that, considering the time of this play and the social dominance of the male, Shakespeare too held women to a lesser standard.
This work attests to traditional ideas about women. As aforementioned, Hamlet makes it sound as though Ophelia only has two options: to go to a nunnery or to become “a breeder of sinners.” The latter statement is imbued with meaning – the word “breeder” makes it seem like the woman’s main job is to procreate (in that time, it probably was), and the word “sinners” makes it seem like the woman’s babies will invariably be rotten in nature (for they come from a woman who herself is a sinner).
- How are the women’s lives portrayed in the work? Do the women in the work accept or reject these roles?
- Is the form and content of the work influenced by the author’s gender?
- What are the relationships between men and women? Are these relationships sources of conflict? Do they provide resolutions to conflicts?
- Does the work challenge or affirm traditional ideas about women?
Hamlet’s intense, somewhat-confounding conversation with Ophelia in Act III, scene i blazons not only his discontent with his life and the world but also his opinions about the nature of women. Hamlet suggests that if Ophelia is indeed “honest” (good) and “fair” (beautiful), she should be careful, for beauty can corrupt honesty faster than honesty can influence the beautiful. This statement elucidates Hamlet’s keen insight and canny perception of women. He goes on to condemn women for intentionally deceiving men with their appearance and behavior:
“I have heard of your paintings too, well enough. God has given you one face and you
make yourselves another. You jig and amble, and you lisp, you nickname God’s creatures
and make your wantonness your ignorance”(3.1.144-148).
Hamlet is disgusted by the spurious ways of women, and he accuses Ophelia of being just like the rest. He depicts women as witless creatures who ruin the lives of virtuous men. Then, just as he tends to do, Hamlet contradicts himself, ordering Ophelia to get herself to a nunnery, where she will be safe from dangerous men who harbor dark desires. Now it appears as though the men are the evil ones, and rather than be a breeder of sinners, Ophelia should take refuge in a convent. The mere suggestion that she go to a convent (brothel/whorehouse) emphasizes Hamlet’s disdain for all females; he makes it sound as though Ophelia only has these two options as a woman.
Hamlet’s sentiments concerning the institution of marriage and the woman’s role in it are also disclosed in this scene:
“If thou dost marry, I’ll give thee this plague for thy dowry. Be thou as chaste as ice, as
pure as snow, thou shalt not escape calumny. Get thee to a nunnery, go. Farewell. Or, if
thou wilt needs marry, marry a fool, for wise men know well enough what monsters you
make of them”(3.1.136-141).
He is convinced that, no matter how pure or good a woman is, she will always be categorized with all of the other women who are incompetent and unfaithful as wives. Hamlet evinces the futility of Ophelia trying to be untainted, for the binding nature of marriage itself taints. His declaration that there shall be no more marriage is rather strange, but it elucidates his lack of trust for women, for they betray and misguide men.
In this scene, Ophelia does not directly accept or reject these “roles” or characteristics that Hamlet is trying to attribute to her and her gender. Rather, she listens to Hamlet, convinced that he is mad and that it is not the sweet, intelligent Hamlet she used to know who is speaking. Their complicated relationship is a source of conflict, and it is especially difficult for Hamlet, who claims that he loved Ophelia as well as that he never loved Ophelia... Their (primarily one-sided) conversation does not provide any kind of resolution, other than affirming Ophelia’s belief that Hamlet has indeed gone insane. Moreover, Hamlet is able to express his views on women in a cathartic way.
It is possible that Shakespeare’s gender had an influence on the form and content of this particular scene. Shakespeare’s personal beliefs about the moral character of women resonate in Hamlet’s rants. Although Shakespeare may not have been as adamant about banning marriage forever or as disgusted by the putting on of excessive make-up by women, it is highly likely that, considering the time of this play and the social dominance of the male, Shakespeare too held women to a lesser standard.
This work attests to traditional ideas about women. As aforementioned, Hamlet makes it sound as though Ophelia only has two options: to go to a nunnery or to become “a breeder of sinners.” The latter statement is imbued with meaning – the word “breeder” makes it seem like the woman’s main job is to procreate (in that time, it probably was), and the word “sinners” makes it seem like the woman’s babies will invariably be rotten in nature (for they come from a woman who herself is a sinner).
