Thursday, February 24, 2011

The Foundations of a Good Soap Opera

Act 1- Scenes ii-iii
Hamlet resents his mother and uncle/step-father
AND
Polonius entertains the beginnings of empty-nest syndrome while cautioning his daughter about the troubles of love
.



Act 1-Scene ii
CLAUDIUS'S POLITICAL AGENDA
Claudius gives his first monologue here. We get the sense that Claudius has a political agenda when paraphrasing (and dissecting his speech); the order of his ideas is VERY important to understanding his character:
  • he admits that his brother was newly dead when he married his wife ("the memory be green" and "befitted to bear our heart in grief")
  • he acknowledges the corruption of his marriage ("wisest sorrow," "Nor have we herein barred your better wisdoms, which have freely gone with this affair along," this is also noted with his use of antithesis-- "mirth in funeral, and with dirge in marriage"
  • he discusses, for most of the monologue, his inherited political agenda against Norway ("colleagued with this dream of his [Old Hamlet's] advantage, he hath not failed to pester us with message," "Now for ourself and for the time of meeting. Thus much business is: we have here writ to Norway")

CLAUDIUS AN UNFAIR RULER?

Laertes is given permission from the King to return to France (from Claudius).
  • When you compare Claudius' treatment of Hamlet and Laertes you start to notice some irony. It becomes obvious that there is tension between Claudius and Hamlet, almost like a power struggle.
  • Understanding the difference between "thou" and "you" helps to explain this.
  • It's really pretty simple: "thou" is familiar/informal and "you" is formal. "Thou" is an archaic second-person singular pronoun, and "you" was originally a second-person plural pronoun."Thou" was a much more personal and intimate pronoun because it could only refer to a single person.
  • When Claudius first talks to Laertes, he uses "thou," only switching to you when he has to act-the-part of king and give permission to go to France. Claudius talks to Hamlet with "you" only.

HAMLET'S AWKWARD TEENAGE ANGST

Into the mind of Hamlet-- His first soliloquy in the play (132-161)
Hamlet is obviously disturbed by his mother's hasty (only waited one month) marriage to his uncle. It consumes the majority of his first soliloquy, including allusions, metaphors, and imagery to assist in showing the audience how upset he really is. An upset Hamlet blurts, "frailty, they name is woman--" and continues to berate his mother in the following ways:
  • analogies (allusions): Hamlet compares his father's rule and Claudius rule as Hyperion (sun god, very masculine) to a satyr (half goat-half man, lecherous). He also says that Claudius is no more like his father than he is like Hercules. This allows the readers to see the importance this problem holds to Hamlet--that the problem is larger than his internal conflict--by his analogy to Gods and mythical creatures, he demonstrates the strength of his passion for the topic.
  • metaphor (allusion): Hamlet views the world as an "unweeded garden." This is important to note, as weeds grow out of control, much like the chaos he describes with his mother and uncle finding love in a time of mourning. This unweeded garden is also an allusion the Biblical Garden of Eden (that will be mentioned in Act 1.5 and beyond).
  • concept of death and death: Hamlet reveals to the readers in the first few lines of his soliloquy that he wishes to die because of the plot that has revealed itself to him: "or if the Almighty hadn't made a law against suicide." He also reveals his concept of living: "how tiresome, stale, flat, and pointless all the business seems to be." Hamlet is at a loss here!!! He feels that life is pointless because all morals seem to have gone out the window (mother and uncle) and now he can't even escape. His uncle forbid his traveling to Wittenberg.
  • imagery (diction): Hamlet uses many instances of imagery to convey his frustration with his mother. For instance, he states, "Within a month, before the salt of her unfaithful tears had stopped reddening her sore eyes, she married." The colors and senses show here convey the sense of deep distress and grief of his mother, but Hamlet's diction creates a sarcastic tone ("unfaithful tears"). Saying it this way, Hamlet makes it sound as if his mother had intended on cheating from the moment she started crying.

Act 1-Scene iii
SEXIST OR JUST PROTECTIVE?
As Laertes is about to leave for France, he and his father give advice to Ophelia about love (specifically about being cautious around Hamlet).
  • What is interesting to note here, is the implicit nature of what Polonius says to Ophelia... that she has power too. Of course, Ophelia knows this as she says, "I shall the effect of this good lesson keep." This effectively shows that she can fully make her own decisions and she sees her father and brother as somewhat hypocritical when she adds, ""I'll keep your advice, but [...] don't be reckless and ignore your own advice."
  • Although Ophelia does not appear the strong female figure that Shakespeare typically writes for his audiences, she is strongly opinionated (at least for now). Her strength will appear differently later on...

In this act, Polonius may seem quite comical. How, you might ask? Well...
  • paradox: Polonius is comical in Act 1 Scene 3 because he tells Laertes what he should make sure to do while he is in France, but then contradicts himself every time by saying something that cancels out what he just said! On page 62, he rambles through a long list of things to do, saying things like, "Be friendly..." and "Let your clothes be as expensive as your purse can pay for...". However, he then continues by saying, "...but by no means indiscriminate in your friendships", and, "...but wear nothing too fancy; let it be costly, not gaudy. He even concludes by saying, "May this advice be fruitful". Sadly, it is more confusing than fruitful. (The previous paragraph is credited to Joel).
  • This to thine own self be true: After Polonius states his long list of paradoxical advice to Laertes, he tells him to be true to himself only (thus negating any of the advice he just gave him).
  • Unsolicited Advice to Ophelia: After Laertes leaves, he gives advice to Ophelia about Hamlet: "From this time / Be somewhat scanter of your maiden presence. / Set your entreatments at a higher rate / Than a command to parley." Basically, he is telling Ophelia to play hard-to-get--not necessarily the advice a father gives a daughter.

Wednesday, February 2, 2011

Cartoon, Graphics, and Comic Summaries

Analyzing Shakespeare can be difficult, especially if you are trying to analyze one of the plays in your first time reading it.

To assist your comprehension of Hamlet, and thus your analysis of it, I have included several simplified (and visual) versions of it.



Stick Figure Hamlet
www.stickfigurehamlet.com
This is detailed by scene and has some of the original language.



Cartoon Summary
This summary is a little more generalized, but is still effective.


16. Alone, Hamlet berates himself. If the player can work up that much emotion about a literary character, why can't Hamlet do something about his father's murder? The play will test Claudius: if he reacts, he's guilty (the play is similar to the murder); if he doesn't, the ghost is an evil spirit.



60 Second Shakespeare
www.bbc.co.uk/drama/shakespeare/60secondshakespeare/themes_hamlet.shtml
This is a tabloid summary of Hamlet.



Sparknotes Summary
...Enough said.


AbsoluteShakespeare Summary
The summary is fairly concise.


Shmoop Summary
This summary is completed scene by scene. It is quite lengthy, but well done.


Animatied Movie of Act One
This movie was made as part of a project in a high school English classroom.




Animated Movie of Play
Sparknotes now makes movie overviews. This would be an excellent starting place, but be sure to check out some of the more detailed summaries afterward.


60 Second Recap of Hamlet Video
This is funny, short, and very informative. The website describes themselves as such: "60second Recap® aims to break this cycle of canonical irrelevance. We want to help teens (yes, teens of all ages!) engage with literature. We want to help them see it not as some chore to be endured, but as -- dare we say it? -- the gift of a lifetime. How? Through the language of our time -- the language of video. Video that's focused, engaging, informative ... and short enough to hold just about anyone’s attention."