Hamlet Essays -- Literature

Comedy and tragedy are two totally opposing genres but both have been very successful during the Elizabethan period. Several plays were written to help people to be instructed in a general way and to purge their emotions through the laughing in comedy or the crying in the tragedy. Among the writers of tragic plays, there was Shakespeare with one of his most famous play The Tragical History of Hamlet, Prince of Denmark. Regarding comedy, John Lyly takes the myth of Endymion in his courtly comedy Endymion, the Man in the Moon. Starting from these two plays this essay will look at the boundaries that allow defining and distinguishing between tragedy and comedy as well as their importance at the time. Tragedy and comedy stand out mainly by the fact that one of these genres makes people cry and the other makes them laugh. The boundary between the two is not always easy to distinguish, since a play can be considered as a comedy without being funny, simply because it has a happy ending. The issue here is to contrast these two genres to better draw the border between them. The comedy featured ordinary characters and thus allowed people to laugh at their pains and ironic situations. Unlike comedy, tragedy had as protagonists, people of high social level. The characters of the tragedy are usually caught in a fate that they cannot escape. It is rare that the tragedy gives a solution or it is in most cases death. To summarise, comedy was designed to make people laugh and show that a happy ending is possible, it often ends with marriages, while the tragedy shows that even very important persons can find themselves in situations that are beyond them and that lead them to their downfall. By writing The Tragical History of Hamlet, Prince of Den... ... of Revenge. 315 o A Theory of Renaissance Tragedy. pp. 292 †¢ Bolt, Sydney. (1985). Hamlet. Peguin Masterstudies. †¢ Deats, Sara. (Nov., 1975). The Disarming of the Knight: Comic Parody in Lyly's "Endymion" South Atlantic Bulletin, Vol. 40, No. 4. pp. 67-75 †¢ Houppert, Joseph W. (1975). John Lyly. Twayne Publishers, Boston. o Chapter 2. Non-Dramatic Fiction. I Euphues, the Anatomy of Wit. pp. 22-52 o Chapter 7. Lyly’s Reputation and Influence. I Lyly the Stylist. pp. 147-150 †¢ Jump, J. Davies. (1968). Shakespeare: Hamlet: a casebook. London: Macmillan. L. C. Knight. o L.C. Knight. (1960) Hamlet and Death. pp. 151-155 o Mack, Maynard. (1952). The World of Hamlet. pp. 86-107 †¢ Lyly, J., Bevington, D. M. (1996). Endymion. Manchester: Manchester University Press. †¢ Neufeld, M. Christine. Lyly’s Chimerical Vision: Witchcraft in Endymion.

