...themes of love and rebellion in Romeo and Juliet and Much Ado about Nothing. In Romeo and Juliet and Much Ado about Nothing, Shakespeare presents the themes of love and rebellion by the way he presents the characters Juliet and Beatrice. He also does this by using different language and poetic devices such as rhyming couplets and animal imagery. In addition he links in the two plays to comedy and tragedy which helps the reader understand how love and rebellion effects one character more than the other. Furthermore, Shakespeare uses the role of stereotypical women in the Elizabethan Era and how it links into the plays theme of love and rebellion. For example, how Juliet and Beatrice deal with the arranged marriage laws. In both plays, Juliet and Beatrice show a similarity towards love as they are stubborn and independent when it comes to love and marriage. However they show these traits in different ways. For example, in Romeo and Juliet, Juliet is fighting for love as her parents want her to marry Paris even though her heart only desires Romeo. Juliet shows more determination and desperation in declaring her love compared to Beatrice. This is due to her parents controlling her future and Romeo being their family’s enemy therefore they are against their marriage. I know this because of when Juliet speaks to her parents and says, “I will not marry yet! And when I do, I swear, it shall be Romeo”. This quote tells me that she is committed and loyal to Romeo and is willing to fight...
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...The image of teen rebellion has been portrayed in multiple movies, literature, and music. This prevalent theme was around in 1595 when Shakespeare wrote Romeo and Juliet and in the 1978 film Grease. Teen rebellion is still being used in numerous literature and art forms today. This is a prevalent concept throughout movies, literature, as well as music because it appeals to all audiences. When comparing an iconic, top merchandising movie from the 20th century to a play written in the 16th century, the first thought that may come up is, “How different could these two be?” However, the iconic movie Grease and the play written by Shakespeare, Romeo and Juliet, are more comparable than they seem. One of the easiest comparisons that can be made...
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...The Tragedy of Romeo and Juliet Critique The Tragedy of Romeo and Juliet, set in the city of Verona, Italy, was written in the 1500's by William Shakespeare where two young people fall in love in rebellion to their parent's rules because of a feud that has lasted many years between their two families. In the play, Juliet's furious cousin Tybalt wants to kill Romeo, and in the process ends up killing Romeo's cousin Mercutio. In this series of events, Romeo kills Tybalt for revenge of his cousin's death and is banned from the city. This causes bad communication between the lovers and Romeo kills himself thinking Juliet is dead, which makes her kill herself because she is grieved by the loss of her beloved Romeo.By using irony, Shakespeare's...
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...Through the duration of the play Romeo and Juliet by William Shakespeare, multiple actions of defiance made by Tybalt, Friar Lawrence, and Juliet result in unfortunate circumstances. Tybalt defies Lord Capulet, when he sees Romeo and tries to fight him for being at the Capulet’s party earlier, even though Lord Capulet advises him not to abide, “Why how now, kinsman, wherefore storm you so? Uncle, this man is a Montague, our foe…Young Romeo is it? ...Content thee, gentle coz, let him alone…take no note of him. It is my will…Romeo, the love I bear thee can afford no better term than this: thou art a villain…therefore turn and draw” (1.5.58-70; 3.1.56-63). During an encounter with Romeo, Tybalt disregards what Capulet told him, dwells in his hatred for the Montague family, and allows it to influence his thoughts....
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...similarities between these two ill-fated couples, the first being that they are in fact ill-fated. That means that both of their romances end badly, either in the death of their bodies or souls. A second similarity is that their loves were forms of rebellion, forbidden in their society at the time. They had to meet in secret, love in secret, and fear discovery at the hands of those who forbade their relationships. A third similarity is that their initial attraction was mostly physical; Romeo is struck with Juliet's beauty and thinks he is in love. Later, they build on that initial attraction and form a more solid and mature connection. It is the same with Winston and Julia; their first real meeting involves merely a physical encounter; later, they establish an emotional and mental connection. Differences between these two relationships are that in the case of Winston and Julia, they betray each other and their love in the end; Romeo and Juliet did not, staying true through death. In Romeo and Juliet it was their families who disagreed with the match; with Winston and Juliet it was the government. Romeo and Juliet are much, much younger, young teenagers. Then, Romeo and Juliet's love forged a bond between warring families; the example of their love for each other was so powerful that it changed hearts and lives of many, many people. This is not hte case with Winston and Julia; their story ends more sadly, even though they do not die. Even love wasn't powerful enough to overcome...
