Women in Film as Portrayed in the Movie, Double Indemnity...

Women in Film as Portrayed in the Movie, Double Indemnity Introduction American commercial cinema currently fuels many aspects of society. In the twenty-first century it has become available, active force in the perception of gender relations in the United States. In the earlier part of this century filmmakers, as well as the public, did not necessarily view the femaleâ€Å"media image† as an infrastructure of sex inequality. Today, contemporary audiences and critics have become preoccupied with the role the cinema plays in shaping social values, institutions, and attitudes. American cinema has become narrowly focused on images of violent women, female sexuality, the portrayal of the â€Å"weaker sex† and subversively portraying women†¦show more content†¦Cassie Carter, author of Woman, Red in Tooth and Claw, makes an interesting point stating, â€Å"The male avant-garde deliberately adopted the image of the base and violent woman in order to free themselves of the constricting image of the rational and civilized man†¦while the male avant-garde presents the decadent state as liberating, feminist performance artists who adopt Angry Essentialism often inadvertently reinforcea conception of the ‘feminine’ which validates the oppression of women†(2). Carter then further states, â€Å"Whilet hese performances attempt to obliterate the image of woman as the oppressed,nurturing Earth Mother, they merely invoke her mirror image, the Devouring Mother† (2). Double Indemnity, in its attempt to lend its female character more strength and control, no longer situating her as the secure center of the family, but rather its destroyer, ironically seems to highlight a played-out submissive, weak, abused or lonely and alienated image of Phyllis. The varieties of passive,subordinate or pacified women are classic throughout the history of film. Janet Todd states, â€Å"Film teaches us how to see and understand from the point of view of the dominant, male-orientated ideology† (132). Cinema has found an audience for the portrayal of the â€Å"weaker sex† (Todd 120). This is an example of cinema’s skewed portrayal of â€Å"womanhood†Show MoreRelatedThe Big Sleep, The Postman Always Rings Twice, and Gildas Adherence to the Noir Genre1526 Words   |  7 PagesThe Film Noir genre is the product of the 1940’s which reflects the darker attitude of society representing depression, realism, and amplifying a new dynamic fo r women on screen. As World War II progressed, there was less money compiling in Hollywood. The little money collected affected the creative drive for the directors in how they were able to produce for their films. The smaller budget impacted money to spend on lighting, sets, costumes, as well as providing pay for extras to appear in scenesRead MoreHis Girl Friday, Double Idemnity1214 Words   |  5 PagesFeminist film theorists have argued that in classical cinema, the spectator’s pleasure revolves around images of the female body. Within the diegesis, the woman often appears as an object to be looked at and acted upon, while the male protagonist is usually granted a more active role, both in terms of his agency in the narrative, and in terms of his enunciative authority. This hypothesis is backed up by elements of two films studied this semester: His Girl Friday by Howard Hawks (1940) and DoubleRead MoreAnalysis Of Double Indemnity1052 Words   |  5 PagesDouble In demnity is a film noir directed by Billy Wilder in 1944, and it was based on the novel of the same name â€Å"Double Indemnity† which was published in 1943. This film was nominated for seven Academy Awards, but it did not win any prize. Double Indemnity is a story about the crime of Phyllis and Neff. Phyllis plans to kill her husband to receive the claim of an accident insurance and Neff set up a scheme to get twice the amount of a clause. Although a classic â€Å"femme fatale† of the noir era, PhyllisRead MoreMovie Analysis : Noirs 2620 Words   |  11 PagesFilm noirs are unique because the viewer experiences the film in a special type of way that is different from typical comedy, romantic, or action films where a person actually sympathizes with the character and hopes everything turns out well for the people in the end. Film noirs focus on themes such as doom, darkness, death, and failure. The characters in film noirs are usually flawed and unlikable, as they ac t hopeless and unexcitable even when things are going well or as planned. AdditionallyRead MoreCharacter Analysis Of Femme Fatale734 Words   |  3 Pagesthe movie doesn’t end there. The movie ends with Evelyn standing up to her father, shooting and wounding him. This scene is contradictory because not too long ago this woman acts as submissive, and a minute later, she removes the key obstacle