Structuralism/Mythological by divya
1. How does the story resemble others in plot, characters, symbols or setting?
-Hamlet’s plot resembles Portrait of an Artist in that the main character feels responsibility and decides to act on that. In Portrait, Stephen feels responsibility to think a certain way while in Hamlet he feels the need to act a certain way by getting revenge. Hamlet has to find a way to kill his fathers murderer but fails and ends up killing his father's adviser. In Portrait, Stephen needs to find a new perspective and fails along the way by trying the overly religious perspective.
-Hamlet Act III also uses symbols such as the darkness described before Hamlet kills Polonius. This darkness suggests a bad event about to occur and the same symbol is used in Portrait of an Artist. The darkness of the night is used when Stephen talks about an old story of a ghost like creature in the halls and outside.
-Hamlet also mirrors The Lion King where the brother of the king kills the kings and the son tries to get revenge. The plot of the lion king is most similar to Hamlet than any other piece. The son needs to grow up and take the kingdom back and avenge his father's death.
2. Are archetypes presented such as quests, initiations, scapegoats, withdrawals and returns?
Hamlet is known as the tragic hero. He wants to accomplish his goal of revenge but this is never completed because of his fatal flaw. His fatal flaw is his madness and the inability to do anything he plans. Planning to talk with his mother and trying to kill Claudius, he kills Polonius. Hamlet goes on a type of quest where the goal was to find what truly happened to his father. The plot goes on where Hamlet learns more about his father's death and Claudius's evil plans to rid of Hamlet. Along the way more deaths occur and the final scene doesn't involve a major realization.
3. Does the protagonist undergo any transformation such as movement from innocence to experience that seems archetypal?
Hamlet the protagonist undergoes a transformation from being sensitive and planned out to being rash. Most of this occurs in Act III. In the beginning of this act Hamlet does not know for sure if the ghost tells the truth about his uncle killing his father. He puts on the play to prove if the ghost told the truth. He wanted to check the facts before he acted. When he did realize the horrible crime his uncle committed, he acted rashly and all common sense went out the window. Hamlet never accomplished what he wanted and accidentally killed Polonius instead.
4. Are there any allusions to myths that shed light on the text ?
Line 40 of Act III Scene has a reference to the mark of Cain. Cain committed the first murder murdering his brother which hints to the fact that Claudius killed his own brother another horrible crime. The fact that Claudius himself references to his crime speaks a lot that he is being so open and expects god to forgive him.
-Hamlet’s plot resembles Portrait of an Artist in that the main character feels responsibility and decides to act on that. In Portrait, Stephen feels responsibility to think a certain way while in Hamlet he feels the need to act a certain way by getting revenge. Hamlet has to find a way to kill his fathers murderer but fails and ends up killing his father's adviser. In Portrait, Stephen needs to find a new perspective and fails along the way by trying the overly religious perspective.
-Hamlet Act III also uses symbols such as the darkness described before Hamlet kills Polonius. This darkness suggests a bad event about to occur and the same symbol is used in Portrait of an Artist. The darkness of the night is used when Stephen talks about an old story of a ghost like creature in the halls and outside.
-Hamlet also mirrors The Lion King where the brother of the king kills the kings and the son tries to get revenge. The plot of the lion king is most similar to Hamlet than any other piece. The son needs to grow up and take the kingdom back and avenge his father's death.
2. Are archetypes presented such as quests, initiations, scapegoats, withdrawals and returns?
Hamlet is known as the tragic hero. He wants to accomplish his goal of revenge but this is never completed because of his fatal flaw. His fatal flaw is his madness and the inability to do anything he plans. Planning to talk with his mother and trying to kill Claudius, he kills Polonius. Hamlet goes on a type of quest where the goal was to find what truly happened to his father. The plot goes on where Hamlet learns more about his father's death and Claudius's evil plans to rid of Hamlet. Along the way more deaths occur and the final scene doesn't involve a major realization.
