September Eleventh Essays -- Art Tragedy Terrorism Terrorists Papers

September Eleventh I see the three bodies in his painting as people falling from the 110th floor of the South Tower. I see the broken debris and splintered wood as pieces of steel and glass collapsing to the ground, taking firefighters and innocent people with it. By Jennifer Karey In 1986, John Boak created a painting that depicts the horrible event that took place in Cripple Creek, Colorado in the early morning hours of June 5, 1904. An explosion destroyed the Independence train depot in a matter of seconds, killing thirteen men and injuring twenty others. In Boak's work, that horrific moment is captured as if looking up at the patchy night sky as the debris and people seem to fall down to earth. While Boak's intention may have been to portray this event accurately and capture it in time, this intended message is lost in the aftermath of September eleventh. The image no longer represents the image of a small town explosion almost a millennium ago, but rather rekindles recent memories of the events that shook the country only one month ago. While 2001 has proven to be a year of fear, anger, uncertainty and terrible destruction, the years between 1893 and 1904 were equally chaotic for the small mining town of Cripple Creek, Colorado. Tensions began to grow between mining companies and workers over their long hours and low wages. In response, John Calderwood, a former coal miner, established the Western Federation of Miners (WFM) in 1894. Calderwood and five hundred men formed a union in February of that same year. Their demands were simple: three dollars' pay for an eight-hour day. The conflict went on with neither side willing to compromise. Non-union workers and union workers competed for jobs as companies refused t... ...p://www.boakart.com> Boak, John. "Re: Harry Orchard blows up the Independence Colorado Train Depot." Email to Jennifer Karey. 14 Oct. 2001. Jameson, Elizabeth. All That Glitters. Chicago: University of Illinois Press, 1998. Jenkins, Sally. "Manhattan Cleaning Up the Day After Attacks." The Washington Post (2001). 12 September 2001 < http://www.washingtonpost.com/ac2/articles/A18284-2001Sep12.html> Langdon, Emma F., The Cripple Creek Strike: A History of Industrial Wars in Colorado. New York: Arno Press, 1969. Powell, Michael. "New York: A City Turned Upside Down." The Washington Post (2001). 12 September 2001 < http://www.washingtonpost.com/wp-dyn/articles/A14164-2001Sep11.html> Sedivy, David. Mr. Sedivy's Highlands Ranch History. 11 October 2001. Highlands Ranch High School. 12 October 2001 < http://mr_sedivy.tripod.com/co_hist.html>

Holistic Approaches to Development Essay

My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011. ) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation ; current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e. g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation ; current initiatives pertinent to your chosen age range within the setting Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting. Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J  ? author  ? , 2013). Miller date  ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦. an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦.. † (Holistic Education, 2011). too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J  ? ,   2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg  ? ) review she asserts that, â€Å"high quality early education and childcare can have a positive long term impact on a child’s later learning and achievements. † Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature, while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011. ) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005. A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism. ’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ? ), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph Piaget, another theorist, (date, cited in? ) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play. ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e. g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider reading within and throughout the work There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks.

Short Summary of The Death of Ivan Ilyich by Leo Tolstoy...