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...‘Romeo and Juliet/Catrin/Follower’ Controlled Assessment: Examining Shakespeare’s ideologies on parental influence and the impact on modern/Elizabethan audiences: Examine the way Shakespeare presents the relationship between Juliet and her parents. By Tiffanie Gould, 10x1 The iconic tragedy written by the world’s most honoured writer William Shakespeare, ‘Romeo and Juliet’ is a title the world is familiar with. Its impact on modern society is impeccable, whether related to love, tragedy or both moral and academic education, the modern media adopts its philosophy. Shakespeare is trying to educate, and the ever-pending battle is the matter of character vs. society; relationships differ even today between parent and child, and the way it may be interpreted is affected by women’s role in society in Elizabethan England and how the audience’s perspective of prejudice and patriarchy. Shakespeare explores emotions and allows adjustments in the relationship in an attempt to drop the audience’s jaws open in eras of both old and new. In this assessment, I will examine just how the way Shakespeare presents the relationship between Juliet and Lord/Lady Capulet with supported evidence. Lord Capulet: the very wealthy patriarch of the Capulet family and empire, probably just as important, the husband of Lady Capulet, the uncle of Tybalt, potential father-in-law of Count Paris, legitimate (but unknowingly) the father-in-law of Romeo Montague… and the father of Juliet Capulet-Montague....
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...‘Romeo and Juliet/Catrin/Follower’ Controlled Assessment: Examining Shakespeare’s ideologies on parental influence and the impact on modern/Elizabethan audiences: Examine the way Shakespeare presents the relationship between Juliet and her parents. By Tiffanie Gould, 10x1 The iconic tragedy written by the world’s most honoured writer William Shakespeare, ‘Romeo and Juliet’ is a title the world is familiar with. Its impact on modern society is impeccable, whether related to love, tragedy or both moral and academic education, the modern media adopts its philosophy. Shakespeare is trying to educate, and the ever-pending battle is the matter of character vs. society; relationships differ even today between parent and child, and the way it may be interpreted is affected by women’s role in society in Elizabethan England and how the audience’s perspective of prejudice and patriarchy. Shakespeare explores emotions and allows adjustments in the relationship in an attempt to drop the audience’s jaws open in eras of both old and new. In this assessment, I will examine just how the way Shakespeare presents the relationship between Juliet and Lord/Lady Capulet with supported evidence. Lord Capulet: the very wealthy patriarch of the Capulet family and empire, probably just as important, the husband of Lady Capulet, the uncle of Tybalt, potential father-in-law of Count Paris, legitimate (but unknowingly) the father-in-law of Romeo Montague… and the father of Juliet Capulet-Montague....
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...have the ability to prohibit their kids from dating certain people, and therefore also have the right in telling them who they are to marry. Many people still believe that it is the duty of parents to do so. But by not giving teens the freedom to make their own decisions, they will suffer due to this oppression. Parents should not have the right to forbid teenagers from dating certain people. When parents forbid their children from dating certain people or force them to marry a certain person, it can cause them to feel depressed and take away their pursuit of happiness. For example, in the Shakespearean play Romeo and Juliet, act III, scene V, Juliet is devastated and even threatens to kill herself when her mother, Lady Capulet, informs her of the news that she will be marrying Paris soon. Romeo was the only man that made her happy and Juliet’s parents did not know that she was already married to Romeo, the man who killed her cousin Tybalt. The same is still true today. The United States Declaration of independence states three...