3. Does the protagonist undergo any transformation such as movement from innocence to experience that seems archetypal?
Hamlet the protagonist undergoes a transformation from being sensitive and planned out to being rash. Most of this occurs in Act III. In the beginning of this act Hamlet does not know for sure if the ghost tells the truth about his uncle killing his father. He puts on the play to prove if the ghost told the truth. He wanted to check the facts before he acted. When he did realize the horrible crime his uncle committed, he acted rashly and all common sense went out the window. Hamlet never accomplished what he wanted and accidentally killed Polonius instead.
4. Are there any allusions to myths that shed light on the text ?
Line 40 of Act III Scene has a reference to the mark of Cain. Cain committed the first murder murdering his brother which hints to the fact that Claudius killed his own brother another horrible crime. The fact that Claudius himself references to his crime speaks a lot that he is being so open and expects god to forgive him.
Psychological by julia
1. How does the work reflect the author’s personal psychology?
William Shakespeare’s characters displayed many psychological problems including depression, bipolar disorders, and stress and anxiety. Shakespeare created many characters to have psychological disorders because he had the ability to understand the dynamics of the human psyche. He himself could have suffered a psychological disorder but no specific disorders have ever been diagnosed.
2. What do the characters’ emotions and behavior reveal about their psychological states? What types of personalities are they?
The first and most obvious character to show signs of psychological imbalances is Hamlet. It is thought that Hamlet is hallucinating when he sees Old Hamlet and that Horatio saw hallucinations too or was even a character made up by Hamlet. Hamlet had a relationship with Ophelia that went downhill when Old Hamlet died. He became lazy and showed no positive emotion towards Ophelia or anyone else. The only thing he becomes set on doing is getting revenge on Claudius. Gertrude is another character that through her actions shows how childish and shallow she is. She marries her husband’s brother right after his death and does not know what she did was wrong until Hamlet tells her. She honestly does not understand why Hamlet is so furious until he has to tell her. Ophelia shows by her behavior and words that she too becomes crazy. She is heartbroken when Hamlet claims he doesn’t love her and tells her she should “Get thee to a nunnery.” She goes mad when Polonius is killed and talks in riddles and sings songs. The last action that shows her madness is when she drowns herself, which Laertes can barely accept.
3. Are psychological matters such as repression, dreams, and desire presented consciously or unconsciously by the author?
These psychological matters are presented unconsciously by William Shakespeare. Sigmund Freud believed that Hamlet had an oedipal desire for his mother and that contributed to his hesitation to kill Claudius. Hamlet felt immense guilt over fulfilling his task of revenge but no exact reasons were provided for why he felt hesitant. Hamlet could not kill the man who did what he unconsciously wanted to do. Hamlet has also repressed these dreams and emotions he feels towards his mother and father. Throughout the play Hamlet is driven by his desire to get revenge for the death of his father. When Hamlet confronts his repressed longing for his mother, he sees that he cannot kill Claudius.
William Shakespeare’s characters displayed many psychological problems including depression, bipolar disorders, and stress and anxiety. Shakespeare created many characters to have psychological disorders because he had the ability to understand the dynamics of the human psyche. He himself could have suffered a psychological disorder but no specific disorders have ever been diagnosed.
2. What do the characters’ emotions and behavior reveal about their psychological states? What types of personalities are they?
The first and most obvious character to show signs of psychological imbalances is Hamlet. It is thought that Hamlet is hallucinating when he sees Old Hamlet and that Horatio saw hallucinations too or was even a character made up by Hamlet. Hamlet had a relationship with Ophelia that went downhill when Old Hamlet died. He became lazy and showed no positive emotion towards Ophelia or anyone else. The only thing he becomes set on doing is getting revenge on Claudius. Gertrude is another character that through her actions shows how childish and shallow she is. She marries her husband’s brother right after his death and does not know what she did was wrong until Hamlet tells her. She honestly does not understand why Hamlet is so furious until he has to tell her. Ophelia shows by her behavior and words that she too becomes crazy. She is heartbroken when Hamlet claims he doesn’t love her and tells her she should “Get thee to a nunnery.” She goes mad when Polonius is killed and talks in riddles and sings songs. The last action that shows her madness is when she drowns herself, which Laertes can barely accept.