Amanda Kopinski Philosophy of the Human Person 09-12-2010 Summary of The Death of Ivan Ilyich The Death of Ivan Ilyich by Leo Tolstoy begins at the chronological end of Ivan Ilyich’s life. Members of a court proceeding were on break of the Melvinsky proceedings, and Pyotr Ivanovich proclaimed: â€Å"Ivan Ilyich is dead† (35). All the men in the courtroom at the time were supposedly â€Å"close acquaintances† of Ivan, but none remarked at the sadness of his death, but rather the chance of promotion all of the men would chance now that Ivan’s spot was opened. Ivanovich, however, was Ivan’s â€Å"closest acquaintance,† as Ivan did not actually have real friends although he was well liked amongst his colleagues. Ivanovich goes to Ilyich’s house, and†¦show more content†¦Ilyich begins to feel he has moved up wealthier, and decides he needs to portray affluence. He begins small renovations on his home, along with moving around furniture. One day as hanging drapery, he injures his head. He unexpectedly is happy with this situation and proclaims: â€Å"It’s a good thing I’m so agile. Another man would have killed himself, but I got off with a little bump here† (67). This is not necessarily the case, however, as Ivan eventually ends up feeling discomfort in his side, and an uncomfortable taste in his mouth. He goes to many doctors, who all diagnose him differently, but settles on appendicitis. The medication does not end up working, however, and over time Ilyich grows more and more uncomfortable and, after seeing a portrait of himself compared to his ghastly reflection in the present, soon realizes he is just slowly dying. Ivan suffers, and his strength slowly deteriorates. He loses the ability to walk, then the ability to leave bed, and soon is left bedridden. Ilyich’s buttler, Gerasim, seems to be the only person who cares about Ivan’s predicament. While Ivan’s wife, children and friends seem unphazed by his slow death, Geras im comforts Ilyivh and holds his feet. Over the next week or so, Ivan is left to think in bed with nothing else to do. He relives his life in memories, and looks back on time. He realizes â€Å"the farther back in time he went, the more

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Differences Between Heart Of Darkness And The Poisonwood...

Imagine a man suddenly cast into a world he never could have dreamed of. He would be shocked by the unfamiliarity all around him, from the people to the plants, and confused of what to do. A man cut off from what he knows is only left with two options, either to reject his new circumstances, or find a way to assimilate to his new society. This man will either try to find a way to return back to his world, or find a way to adjust his life to his surroundings. Throughout history separate cultures have collided, and with each collision they have either melded together or rejected each other.The Heart of Darkness and The Poisonwood Bible both portray how although every individual can react differently, when faced with the collision of two†¦show more content†¦In contrast Marlow only goes as far to recognize a â€Å"kinship† with the natives, yet states the thought of this was â€Å"ugly† to recognize it (Conrad 62). Although both Marlow and Ruth May initially share their racist beliefs, they end up choosing different ways to fit into Congolese life. Marlow rejects adaptation because he beliefs it will take him away from being civilized, and Ruth May attempts to fit in. Their difference portrays how the choice to accept a new culture or deny it, does not come from societal beliefs, but rather how each choice contributes to the individual’s needs and wants. Although both novels portray individuals learning to assimilate into Congolese society, they way they conduct their fusion of cultures are vastly different. Although individuals may choose to adapt to their surroundings, rather than to reject them, there are various degrees to their change. Leah, upon exposure to the Congolese, the racism in Leopold, and Lumumba trying to make the Congo â€Å"the heart of light†, she began to respect and view the Congo as a place where individuals fought for their freedoms (Kingsolver 184). She took her place in Congolese culture, as she wished to support Anatole on his endeavors to help the Congolese come closer to freedom. In stark contrast, Kurtz found his way to assimilate into Congolese society by taking on the role of a â€Å"deity† where his words were the law (Conrad 88). Both charactersShow MoreRelatedChristian Missionaries Essay1240 Words   |  5 Pagesdoes in The Poisonwood Bible, was and is not possible. With a conversion of faith comes an adoption of customs, morals, lifestyles, and even political views. Even though young Leah Price says that the Word of God weighed nothing, it was actually the heaviest burden the Price family carried with them on their journey. Every missionary who has brought the Word of God to the Congo region has been faced with many more challenges than they could have ever imagined. The Poisonwood Bible provides aRead More The Poisonwood Bible as a Catalog of Romanticism Essay3776 Words   |  16 PagesThe Poisonwood Bible as a Catalog of Romanticism      Ã‚  Ã‚  Ã‚   In The Poisonwood Bible, by Barbara Kingsolver, the romantic standards that are associated with literature during the American Renaissance are evident. This popular novel, a New York Times Bestseller, embodies the concept of Romanticism with its gothic darkness, themes of loss and nostalgia, and a strong captivity narrative. The presence of a wise child and recurring double language are essential to the plot of the story. Nathan Prices