to reach her goal, a classic femme fatale characteristic. Evolution of the femme fatale An important aspect to influence the role of the femme fatale is the time frame. In the early 1940s, when the film noir was still emerging and popularizing, women wereRead MoreFemme Fatale in Film Noir2241 Words   |  9 PagesThe term film noir was coined by French critics for 1940s-50s American films that shared a dark sensibility and a dark lighting style, such as Double Indemnity (1944), Out of the Past (1947), and The Postman Always Rings Twice (1946). Many theorists related the common noir attributes and aesthetic elements to a post war society characterised by insecurity about gender roles, the economy, changing definitions of race, and nuclear technology. One of the cultural problems the term genre attempts toRead MoreWomen and The Church: The Madonna/Whore Complex1629 Words   |  7 Pagessociety. There is a list of unwritten rules that every person should abide by if they want to fit in to their culture. For women in America, filling this quota is a lot harder than it se ems. The Western woman is under the influence of unrealistic expectations regarding the media, this is true, but it is more complicated than that. Scholars have noticed a trend in the guidelines for women, from the stories in the bible to today’s modern media. The woman is to be a sexual being, a vixen, a wild child; while

Gender Representation Of The Science - 1317 Words

In today’s society, there are more men engaged in the science fields than women. With that being said, this could cause the commonness of gender stereotypes. For instance, science is there for men and not women. Besides the social life of others, these stereotypes can also be shown in during the education process. Stereotypes are mainly visible by the use of language, the methods of teaching, gender and the attitude that is given. The main goal of this article was to tell whether the science education contained gender biased. This analysis thoroughly explains men are more into science profession and women are more likely to become teachers. In this article, men and women shows a stereotypical representation in online science education†¦show more content†¦For example, Jahren states† she was a child probably around that same age, hanging around in her father’s lab (Lab Girl).† The kind of person she became, a scientist, clearly she learned a lot from those younger days. Gender bias should be brought to the classrooms as visual content. Visual content such as drawing, pictures, videos, etc. The reason being, Jahren dad was a professor, she was always hanging around where she discovered new scientific inquiry. At that young age, as for me I want to see everything as to how the particular object was made. Why or why not my dad chose this profession and also for him to teach me what he knows. According to the article, textbooks were there for visual learners. It contained graphics and learning utensils. The more you read the more intelligence you gain. Jahren reads, develops and generate her own new knowledge. In addition, nowadays everything changed from the old fashioned textbooks in class rooms to being online. Online resources are more engaged by the youths because everyone including three year olds can operate an electronic device without the need of help. The way men and women are represented is an important factor when influ encing children views of gender roles. It is relevant to be aware of the representation of men and women in education resources because that’s the main source from where children get their ideas of scienceShow MoreRelatedThe Issues Within Public Education Essay1393 Words   |  6 Pageswell as unequal gender bias. Gender bias in education is typically thought of the fact that girls are pushed toward classes that are humanities based, while the boys are pushed to take classes that are science and math driven. This then leads into the fact that women make less money than men, so something must be unequal, whether it is education or gender rights, or both. This paper will examine the gender gap in K-12 education, which includes stereotyping and the unequal representation of boys in mathRead MoreLife Science Research Papers724 Words   |  3 PagesEvaluation of Images of Turkish Life Science Textbooks for Grades 1st-3rd in Terms of Disability: A Content Analysis Background and Purpose of the Study Approximately 13% of all students have disabilities (Theoharris Causton, 2014). For students with disabilities, accessing to general education have increased. According to The Turkish Ministry of National Education (MEB) statistics (2010), in 2006, there were 54,309 students with disabilities attended general education, and this number raised toRead MoreLa Flor de Un Sexenio by Jennifer Rae Accettola: Article Analysis1389 Words   |  6 PagesSubject: Women’s Political Participation and Representation in Mexico Accettola, Jennifer Rae.La Flor De Un Sexenio: Women in Contemporary Mexican Politics. Tulane University, 1995. Print. Accettola’s analysis examines the place of Mexican women in Mexican Politics using case study related research, interviews and alternate literature. In the analysis Accettola uses a variation of 283 female politicians who have participated in Mexican government at elite levels and echelons; â€Å"just belowRead MoreWomen Of The Corporate World987 Words   |  4 Pagesgraduating from college in the U.S., why is it that only 15.7% of board seats of Fortune 500 companies occupied by women (â€Å"Why is There†¦Ã¢â‚¬  2014)? The gender issue that is of critical importance to American society is the lack of women in corporate and technological positions. The reasons why this is important is for diversity in the workplace, representation in the industry, and to break the glass ceiling. Why Women in C-Suit Positions Are Important Since the 1900s, the percentage of women in the workplaceRead MoreSex, Gender, And Gender915 Words   |  4 Pageshormones. 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Studies have shown that the proportion of women to men in STEM fields is extremely low, despite receiving more help than their male counterparts. One article states, â€Å"Among the top 100 US universitiesRead MoreDisability In Life Education938 Words   |  4 PagesEvaluation of Images of Disability in Turkish Life Science Textbooks for Grades 1st-3rd: A Content Analysis Background and Purpose of the Study Approximately 13% of all students have disabilities (Theoharris Causton, 2014). Inclusive practices have been spreading, and the number of students with disabilities in general education has increased. According to The Turkish Ministry of National Education (MEB) statistics (2016), in 2006, 54,309 students with disabilities attended general education, andRead MoreHispanic Gender And Gender Inequality801 Words   |  4 Pagescorrelate to their low representation which sets them apart from other women and men. For that reason, the few hispanic women who identify with STEM are immediately at a greater disadvantage; they are discouraged for both their gender and racial background. This problem exists for both genders who are minorities, but the continuing cycle of gender disparities, even for these two marginalized groups, tell a truth about Hispanic women looking to pursue STEM: they face both race and gender issues. For exampleRead MoreGender Roles And Women s Careers1532 Words   |  7 Pagesthat evidence a great deal of discomfort in achieving successful careers free of self- stigma and guilt. One perspective in the understanding of this paradox lies with an appreciation of the gender role ideologies of marianismo and machismo, which socialize women and men differently across cultures. Gender role expectations have not completely disappeared from women’s experiences in their day to day professional interactions, and are not confined to members of traditional societies. When marianismoRead MoreGender Roles And Women s Rights948 Words   |  4 Pagesâ€Å"By balancing the scales of equality, women and men will have an equal chance to contri bute both at home and the workplace, thereby enhancing their individual well-being, and that of society† (About Workplace Gender Equality). Throughout history, women continuously progressed to reach this equality. This is evident with the Women’s Right Movement which pushed to break social and economic barriers. Women went from focusing on domestic responsibilities to working in places normally reserved for men

Experiments free essay sample

EXPERIMENT 1: REACTIONS OF ENOLATE IONS WITH CARBONYL GROUPS Aims In this experiment we used two techniques for the reactions of enolate ions with carbonyl groups. One technique used was Doebner reaction and the other technique used was Claisen-Schmidt reaction. Therefore the aim of this experiment is to synthesize trans p-methoxycinnamic acid and to synthesize dibenzalacetone via an aldol condensation reaction between acetone and benzaldehyde. The products would be recrystallized using ethanol, then characterized using melting point analysis. Introduction: In this experiment we learnt on carbonyl compounds, enols and enolates. We also learnt two different techniques to test the reactions of enolate ions with carbonyl groups which are discussed below. I. Carbonyl Compounds, Enols and Enolates. Some of the most suitable reactions of carbonyl compounds contain carbon hydrogen bonds adjacent to the carbonyl group. Such reactions, which can be observed as the strength of much synthetic organic chemistry, usually result in the replacement of the hydrogen by some other atom or