3. Are psychological matters such as repression, dreams, and desire presented consciously or unconsciously by the author?
These psychological matters are presented unconsciously by William Shakespeare. Sigmund Freud believed that Hamlet had an oedipal desire for his mother and that contributed to his hesitation to kill Claudius. Hamlet felt immense guilt over fulfilling his task of revenge but no exact reasons were provided for why he felt hesitant. Hamlet could not kill the man who did what he unconsciously wanted to do. Hamlet has also repressed these dreams and emotions he feels towards his mother and father. Throughout the play Hamlet is driven by his desire to get revenge for the death of his father. When Hamlet confronts his repressed longing for his mother, he sees that he cannot kill Claudius.
BIOGRAPHICAL by betty
1. Are there facts about the writer’s life relevant to your understanding of the work?
Shakespeare was not of high status in society, so his views of the royal court are purely of his imagination. He was educated, which led to his later career as a playwright as well as an actor. Since there were not many accurate and specific facts about his life, Shakespeare's life experiences were not relevant to the understandings of the work.
2. Are characters and incidents in the work versions of the writer’s own experiences? Are they treated factually or imaginatively?
Shakespeare fathered a baby at a young age of 18, which might have inspired the young budding romance between Ophelia and Hamlet. The marriage was suspected to not be a happy one based on the number of children he ultimately fathered, which aligned with the conflicts between the couple within the play. They are treated imaginatively, as it was very unlikely that Shakespeare would've gone through something similar to that of Hamlet and Ophelia, but the unhealthy relationships throughout the whole play between couples (Hamlet and Ophelia, Old King Hamlet and Gertrude) could all represent the relationship issues he may have encountered.
3. How do you think the writer’s values are reflected in the work?
From Shakespeare's writings, we can deduct that he did not value or trust relationships between people. The events may have been added or enhanced for dramatic purposes, but the only trusting relationship within the story was the motivation for Hamlet to seek revenge because of the tight bond between him and his deceased father. Historians believed that Shakespeare did not live a comfortable and fortunate life as he was separated from his wife and kids, not high in social status, and made a living off of writing and performing in plays. The unfortunate situations in his life may have caused him to not trust personal relationships, and as seen in the Hamlet, the relationships were built off of personal gain or complicated situations.
Shakespeare was not of high status in society, so his views of the royal court are purely of his imagination. He was educated, which led to his later career as a playwright as well as an actor. Since there were not many accurate and specific facts about his life, Shakespeare's life experiences were not relevant to the understandings of the work.
2. Are characters and incidents in the work versions of the writer’s own experiences? Are they treated factually or imaginatively?
Shakespeare fathered a baby at a young age of 18, which might have inspired the young budding romance between Ophelia and Hamlet. The marriage was suspected to not be a happy one based on the number of children he ultimately fathered, which aligned with the conflicts between the couple within the play. They are treated imaginatively, as it was very unlikely that Shakespeare would've gone through something similar to that of Hamlet and Ophelia, but the unhealthy relationships throughout the whole play between couples (Hamlet and Ophelia, Old King Hamlet and Gertrude) could all represent the relationship issues he may have encountered.
3. How do you think the writer’s values are reflected in the work?
From Shakespeare's writings, we can deduct that he did not value or trust relationships between people. The events may have been added or enhanced for dramatic purposes, but the only trusting relationship within the story was the motivation for Hamlet to seek revenge because of the tight bond between him and his deceased father. Historians believed that Shakespeare did not live a comfortable and fortunate life as he was separated from his wife and kids, not high in social status, and made a living off of writing and performing in plays. The unfortunate situations in his life may have caused him to not trust personal relationships, and as seen in the Hamlet, the relationships were built off of personal gain or complicated situations.
MARXIST by sandhya
1. How are class differences portrayed in this work? Are characters aware or unaware that of the economic and social differences that affect their lives?