‘the Perfect Storm’ Essay

How does the Director create tension in the storm scene of â€Å"The Perfect Storm†? In the storm scene of â€Å"The Perfect Storm†, the director, Wolfgang Petersen, creates a large amount of tension to try to make the film more exciting and realistic. It is important for this film to be quite realistic because it is based on a true story. This is how tension is created in this dramatic, exciting scene using Cinematography and Mise-en-Scene. One of the many tense moments in this scene is when we see a tilt angle in which the crew are sitting silent in their quarters. The tilt angle emphasizes the fact that the boat is rocking dangerously and makes the audience worry that the boat will capsize. This creates tension because it makes the audience fear for the lives of the crew. Another tense part of the scene is at the beginning when we see the small boat struggling against the gigantic waves. The long shot shows how massive the waves are compared to the small fishing boat. This makes the audience feel tense because the boat looks so helpless in the dangerous storm. This is one of my favourite scenes because it shows just how much danger the crew is in. Tension is further built through a close up of one of the crew in the bedroom. He looks very much like he has given up and also very worried, depressed and hoping that that the captain will be able to save them. This creates tension by making the audience fear for the crew, worry about them and creates sympathy towards them. A mid-shot continues to make us feel anxious when we see the captain and his first mate struggling to steer the boat through the huge waves. This shot shows just how much difficulty they are having and how worried and tense they are. It creates tension because it shows the audience how hard it is to control the boat and shows the emotions the captain and his mate are feeling. These emotions are exhaustion and anxiety. Another very intense part of the scene is when there is a high angle of the floor in the bedroom and clothes washing around. This shows how flooded the boat is and emphasizes the fact that this is an extremely dangerous situation. This creates tension because it makes the audience feel that the boat will sink and therefore putting them on the edge of their seat. There is also a low angle in the scene. We see the captain and his mate at the steering wheel. The fact that it is a high angle suggests that the crew is still in control. They have very determined looks on their faces which suggests that they might make it and gives the audience a false sense of hope in the crew. The director uses Mise-en-scene in the film to create more tension. The lighting in the storm scene of â€Å"The Perfect Storm† is quite dark and dramatic. There are also flashes of lightning to emphasize how dangerous and unpredictable the storm is. The dark blue lighting creates tension because it is a cold, dark colour. This makes the audience feel that something very bad is going to happen. The music and sounds are also a very important part of this film. These create tension in the storm scene because there are sounds of massive waves splashing against each other, claps of thunder and dramatic music playing in the background. The splashes are to remind the audience how big the waves are and the thunder is to add to the tension created by the lightning. The trumpets in the background music make the audience feel tense because trumpets can make very dangerous sounding notes. Costumes can also create tension. For example, in this film, the crew are wearing fishermen’s uniforms. These mainly consist of waterproofs, jumpers and gloves. These are to show that they are fishermen and to emphasize how cold and wet it is. They also make the audience think that the crew is feeling uncomfortable. Props also make the audience sit on the edge of their seat in this film. In this scene, there are clothes all over the floor and pictures of family on the wall. This is to show what the crew will lose. The effect on the audience is that it makes them feel sorry for the crew’s family. In conclusion, the director creates tension with angles, shots, music and props. I have learned that Cinematography and Mise-en-scene are very powerful things when trying to build tension. Personally, I found this film quite depressing. But I still feel tense when I see this scene.

We Must Stop Hate Speech - 1709 Words

During the turbulent tides of the 2016 election, the question of whether or not hate speech is protected under the First Amendment has been brought up multiple times. Hate speech is defined by the American Bar Association as â€Å"speech that offends, threatens, or insults groups, based on race, color, religion, national origin, sexual orientation, disability, or other traits.† One side argues that hateful comments should not and are not protected due to the oppression they bring. After all, why would a nation that promotes freedom and equality for all allow the harmful words of others to persist? Conversely, others argue that the First Amendment covers all forms of speech, hateful or not, and to not allow hate speech is both a violation of†¦show more content†¦In the R.A.V. v. City of St. Paul case of 1992, a 14-year old white boy burned a cross in the yard of the only African American family in St. Paul, Minnesota. Minnesotan law prosecuted him under the pretense th at it was illegal to place, on public or private property, a burning cross, swastika, or any other symbol likely to arouse â€Å"anger, alarm, or resentment in others on the basis of race, color, creed, religion, or gender.† However, the young man appealed, and the case was taken to the Supreme Court, which ruled the law unconstitutional in that it infringed on the First Amendment. While the law did not condone the boy’s actions as legal, they did condone the law to be defective due to it focusing on his motives rather than his actions. A similar case, Wisconsin v. Mitchell, was done the following year and dealt with Thomas Mitchell and several young African American boys beating a white boy. Mitchell allegedly instigated the fight, shouting, â€Å"There goes a white boy; go get him!† before both he and the other boys proceeded to chase and beat the boy in question. Wisconsin law dictated that the penalty for battery be increased if the assaulter chooses the vic tim â€Å"because of the race, religion, color, disability, sexual orientation and national origin or ancestry of that person.† However, unlike in the R.A.V. case, the Supreme Court stated that this law did not infringe First Amendment rights because the act was directed towards a particular victim rather thanShow MoreRelatedPre Nazi Holocaust And The Civil War1181 Words   |  5 PagesJohn Downing asks several tough questions to the believers of more speech: â€Å"What was the ‘healing antibiotic’ [(referring to more speech)] after the 1838 Cherokee Trail of Tears†¦Why will dialogue occur? What kind of dialogue?† (Downing 177), and later, â€Å"..where is the ‘more speech’ during the centuries of slavery†¦Was the Civil War fought simply because Frederick Douglass and Sojourner Truth†¦and their relatively few supporters spoke† (Downing 183). 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