Preview

Explain How Class Is Represented Within the Tempest and What Ideas It Endorses

Good Essays
Open Document
Open Document
1207 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Explain How Class Is Represented Within the Tempest and What Ideas It Endorses
Class is the position of a person in society whilst ideology is the belief(s) of a person and/or society. The play The Tempest was written in the renaissance era, exploration was becoming more common and desired as explorers went off to discover new lands. Queen Elizabeth was on the throne, whilst the play was being written most likely, after being declared illegitimate by her brother Edward IV and being imprisoned by her half sister Mary I. Even in these times social class played an important part of life, with the lower classes working and the upper classes living in luxury the majority of the time, this idea of the upper classes being ‘superior’ is an almost constant theme throughout the play.

One of the most common methods of showing social class is through the physical attributes of the characters. Caliban is the lowest person on the isle in terms of class; this is shown through his appearance in the play. “A freckled whelp, hag-born – not honoured with human shape” is how Prospero, the ruler of the isle, describes him to Ariel, a sprit under Prospero’s command. This is in sharp contrast to Miranda, Prospero’s daughter and of noble birth, who is a figure of desire on the isle by no less than three of the males. “the goddess on whom these airs attend” Ferdinand, the prince of Naples, thinks Miranda a goddess her beauty is that great. Then there is the difference in language that the classes use. In the Elizabethan age this difference would have been more recognizable, but it can still be seen today. The upper class of the isle use an archaic form of language, “I’th’air, or th’earth?” However the lower classes use less gilded language and are more to the point in their speech. The only exception to this rule is Caliban and that is only due to him learning how to speak from Prospero who is of the upper class.

Shakespeare uses class to endorse certain idea’s that were common at the time the play was written. One of these ideas, generally accepted by both

You May Also Find These Documents Helpful

  • Powerful Essays

    Unitplan

    • 5013 Words
    • 21 Pages

    Romeo & Juliet Grade 10 Unit Plan 30822027 Professor: Drew Meikle LLED 314 A December 6, 2002 University of British Columbia |R&J |OBJECTIVES |ACTIVITIES |MATERIALS |EVALUATION | |Unit GR 10 | | | | | |LESSON #1 |Students: |Into to Shakespeare |-over-head |Journal scale (3) | | |-make connections btw | |-books | | | |Shakespearean times and | |-CD player |Clarity (1) | | |now | |-Renaissance music |Thoughtfulness (1) | | |-start Relationship | |-Example of “The Kiss” by |Creativity (1) | | |Journals | |Gustav Klimt | | |LESSON #2 |Students: |Insults & |-strip of paper with insults on|Journal scale (3) | | |-make Shakespearns |Social Offenses |them | | | |language fun | |-over-heads with social |Clarity (1) | | |-talk about social | |offenses |Thoughtfulness (1) | | |offenses | |-chalk |Creativity (1 | | | | |-journals | | |LESSON #3 |Students: |Language |- hand out for students |Assignment scale (5) | | |-creatively use |Extension | |Clarity (1) | | |Shakespearean language | | |Thoughtfulness (1) | | |with their own | | |Creativity (1) | | | | | |Content (1) | | | | | |Development (1) | |LESSON #4 |Students: |Character Web Posters |-overheads |Check Mark for completing | | |-to investigate different | |-synopsis of characters…

    • 5013 Words
    • 21 Pages
    Powerful Essays
  • Satisfactory Essays

    In this chapter the author is trying to express how John Winthrop sent his companion to the new world called America in 1962. The main idea of John Winthrop was to improve the population over the colonies with eyes on how to improve the economy. Back in England the over population, poverty, and famine was a really big problem that have to be solve. So then, in this new world, America, there are a lot of new resources that can be explored such as timber, furs, fish, and almost infinite portions of lands. At that time the first colonizers who migrated to America had their first task and it was to cultivate the “Lord’s…

    • 389 Words
    • 2 Pages
    Satisfactory Essays
  • Good Essays

    Tempest Research Paper

    • 546 Words
    • 3 Pages

    Windshield substitution isn't more often than not at the highest point of our plan for the day. In any case, when a hail storm hits like the one that took out portion of Round Rock Texas this past walk, auto glass repair is the main thing at the forefront of your thoughts when you wake up to a glassless vehicle. Our homes and vehicles for the most part take the brunt of the tempest harm since a great deal of us don't all have the alternative to keep our vehicles secured or ensured. Our autos can acquire a considerable measure of auto body harm from rain, hail, or from the breeze blowing different things on to your vehicles and causing a huge amount of harm. On the off chance that your vehicle is harmed amid a tempest, what would it be a good idea for you to do to get it repaired?…