Genre Analysis Free Essays

Genre Analysis The musical film has always held a special place for me. From my time as a drama student in high school, my eyes have been opened to the amazing world of the musical and especially the musical film. The musical film is a film genre in which the characters sing songs that are integrated into the overall story. We will write a custom essay sample on Genre Analysis or any similar topic only for you Order Now Since musicals first began in theaters, musical films usually contain similar elements. These elements often simulate that there is a live audience watching. In a sense, the film viewers become the audience members, at a theater production, as the actor performs directly to them. Due to the popularity of musicals in the theater, the style was quickly brought over into film. In 1927, the musical film genre began with the accompaniment of the first film talkie, The Jazz Singer. While popularity for this genre has fluctuated over the years, it nevertheless has succeeded in becoming a staple in films. Throughout this paper, I will explore what is a film in the musical genre and why it has such a lasting effect through the examination of three considered, classic musical films of their eras. The three films that will be examined are Singin’ in the Rain, Grease, and Rent. These three movies are considered some of the top musicals of their time. Singin’ in the Rain is a 1952 musical comedy film starring Gene Kelly, Donald O’Connor and Debbie Reynolds. This film is a comic portrayal of Hollywood’s transition from silent films to talkies in the late 1920s. It is now frequently described by critics as one of the best musicals ever, and it continually tops on the AFI’s 100 Years of Musicals list. Next, Grease is a 1978 musical film starring John Travolta and Olivia Newton-John as two students in a 1950s high school. This is a story of the trials and tribulations of the teenagers are that era. Grease was considered as one of the best films of 1978. Lastly, Rent is a 2005 musical drama film about the depictions of the lives of several Bohemians squatting in the East Village of New York City from 1989 to 1990 and their struggles with sexual preference, drugs, and AIDS. The film was nominated for a number of awards, including a GLAAD Media Award for Best Picture Musical/Comedy. They may seem quite different on the surface; however, the similarities they do have in common are mainly due to the genre they share. This is shown by the use of music, production design, and film techniques. The use of music is a key to determining if a film is in the musical genre. Not only are songs used to further the story along in a musical, but they also have the ability to put the audience in the emotional state of the character singing. Song has always been used as a good conductor for emotional understanding. For example, during the song â€Å"You Were Meant for Me† in Singin’ in the Rain, Don Lockwood is able to confess his love to Kathy Selden in a way that feels magical and shows a connection between the two would be lovers. Also, the song â€Å"There Are Worse Things I Could Do† in Grease is able to betray the emotional depth of the character Rizzo’s fear, shame, and anger. At the time this film came out, topics such as teen pregnancy were not generally presented in films. By having this character sing her issue, the audiences, who may have dismissed her outright for her actions, are able to sympathize with her plight. Moreover, in Rent, the song â€Å"I’ll Cover You† by Angel and Collins allow the viewer to get caught up in this young couple’s relationship without having to worry or even consider that this is a gay couple. Therefore, it is obvious that the power of song is one of greatest attributes that the musical genre has to offer. Music has a tendency to touch a person more than mere words, which might be the reason why musicals do, too. Another item that films in the musical genre share in common is production design. Production design is the creation and organization of the physical world surrounding a film by the use of lighting, staging, and set design. Musicals share many similarities in their production design. For instance, many musicals from the past and present use elaborate production numbers. A production number is a specialty routine, usually performed by the entire cast consisting of musicians, singers, and dancers of a musical with the use of grand set pieces. All the films being discussed here have, at least, one production number in them. Singin’ in the Rain has Gene Kelly’s legendary performance in the rain. The ending of Grease features a carnival with several song and dance numbers. The beginning of Rent showcases a beautiful New York block back lot, surrounded with flaming debris. Also, since musicals had their start in the theaters, many lighting choices have theater-like qualities, such as the spotlight. All three films use a spotlight to highlight their actors. Rent and Singin’ in the Rain, use it to emphasize the theater and movie qualities of their film; while Grease uses the spotlight to portray a beginning of a dream sequence. Many musicals, even the grittier ones, have a sense of grandeur to them that can be seen in the production design. One can say grandeur has always been a calling card for musicals. Once musicals made the transition to film, a number of film techniques have been used repeatedly. First of all, many musicals use the technique of creating lines of movement from background to foreground to foster an illusion of depth. Singin’ in the Rain presents a line of beautiful women in tremendous outfits, in the background, during the â€Å"Beautiful Girl† song. The balcony scene in Rent and the carnival scene in Grease provide the same sense of an illusion of depth. In addition, the use of ellipsis, an omission of time to that separates one shot from another, allows films, such as these, to show a long progression of time quickly. The stories of these films take place over a matter of months like Singin’ in the Rain, a school term like Grease, or a full year like Rent. Since all that time cannot be shot, ellipses are used. Another technique, which is commonly used, is the fadeout. Since several of the song and dance scenes are basically vignettes, a fadeout is typically a good transition or ending. Grease uses it at the end of Beauty School Dropout, and the other films use it at the end of their films. Furthermore, the long shot, also known as the full-body shot, is used frequently in musicals to allow the audience to see the dexterity of the actors. The scenes like the ballet in Singin’ in the Rain, the hand jive in Grease, and the tango in Rent, must be shown with such shots to enhance their performances. Hence, while the feel of a musical can differ from one to another, the general format tends to follow a set path that one allows the viewer a measure of comfort. In conclusion, the genre of the musical has had a long standing in film for many years. From mere comedy to critiques on our society, the musical has taken many forms. For some reason, our society allows one to express their point of view through a musical to a mass audience. Such musicals as Hair, Tommy, and even Rent would not have been shown if not in musical form. The use of song and dance has always been a factor in any civilization from the rituals to entertainment. It is said that music soothes the savage beast, but music also allows the viewers of musicals to almost experience movie firsthand. One can easily get caught up in the songs of the musical. Have you ever caught yourself singing the songs after the show? That is a sign of an excellent musical. Whether it is live or on a screen, I receive so much enjoyment out of watching a musical. I hope the same can be said about you. How to cite Genre Analysis, Essay examples