Characters such as Polonius, Ophelia, Rosencrantz and Guildenstern serve their higher ups, which in this case is the Danish Royal Family. These characters are aware of their lower positions and acknowledge these differences. However, this does not mean that these characters do not try and change their positions to a higher one. For example, Polonius has no problem in offering up his daughter as bait in order to gain favor with Claudius and ultimately move up the social hierarchy. Even though Rosencrantz and Guildenstern do not know Hamlet very well, they appease Claudius and Gertrude’s commands concerning Hamlet because they too want to move up the social hierarchy. Another example is the relationship between Hamlet and Ophelia. Although they love each other, Ophelia is a noble and of a lower class than Hamlet. Due to class differences, they can't be with each other.
2. How do economic conditions determine the characters’ lives?
Because of their lower position, characters’ have to do what the Royal Family tells them to do. For example, Claudius plans to send Rosencrantz and Guildenstern to England with Hamlet. Rosencrantz and Guildenstern have no say in this decision.
Hamlet ordering the players to act out his play is another example of this. Characters of a lower class must also receive approval from the King before getting to do something. An example of this is when Polonius asks Claudius if he can go to Gertrude’s room after the play and find out if Hamlet really is lovesick.
3. What ideological values are explicit or implicit?
There are several examples of explicit and implicit values in this act. An example of an explicit value is that characters who are of a lower class have to appease those higher than them if they want to ascend to a higher social standing. Another explicit value is the relationship between Ophelia and Hamlet. Ophelia wants to be with Hamlet, but because she is a noble and he is a prince, she can’t be with him. One example of an implicit value is that those of a higher class can ask or do whatever they want to those lower than them.
4. Does the work challenge or affirm the social order it describes?
This work affirms the social order. Characters in this play are expected to follow the orders of the Royal Family no matter what and they do just that. If a character wants to gain a higher status, he will follow the orders of his higher ups and try to appease them.
Characters such as Polonius, Ophelia, Rosencrantz and Guildenstern serve their higher ups, which in this case is the Danish Royal Family. These characters are aware of their lower positions and acknowledge these differences. However, this does not mean that these characters do not try and change their positions to a higher one. For example, Polonius has no problem in offering up his daughter as bait in order to gain favor with Claudius and ultimately move up the social hierarchy. Even though Rosencrantz and Guildenstern do not know Hamlet very well, they appease Claudius and Gertrude’s commands concerning Hamlet because they too want to move up the social hierarchy. Another example is the relationship between Hamlet and Ophelia. Although they love each other, Ophelia is a noble and of a lower class than Hamlet. Due to class differences, they can't be with each other.
2. How do economic conditions determine the characters’ lives?
Because of their lower position, characters’ have to do what the Royal Family tells them to do. For example, Claudius plans to send Rosencrantz and Guildenstern to England with Hamlet. Rosencrantz and Guildenstern have no say in this decision.
- “I like him not, nor stands it safe with us / To let his madness range. Therefore prepare you. / I your commission will forthwith dispatch, / And he to England shall along with you. / The terms of our estate may not endure / Hazard so dangerous as doth hourly grow/ Out of his lunacies.”
Hamlet ordering the players to act out his play is another example of this. Characters of a lower class must also receive approval from the King before getting to do something. An example of this is when Polonius asks Claudius if he can go to Gertrude’s room after the play and find out if Hamlet really is lovesick.
- “It shall do well. But yet do I believe / The origin and commencement of his grief/ Sprung from neglected love.—How now, Ophelia? / You need not tell us what Lord Hamlet said. / We heard it all.—My lord, do as you please. / But, if you hold it fit, after the play / Let his queen mother all alone entreat him / To show his grief. Let her be round with him, / And I’ll be placed, so please you, in the ear / Of all their conference. If she find him not, / To England send him or confine him where / Your wisdom best shall think.“
3. What ideological values are explicit or implicit?
There are several examples of explicit and implicit values in this act. An example of an explicit value is that characters who are of a lower class have to appease those higher than them if they want to ascend to a higher social standing. Another explicit value is the relationship between Ophelia and Hamlet. Ophelia wants to be with Hamlet, but because she is a noble and he is a prince, she can’t be with him. One example of an implicit value is that those of a higher class can ask or do whatever they want to those lower than them.