    • 546 Words
    • 3 Pages
    Good Essays
  • Good Essays

    Throughout the play the theme of social class is shown through all of the characters and enables the audience to see the…

    • 551 Words
    • 3 Pages
    Good Essays
  • Good Essays

    An individual’s personal experience can act as a catalyst to reveal momentous discoveries that can ultimately enable some to re-evaluate their values. This notion is prevalent in George Orwell’s 1936 confessional essay, “Shooting an Elephant” whereby an individual is exposed to the inhumane and callous nature of mankind during his time in Burma. The text condemns the despotic British Imperialism within the East through the lens of a single police officer’s recollection of his time in Burma. Similarly, William Shakespeare’s “The Tempest” conveys a dominant character, Prospero who holds authority over Ariel.…

    • 547 Words
    • 3 Pages
    Good Essays
  • Good Essays

    The Tempest Analysis

    • 518 Words
    • 3 Pages

    In Act V of The Tempest, Prospero begins to speak about giving up his beloved magic. He recounts the acts he was able to perform with magic fondly saying, “I have bedinn’d the noontide sun, call’d forth the mutinous winds, and ‘twixt the green sea and the azured vault.” (lines 10-11) Prospero refers to his magic gratefully calling it a “potent art” in line 18. Magic allowed Prospero to perform many great acts and allowed him to confront those who wronged him in years past. However, Prospero makes the decision to give up his power as he plans to head back to Milan.…

    • 518 Words
    • 3 Pages
    Good Essays
  • Powerful Essays

    The Tempest Research Paper

    • 4683 Words
    • 19 Pages

    SYDNEY STUDIES The Tempest and the Discourse of Colonialism G. A. WILKES If the study of Shakespeare itself can be viewed as an act of cultural imperialism, a play like The Tempest can readily be seen as a text which is complicit with colonial power. Prospero is the usurping invader, nervous about the legitimacy of his rule, and Caliban is the representative of the subjugated race, his language lessons seen as an attempt to eradicate his own culture, or to bring it under imperialist control. The best way of entry into this debate is still Stephen Greenblatt 's essay of 1976, 'Learning to Curse: Aspects of Linguistic Colonialism in the Sixteenth Century ', though its implications may not yet have been fully grasped.…

    • 4683 Words
    • 19 Pages
    Powerful Essays
  • Good Essays

    Shakespeare's decision to use the island as the setting for the play allows him to explore and act ideas out better than in any other setting. The island destroys all concepts of hierarchy the characters may once have had and replaces it with another one.…

    • 381 Words
    • 2 Pages
    Good Essays
  • Good Essays

    Shakespeare’s words and plays have been around longer than the United States Constitution; a little more than 400 years. Students in this era are encouraged to study history, and Shakespeare's works are also included in these works. His words and phrases are so prominent in everyday use, it is important to learn where they came from. In an interview with David Tennant and Steven…

    • 505 Words
    • 3 Pages
    Good Essays
  • Better Essays

    Hamlet Marxist Criticism

    • 1685 Words
    • 7 Pages

    Throughout the entirety of Shakespeare’s play, Hamlet, if one looks carefully, one can see many aspects of Marxist thought prevalent in the story. To effectively analyze a story through a Marxist critical lens, the reader needs to pay close attention to how characters of different classes interact with one another, especially in respect to class oppression and social inequity, particularly if the actions or words of a character talk of rebellion against the upper classes. “To Marxist critics, a society's economic base determines the interests and styles of its literature; it is this relationship between determining base and determined superstructure that is the main point of interest for Marxist critics” (Abele). The analyst must also recognize to what social class the author belongs and how that might affect the portrayals of certain characters. The way in which different classes in Hamlet interact, along with how the society is actually structured, are the driving forces behind the events in the play.…