In Act 1 Scene 5 of Romeo and Juliet, there is a dramatic sense of romance and danger Essay Example For Students

In Act 1 Scene 5 of Romeo and Juliet, there is a dramatic sense of romance and danger Essay In Act 1 Scene 5 of Romeo and Juliet, there is a dramatic sense of romance and danger. How does Shakespeare convey these emotions through his text? Consider how Baz Luhrmanns interpretation of this scene has brought out the emotions present in the text. In Act 1, Scene 5, of Romeo and Juliet, Shakespeare conveys romance and danger to the audience through his text in many ways, including his use of language and the way he structures his scene. The scene is important as Romeo meets Juliet and they find out they are from rival families. Tybalt also decides to take revenge on Romeo because he came to the feast uninvited and assumes Romeo wants to mock the Capulets. Previously, there had been a civil brawl between the Montagues and the Capulets. Afterwards, the Prince declared that the next person to start a fight, would be executed. Meanwhile, Paris and Capulet are discussing the possible marriage of him and Capulets daughter Juliet. Paris is told to wait two years before marrying her but he can meet her at the feast that night. In Scene 1, Romeo talks to Benvolio about being in love with Rosaline but unfortunately she does not want any involvement with him. Benvolio advises Romeo to go to the Capulet feast and compare her to the other women there. The consequences of this scene are largely involved with death as Tybalt kills Mercutio and then is killed himself by Romeo in revenge, as he and Mercutio were best friends. Therefore, Romeo is banished to Mantua and Juliet takes a potion to avoid marrying Paris. Friar Lawrence plans go awry and both lovers take their own lives. To truly understand Romeo and Juliet, its historical and social context must be considered. Verona, like Elizabethan England, is a patriarchal society which puts a great constraint on Juliet. She is considered as her fathers possession and the father of the family dominates. This was a law and not just an expectation. Juliet was controlled, captive and can only go to confession by herself. Women had no rights and this impacts in the play. Capulet and Montague are powerful people but their wives still have no rights. Juliet accepts that her father will choose a husband for her, but at first Capulet says he will let her decide, but when she decides not to marry Paris, he strikes back with harsh treatment. The scene begins with the servants clearing space for a dance which creates a sense of excitement and celebration. References to silverware and marzipan suggest how expensive and important the feast is. Capulet takes this feeling and expands it to include romance or at least flirtation with his opening speech as he teases the ladies to dance. Ladies that have their toes/unplagud with corns will walk a bout with you. He then welcomes the masked Montagues, whim he does not recognise, which adds a sense of danger as there could be another civil brawl if the Montagues were revealed. By having Capulet speak to several people, Shakespeare creates a certain sense of busyness and importance. Capulet tries to be a brilliant and entertaining host to all his guests as it is an important tradition to uphold. He then talks to his cousin about past feasts they had been to: For you and I are past our dancing days. All of this creates a festive and exciting mood and makes for the possibility of roma nce in everyones mind which in hindsight, predicts Romeo and Juliets first meeting ending in love. .u56e03529b3834506cb604452151d3833 , .u56e03529b3834506cb604452151d3833 .postImageUrl , .u56e03529b3834506cb604452151d3833 .centered-text-area { min-height: 80px; position: relative; } .u56e03529b3834506cb604452151d3833 , .u56e03529b3834506cb604452151d3833:hover , .u56e03529b3834506cb604452151d3833:visited , .u56e03529b3834506cb604452151d3833:active { border:0!important; } .u56e03529b3834506cb604452151d3833 .clearfix:after { content: ""; display: table; clear: both; } .u56e03529b3834506cb604452151d3833 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u56e03529b3834506cb604452151d3833:active , .u56e03529b3834506cb604452151d3833:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u56e03529b3834506cb604452151d3833 .centered-text-area { width: 100%; position: relative ; } .u56e03529b3834506cb604452151d3833 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u56e03529b3834506cb604452151d3833 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u56e03529b3834506cb604452151d3833 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u56e03529b3834506cb604452151d3833:hover .ctaButton { background-color: #34495E!important; } .u56e03529b3834506cb604452151d3833 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u56e03529b3834506cb604452151d3833 .u56e03529b3834506cb604452151d3833-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u56e03529b3834506cb604452151d3833:after { content: ""; display: block; clear: both; } READ: Thematic Elements in Hamlet EssayThe scene suddenly shifts focus from flirtation to love as Romeo sees Juliet for the first time to show a contrast between the two emotions as Romeos feelings are a lot more serious. In Romeos ten line speech, Shakespeare shows Romeos feelings are much more genuine as he is incredibly more articulate than when he spoke to Benvolio about Rosaline, I do love a woman. Romeo asks a servant who Juliet is and he answers, I know not, sir. This shows that Juliet is kept inside the mansion which once again shows the social context of the play. Verona being a patriarchal society means Juliet, as her fathers possession, is kept inside the mansion. In ten lines, the audience will be convinced of Romeo being in love and of Juliets beauty. To begin with, he compares her to light, she doth teaches the torches to burn bright. Romeo then extends this image by saying she is like a rich jewel in an Ethiopes ear, again emphasizing her rarity and dazzling beauty. His comment Beauty too rich for use, for earth too dear, makes her seem to good to be true and is prophetic as it also seems Juliet is too good for this world; indeed she dies in four days. Romeo says she stands above everyone, a snowy dove trooping with crows. He has compared her to Rosaline but Juliet is a much better sight. In the last four lines Romeo declines his love for Rosaline and announces his love for Juliet. Romeo speaks in rhyming couplets during the ten line speech which shows his passion for his new found love. There is another dramatic shift in emotion as Tybalt sees Romeo and shows his anger, conveyed through the sharp sounds and rhythms of the lines. His first reaction to Romeo is Fetch me my rapier. Rapier is a sword which illustrates Tybalts intention to kill. His last two lines are a rhyming couplet which shows his passion for hate; Now by the stock and honour of our kin/To strike him dead I hold it not a sin. This adds tension as Tybalt is willing to kill and that is against the Princes law. His first reaction is to get his sword which could ruin the feast and result in an execution. Shakespeares language makes Tybalt seem spiteful with sharp sounds and rhythm: Hear and scorn at our solemnity, conveying his love for hate and violence, proved in the final two lines written in the form of a rhyming couplet. When Capulet hears of Tybalts plans, he immediately tries to calm him down: Content thee, gentle coz, let him alone. Tybalt argues and Capulet suddenly is filled with rage as he int errupts Tybalt, Ill not endure him, He shall be endured. Repetition and broken sentences, Go to!