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...that they are in war, and they also use threats of torture if someone steps out of line, even in the slightest. Although both regimes control their citizens through the destruction of social relations, technology and controlling their sense of freedom, Huxley’s world state will clearly outlive Orwell’s party because Brave New World supports the development of a blissfully ignorant society, thus preventing rebellion, whereas 1984’s use of fear will inevitably destroy the stability of the nation. In addition to their methods, the destruction of social relations is something that appears in both texts. In Brave New World, sex is encouraged because it keeps people happy, though love is not. The state does not encourage the people to fall in love with someone because love leads to the want to start a family and have kids. Although both societies do not want the people to fall in love, Brave New World does a better job of preventing it than 1984’s society does, because they train and brainwash the people into believing love is bad. Like when John read a scene from Romeo and Juliet to Hemholtz who, Broke out in an explosion of uncontrollable guffawing. The mother and father (grotesque obscenity) forcing the daughter to have someone she...
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...in diverse cultural and political contexts throughout the world. It is safe to say that although Shakespearean plays were set in the Renaissance Era, they are still the epitome of English literature and are revered by theaters, performers and audiences alike due to their remarkable credibility in portraying everlasting political, social and moral issues. http://www.neptunetheatre.com/content/Shakespeare_hat_trick His plays move from romantic to tragic, humorous to serious so much so that he not only caters to all tastes but also all times by portraying the political situation of his times as well as the way of living. Even Romeo and Juliet, considered by many as a die –hard romantic scripture actually highlights political issues. One of the main political aspects of the play was when count Paris uses his political and aristocratic power to threaten Juliet if she did not marry him. The romance provided a perfect front to front to address the rich/poor issues in the Elizabethan era, and even today we see such situations where the influential overpower the lower castes, forcing them to sometimes give up on their dreams and hopes. The relevance is uncanny and once you read the play you...
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...OLD ENGLISH LITERATURE • Palaeolithic nomads from mainland Europe; • New inhabitants came from western and possibly north-western Europe (New Stone Age); • in the 2nd millennium BC new inhabitants came from the Low Countries and the middle Rhine (Stonehenge); • Between 800 and 200 BC Celtic peoples moved into Britain from mainland Europe (Iron Age) • first experience of a literate civilisation in 55 B.C. • remoter areas in Scotland retained independence • Ireland, never conquered by Rome, Celtic tradition • The language of the pre-Roman settlers - British (Welsh, Breton); Cornish; Irish and Scottish Gaelic (Celtic dialect) • The Romans up to the fifth century • Britain - a province of the Roman Empire 400 years • the first half of the 5th century the Angles, Saxons, and Jutes (N Germany, Jutland) • The initial wave of migration - 449 A. D. • the Venerable Bede (c. 673-735) • the Britain of his time comprised four nations English, British (Welsh), Picts, and Scots. • invaders resembling those of the Germans as described by Tacitus in his Germania. • a warrior race • the chieftain, the companions or comitatus. • the Celtic languages were supplanted (e.g. ass, bannock, crag). * Christianity spread from two different directions: * In the 5th century St Patrick converted Ireland, in the 7th century the north of England was converted by Irish monks; * in the south at the end of the 6th century Aethelberht of Kent allowed the monk Augustine...
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...The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, it has since become popular with adolescent readers for its themes of teenage angst and alienation. It has been translated into almost all of the world's major languages. Around 250,000 copies are sold each year with total sales of more than 65 million books. The novel's protagonist Holden Caulfield has become an icon for teenage rebellion. The novel was included on Time's 2005 list of the 100 best English-language novels written since 1923, and it was named by Modern Library and its readers as one of the 100 best English-language novels of the 20th century. In 2003, it was listed at number 15 on the BBC's survey The Big Read. The novel also deals with complex issues of identity, belonging, connection, and alienation. Plot summary Holden begins his story at Pencey Prep, an exclusive private school in Agerstown, Pennsylvania, on the Saturday afternoon of the traditional football game with rival school Saxon Hall. Holden misses the game. As manager of the fencing team, he loses their equipment on a New York City subway train that morning, resulting in the cancellation of a match. He goes to the home of his History teacher named Mr. Spencer. Holden has been expelled and is not to return after Christmas break, which begins the following Wednesday. Spencer is a well-meaning but long-winded middle-aged man. To Holden's annoyance, Spencer reads aloud Holden's History paper, in which Holden...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF GEORGE ORWELL’S ANIMAL FARM By HAZEL K. DAVIS, Federal Hocking High School, Stewart, OH S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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