4. Does the work challenge or affirm the social order it describes?
This work affirms the social order. Characters in this play are expected to follow the orders of the Royal Family no matter what and they do just that. If a character wants to gain a higher status, he will follow the orders of his higher ups and try to appease them.
Formalist By Hawi
Questions to Consider:
1) How do various elements of the work-plot, character, point of view, setting, tone, diction, images, symbol, and so on- reinforce its meanings?
2) How are the elements related to the whole?
3) What is the work’s major organizing principle? How is its structure unified?
4) What issues does the work raise? How does the work’s structure resolve those issues?
Element to be studied: Hamlet's indecisiveness and inefficiency
Throughout the act, Hamlet is engaged in many soliloquies (Act III, Scene I [Famous "to be or not to be" rant]) as well as being guilty of pandering words, many insulting, instead of ACTUALLY DOING SOMETHING.
Example: His musings with Horatio in Act III Scene II
"Nay, do not think I flatter,
For what advancement may I hope from thee
That no revenue hast but thy good spirits
To feed and clothe thee? Why should the poor be
flattered?"
Use of loaded and emotional diction, Hamlet is good at speaking his feelings but fails at doing legitimate actions.
"'Tis now the very witching time of night,
When churchyards yawn and hell itself {breathes}
out
Contagion to this world. Now could I drink hot
blood
And do such {bitter} business as the day
Would quake to look on. Soft, now to my mother.
O heart, lose not thy nature; let not ever
The soul of Nero enter this firm bosom.
Let me be cruel, not unnatural.
I will speak {daggers} to her, but use none.
My tongue and soul in this be hypocrites:
How in my words somever she be shent,
To give them seals never, my soul, consent."
(Act III Scene II) Another one of Hamlet's Soliloquys
1) How do various elements of the work-plot, character, point of view, setting, tone, diction, images, symbol, and so on- reinforce its meanings?
2) How are the elements related to the whole?
3) What is the work’s major organizing principle? How is its structure unified?
4) What issues does the work raise? How does the work’s structure resolve those issues?
Element to be studied: Hamlet's indecisiveness and inefficiency
Throughout the act, Hamlet is engaged in many soliloquies (Act III, Scene I [Famous "to be or not to be" rant]) as well as being guilty of pandering words, many insulting, instead of ACTUALLY DOING SOMETHING.
Example: His musings with Horatio in Act III Scene II
"Nay, do not think I flatter,
For what advancement may I hope from thee
That no revenue hast but thy good spirits
To feed and clothe thee? Why should the poor be
flattered?"
Use of loaded and emotional diction, Hamlet is good at speaking his feelings but fails at doing legitimate actions.
"'Tis now the very witching time of night,
When churchyards yawn and hell itself {breathes}
out
Contagion to this world. Now could I drink hot
blood
And do such {bitter} business as the day
Would quake to look on. Soft, now to my mother.
O heart, lose not thy nature; let not ever
The soul of Nero enter this firm bosom.
Let me be cruel, not unnatural.
I will speak {daggers} to her, but use none.
My tongue and soul in this be hypocrites:
How in my words somever she be shent,
To give them seals never, my soul, consent."
(Act III Scene II) Another one of Hamlet's Soliloquys
Historical BY TALITA
How does the work reflect the time period it was written in?
William Shakespeare wrote Hamlet around the year of 1600 so the tragedy was also written in reference to the Elizabethan Era. The themes of Christianity, medieval superstition but also more enlightenment played a role in how the story was written. Claudius, Gertrude and Polonius represented the older generation of people while Hamlet, Laertes, Horatio, etc. represented the free-thinking youth group.
How does the work reflect the time period it represents?
The play Hamlet was set in the Shakespeare time period which is the Elizabethan Era. The Elizabethan Era was classified by strict social classes, rebellions, conspiracies, traditional superstition along with renaissance new thinking and rise of science. The people of Denmark just like those of the actual Elizabethan Era believed that Kings had the divine right to rule by God and that the disruption of natural order led to event of chaos.