group, as in the H-C-C=O -+ X-C-C=O. Transformation of a carbonyl compound to an enol at a suitable rate typically needs either a basic catalyst or an acidic catalyst and, of course, at least one hydrogen on the a carbon. Even though these reactions lead to numerous varied products subjecting to the reagents and conditions, they have one feature shared- they proceed by way of the en01 or the enolate anion of the parent carbonyl compound as shown below. II. Knoevenagel Condensation Reaction The Knoevenagel condensation reaction is an organic reaction named after Emil Knoevenagel. It is a reform of the Aldol condensation. A Knoevenagel condensation is a nucleophilic addition of an active hydrogen compound to a carbonyl group followed by a dehydration reaction in which a molecule of water is eliminated (hence condensation). The product is often an alpha, beta conjugated enone. An example is shown below. In this reaction the aldehyde or a ketone is an carbonyl group. The catalyst is generally a weakly basic amine. The active hydrogen component has the form †¢Z-CH2-Z or Z-CHR-Z for diethyl malonate, Meldrums acid, ethyl acetoacetate or malonic acid. †¢Z-CHR1R2 for nitromethane. where Z is an electron removing functional group. Z must be dominant to enable hydrogen abstraction to the enolate ion even with a mild base. With a strong base in this reaction would make self-condensation of the aldehyde or ketone. The Hantzsch pyridine synthesis, the Gewald reaction and the Feist-Benary furan synthesis all comprise a Knoevenagel reaction step. The reaction also steered to the finding of CS gas. III. Doebner Reaction From the above reaction, The Doebner change of the Knoevenagel condensation. Acrolein and malonic acid react in pyridine to give trans-2,4-pentadienoic acid with the loss of carbon dioxide. With malonic complexes the reaction product can miss a molecule of carbon dioxide in a later step. In the so-called Doebner modification the base is pyridine. For instance, the reaction product of acrolein and malonic acid in pyridine is trans-2,4-Pentadienoic acid with one carboxylic acid group and not two. Experimental: There were two parts to this experiment. As mentioned under the aims, we tested the reactions using two techniques: a)We placed p-anisaldehyde (p-methoxybenzaldehyde), malonic acid and pyridine in a 100ml round bottom flask, and fit with a reflux condenser. In the table below the amount of p-anisaldehyde, malonic acid and pyridine are shown. P-anisaldehyde3. 30ml Malonic acid6. 505g pyridine6ml Table 1 We then moved to the fume hood to setup and conduct the experiment. In the fume hood, 5 drops of pyridine was added into the round bottom flask and heated in an oil bath under reflux for 90 minutes. During this period, bubbles of carbon dioxide evolved were seen. After 90 minutes under reflux, the flask was cooled and the contents were diluted with an equal amount of water. Concentrated hydrochloric acid was added to acidify the solution and precipitate the p-methoxycinnamic acid. A blue litmus paper was used to test. The blue litmus paper turned red when tested. The flask with the solution was cooled again. The organic acid was then collected using vacuum filtration. Once collected, the organic acid was washed with cold water and air dried briefly. Lastly, the product was recrystallized from ethanol. The mass of the crude product, mass of p-methoxycinnamic acid and the melting point range of p-methoxycinnamic acid was measured and it is shown below. Mass of crude product4. 44g mass of p-methoxycinnamic acid3. 72g melting point range of p-methoxycinnamic acid169. ,172. 8 Table 2 b)A solution of sodium hydroxide (3g) in water(30ml) an ethanol (25ml) was prepared and stirred in a 250ml conical flask that was maintained at 20-25? in water bath. Benzaldehyde and A. R acetone were mixed and divided into two portions. The accurate masses of the starting materials, benzaldehyde and A. R acetone are shown below. benzaldehyde3. 2g acetone1. 1g Table 3 Half of the benza ldehyde- acetone mixture was added in one portion while stirring the solution vigorously. At this stage, a precipitated was formed after a few minutes. After 15 minutes, the remaining benzaldehyde- acetone mixture was added and the mixture was stirred for a further 30 minutes. After 30 minutes, the precipitate was collected by vacuum filtration and washed with cold water until the washings were neutral. To test for neutralisation, a red litmus paper was used. The red litmus turned blue once tested. The precipitate was washed one more time to confirm neutralisation. The crude product was air dried and weighed. Lastly the crude product was recrystallized from methanol and the weight and melting point was determined. The table below shows the mass of the crude product, mass of dibenzaldehyde and the melting point rage of dibenzaldehyde. mass of the crude product3. 