    • 1685 Words
    • 7 Pages
    Better Essays
  • Better Essays

    Elizabethan Women

    • 2070 Words
    • 9 Pages

    In Elizabethan times, women in the upper class were very dependent on men to support them. Women in the upper class had marriages pre-arranged for them, most of the time it was with boys from the upper class (Alchin). Many men had lots of debt, so they supported the women in their lives by giving them a nice place to live and servants (“Elizabethan Societal”). The people in the upper class had a better overall lifestyle than the poorer people. The rich also outlived the poor by a notable amount of time (Mahabal, Prasad. “Daily Life”). For a child to be noble, he must be born into a noble family. Titles were passed on from a father to his eldest son (“Elizabethan Societal”). Children were required to always obey their parents, and every day had to ask for their parents’ blessings (Papp, Joseph and Elizabeth Kirkland. “Family Life”). The title just under the noble class is the gentry’s class. However, unlike the noble title the gentry’s title is acquired (“Elizabethan Societal”). Wealthier children enjoyed going to plays written by Shakespeare, they would pay extra to get a better seat that had a cushion on it (Mahabal, Prasad. “Elizabethan Era”). At the time, there were not many people in the higher classes (“Childhood”). There were only about 55 total people in the upper classes of society (“Elizabethan Societal”). The upper class only accounted for about three…

    • 2070 Words
    • 9 Pages
    Better Essays
  • Powerful Essays

    Throughout William Shakespeare's play, The Tempest, many different themes and motifs are present. However, power and gender roles strongly influence the directionality of the plot. Specifically, the characters Prospero and Sycorax tend to represent two opposing ideas of what it means to be male versus a female and to have power versus not having power. The patriarchy is one that seems to be led and determined largely by Prospero, however, is a coherent system which is opposite of the system Sycorax represents. By analyzing the actions of the male characters in conjunction with the analysis of the way Sycorax character affects the others in the play, the opposition of gender from the patriarchy is evident. Furthermore, even though Sycorax exists only in the perspective from the male characters, she is thus able to threaten the power of men through her absence.…

    • 990 Words
    • 3 Pages
    Powerful Essays
  • Better Essays

    • Shakespeare demystifies and questions the racial hierarchies in the society due to which meritorious people like Othello have to suffer.…

    • 1428 Words
    • 6 Pages
    Better Essays
  • Satisfactory Essays

    the tempest act 1

    • 634 Words
    • 2 Pages

    Royalty and the distinction of high social classes defines the character relationships of Shakespeare’s The Tempest. In essence, the entire plot revolves around the disposition of the rightful Duke of Milan, Prospero, who is now confined to an island with his daughter Miranda. Prospero’s intent is to regain this royal status, above all demonstrated in his use of magic to make Miranda fall in love with the Duke of Naples, Ferdinand, as well as his tensions with his brother Alonso, who has usurped Prospero to become Duke of Milan. In this sense, the narrative is based around the plot device of attempting to retrieve this royal status. However, why are such obviously social statuses necessary to realizing justice in the play? Arguably, royalty and a strict delineation of rightful rulers symbolizes justice in Shakespeare’s play: the disruption of order, symbolized in rightful heirs and rulers, reflects a descent into injustice, such that the restoration of justice is entirely consistent with the restoration of order.…

    • 634 Words
    • 2 Pages
    Satisfactory Essays
  • Better Essays

    In the very beginning of the play, Act I Scene I opens with the tempest of the title already in progress. The use of pathetic fallacy, for example ‘tempestuous noise of thunder and lightning’, emphasises the tension between the characters and suggests there is hierarchy on the ship; along with the use of many exclamation mark and imperative verbs in this scene, which creates the feeling of dominance amongst some characters. We are first introduced to the boatswain, who usually is subject to power from authority, is controlling those on the boat, subverting the master-slave imagery as a presentation of power. He orders; “You mar our labours. Keep our cabins” and when Gonzalo replies ““remember whom thou hast aboard” the Boatswain replies “None that I love more than myself”. This shows his uncaring attitude to the hierarchy on the ship as he wants power and dominance over other characters; whereas he usually submits to the power of Alonso, the king, he reverses this and takes control. However, the character Antonio appears to then take control on the ship and desire power, as he comes across rude, by shouting insults at the Boatswain, including the animalistic imagery of an “incharitable dog” and an “insolent noisemaker”. The use of animalistic imagery here depicts how little Antonio’s opinion of the boatswain is, and how he feels he has power over him. Furthermore, these insults are also joined in by Sebastian, this implies that he sees Antonio as a leader and wants to follow him, as well as suggesting that Sebastian also wants…

    • 1274 Words
    • 3 Pages
    Better Essays