What Literary or historical influences helped to shape the form and content of the work?
One historical influence would be the separation/discrimination of social classes. This is evident in Hamlet and Ophelia’s relationship. Laertes and Polonius discouraged Ophelia from forming a romantic interest in Hamlet because of their skepticism of Hamlet ever consenting to marry a woman from a much lower class than his own royal status. Another key influence is the role of Christianity. The people of Denmark feared Judgement Day, shown in Claudius’ prayer scene and soliloquy, and cherished their faith in everyday living. There are many Christian allusions in the play:
“O, my offence is rank it smells to heaven; it hath the primal eldest curse upon’t, A brother’s murder”
Claudius references his act of treachery to the biblical story of Cain and Abel, matching his sin of killing the old king to Cain’s sin of killing Abel.
Some other small Christian references include “Goodnight sweet prince and let flights of angels sing thee to thy rest” or the exchangement of forgiveness between Laertes and Hamlet, when Hamlet accepts Laertes apology and states “Heaven make thee free of it!”
The last historical influence is the belief of disrupted natural order leading to medieval superstitions. For example, in Act One Scene 5 Hamlet’s remark “I pray the time is out of Joint-O cursed spite, That ever I was born to set it right!,” supports how “something is rotten in the state of Denmark”. There must be restoration of justice after the murder of the original king, his own father.
How important is the historical context to interpreting the work?
Historical context is especially important in order for the reader to understand the setting, social norms, ideologies and religious beliefs of the play. Without basic knowledge of the Elizabethan era, it is difficult to comprehend the overall society of the people of Denmark. One can gain a better perspective of Hamlet through interpretations of historical ideas, political events and cultural standards.
William Shakespeare wrote Hamlet around the year of 1600 so the tragedy was also written in reference to the Elizabethan Era. The themes of Christianity, medieval superstition but also more enlightenment played a role in how the story was written. Claudius, Gertrude and Polonius represented the older generation of people while Hamlet, Laertes, Horatio, etc. represented the free-thinking youth group.
How does the work reflect the time period it represents?
The play Hamlet was set in the Shakespeare time period which is the Elizabethan Era. The Elizabethan Era was classified by strict social classes, rebellions, conspiracies, traditional superstition along with renaissance new thinking and rise of science. The people of Denmark just like those of the actual Elizabethan Era believed that Kings had the divine right to rule by God and that the disruption of natural order led to event of chaos.
What Literary or historical influences helped to shape the form and content of the work?
One historical influence would be the separation/discrimination of social classes. This is evident in Hamlet and Ophelia’s relationship. Laertes and Polonius discouraged Ophelia from forming a romantic interest in Hamlet because of their skepticism of Hamlet ever consenting to marry a woman from a much lower class than his own royal status. Another key influence is the role of Christianity. The people of Denmark feared Judgement Day, shown in Claudius’ prayer scene and soliloquy, and cherished their faith in everyday living. There are many Christian allusions in the play:
“O, my offence is rank it smells to heaven; it hath the primal eldest curse upon’t, A brother’s murder”
Claudius references his act of treachery to the biblical story of Cain and Abel, matching his sin of killing the old king to Cain’s sin of killing Abel.
Some other small Christian references include “Goodnight sweet prince and let flights of angels sing thee to thy rest” or the exchangement of forgiveness between Laertes and Hamlet, when Hamlet accepts Laertes apology and states “Heaven make thee free of it!”
The last historical influence is the belief of disrupted natural order leading to medieval superstitions. For example, in Act One Scene 5 Hamlet’s remark “I pray the time is out of Joint-O cursed spite, That ever I was born to set it right!,” supports how “something is rotten in the state of Denmark”. There must be restoration of justice after the murder of the original king, his own father.
How important is the historical context to interpreting the work?
Historical context is especially important in order for the reader to understand the setting, social norms, ideologies and religious beliefs of the play. Without basic knowledge of the Elizabethan era, it is difficult to comprehend the overall society of the people of Denmark. One can gain a better perspective of Hamlet through interpretations of historical ideas, political events and cultural standards.