-Go to!, show Capulets rage at Tybalts attempt to disrupt the feast. Tybalts final threat foreshadows his and Mercutios death and is in the form of a rhyming couplet again conveying his passion for hating the Montagues. From sharp danger to romantic hope, Shakespeare introduces the lovers to each other through a sonnet. This is appropriate because sonnets are usually poems about love but another key theme in Elizabethan sonnets was death and time which could prelude the tragedy to come in the play. Also Romeo as a courtly lover would be expected to write sonnets to his beloved. Every sonnet is built upon an argument, and Romeo argues for a kiss; My lips two blushing pilgrims ready stand/To smooth that rough touch with a tender kiss. Juliet being able to respond in sonnet form shows how well matched she is with Romeo, especially as she has had no experience in courtship; this shows she has found her soul mate. There is a lot of religious imagery in the sonnet, pilgrim and saint which creates the impression that their love is holy and above the ordinary. At the beginning of their second sonnet, they are interrupted by the nurse who says: Madam, your mother craves a word with you. The interruption indi cates that the family will always come in between their love and sends a sense of danger through the relationship which remains throughout the scene. .uaec3501327cc13da62087c2d8b78dc3a , .uaec3501327cc13da62087c2d8b78dc3a .postImageUrl , .uaec3501327cc13da62087c2d8b78dc3a .centered-text-area { min-height: 80px; position: relative; } .uaec3501327cc13da62087c2d8b78dc3a , .uaec3501327cc13da62087c2d8b78dc3a:hover , .uaec3501327cc13da62087c2d8b78dc3a:visited , .uaec3501327cc13da62087c2d8b78dc3a:active { border:0!important; } .uaec3501327cc13da62087c2d8b78dc3a .clearfix:after { content: ""; display: table; clear: both; } .uaec3501327cc13da62087c2d8b78dc3a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaec3501327cc13da62087c2d8b78dc3a:active , .uaec3501327cc13da62087c2d8b78dc3a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaec3501327cc13da62087c2d8b78dc3a .centered-text-area { width: 100%; position: relative ; } .uaec3501327cc13da62087c2d8b78dc3a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaec3501327cc13da62087c2d8b78dc3a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaec3501327cc13da62087c2d8b78dc3a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaec3501327cc13da62087c2d8b78dc3a:hover .ctaButton { background-color: #34495E!important; } .uaec3501327cc13da62087c2d8b78dc3a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaec3501327cc13da62087c2d8b78dc3a .uaec3501327cc13da62087c2d8b78dc3a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaec3501327cc13da62087c2d8b78dc3a:after { content: ""; display: block; clear: both; } READ: Mary Shelly's Novel Frankenstein EssayRomeo then finds out that Juliet is a Capulet and he that can lay hold of her, shall have the chinks., said by the nurse, once again shows the Capulet obsession with money. Romeo is shocked as he now owes his life to his enemy because of his love, My life is my foes debt. This creates suspense as the audience wonders if they will ever be together or if the families will stop them. Within this scene Shakespeare alternates from romance and danger many times. Juliet then seeks the identity of Romeo in excitement but doesnt want the Nurse to suspect anything so she asks the identity of two other men. Already, Juliet is keeping secrets which is a sign of things to come. Her thoughts as the nurse seeks Romeos identity, If he be married, my grave is like to be my wedding bed, shows Juliet is already thinking of marriage in terms of death. She finds out Romeo is a Montague and is instantly distressed. She now loves him and cannot change her feelings, even though now he is a Montague. Her rhyming couplets express her passion for Romeo, but with Juliet her passion often leads to desperation. We then see Juliet isolated as the strangers leave and keeping her love secret from her Nurse makes Juliet alone literally with her new found love. Act 1, Scene 5 is a scene full of dramatic emotion, especially romance and danger. As the final scene of Act 1, it is the catalyst for the rest of the action in the play. It is clear from this scene that Romeo and Juliet will never be together and even they know it.