33g mass of dibenzalacetone2. 4g the melting point rage of dibenzalacetone108. 7,110. 1 Table 4 Results and Discussions: Results and discussions for experimental part a and b are discussed below. Experimental part a: Q1. Comment on the temperature of the reaction solution when it is heated under reflux (i. e. at its boiling point) in an oil bath at 120? C vs a Bunsen burner, with temperature of 4oo? C. ANS: When heated with Bunsen burner will not be effective and the temperature will not be constant throughout as compared to when heating with reflux at 120 degrees Celsius. Heating under reflux is more constant . Q2. Why does p-methoxycinnamic acid precipitate upon acidification? ANS: it is because the precipitate contains water and thus when acid was added to p-methoxycinnamic acid it reacts to remove the water molecules in the form of precipitate to make the solution more acidic. Experimental part b: Q1. Explain the principal of recrystallization as a purification technique. ANS: Crystallization depends on the values of solubility: compounds (solutes) tend to be more soluble in hot liquids (solvents) than they are in cold liquids. If a saturated hot solution is allowed to cool, the solute is no longer soluble in the solvent and forms crystals of pure compound. Impurities are excluded from the growing crystals and the pure solid crystals can be detached from the dissolved impurities by filtration. Q2. Why is dibenzalacetone coloured? ANS: It is because of the conjugate dienes. Such as the double bond C single bond C double bonds. C=C-C=C etc. These conjugated dienes absorb light in the visible spectrum and in this case it happens to be pale yellow. Q3. Identify the absorption associated with the carbonyl stretch in the IR spectrum of dibenzalacetone. ANS 🙠 See page behind for answers). However, there were two peaks observed at around 3020. 00, which matches the positions of alkenes. Mechanism of the reaction for dibenzalacetone: The IR spectrum of our products can be seen behind. The functional groups that characterised dibezalacetone are aromatics and carbonyl compounds. There were peaks at 1445. 01-1590. 0, which indicates there are benzene rings in the final product. However the band positive carbonyl compounds 1670-1780 could not be observed. There was a peak at 1645. 04 which is close to the band position of carbonyl compounds. There was a peak observed at 3346. 00 which may be the band position of alkenes. Conclusion: The observed melting point for methoxycinnamic was 169. 3-172. 8 [Table 2], compared to a l iterature value of 173-175 ? C. The lower and broader melting point detected may be due to the product still being wet or some impurities present within. However the observed melting point was close to the literature value and thus it can be concluded that the product was methoxycinnamic. Thus the synthesis of trans p-mthoxycinnamic was successful. The experimental melting point for dibenzalacetone was 108. 7 – 110. 1 °C [Table 4], compared to a literature value of 110. 5 °C. The lower and broader detected melting point could have been due to the product still being wet. It may also be due to unevaporated ethanol or other impurities in the product. However, the observed melting point was close to the literature value, and it can thus be concluded that the product was dibenzalacetone. Thus, the aldol condensation reaction was successful. References: 1. ^ Jones, G. Org. React. 1967, 15. 2. ^ Emil Knoevenagel (1898). Condensation von Malonsaure mit Aromatiachen Aldehyden durch Ammoniak und Amine. Berichte der deutschen chemischen Gesellschaft 31 (3): 2596–2619. doi:10. 1002/cber. 18980310308. 3. ^ March, Jerry (1985), Advanced Organic Chemistry: Reactions, Mechanisms, and Structure (3rd ed. ), New York: Wiley, ISBN 0-471-85472-7 4. ^ O. Doebner (1902). Ueber die der Sorbinsaure homologen, ungesattigten Sauren mit zwei Doppelbindungen. Berichte der deutschen chemischen Gesellschaft 35: 1136–1136. doi:10. 1002/cber. 190203501187. 5. ^ Peter J. Jessup, C. Bruce Petty, Jan Roos, and Larry E. Overman (1988), 1-N-Acylamino-1,3-dienes from 2,4-pentadienoic acids by the curtius rearrangement: benzyl trans-1,3-butadiene-1-carbamate, Org. Synth. ; Coll. Vol. 6: 95 6. ^ 1,3-Diethyl-5-(2-methoxybenzylidene)-2-thioxodihydropyrimidine-4,6(1H,5H)-dione Abdullah Mohamed Asiria, Khaled Ahmed Alamrya Abraham F. Jalboutb, Suhong Zhang Molbank 2004, M359 [1] publication. 7. ^ An Improved Manufacturing Process for the Antimalaria Drug Coartem. Part II Ulrich Beutler, Peter C. Fuenfschilling, and Andreas Steinkemper Org. Process Res. Dev. ; 2007; 11(3) pp 341 345; (Article) doi:10. 1021/op060244p 8. ^ Mild and ecofriendly tandem synthesis of 1,2,4-triazolo[4,3-a]pyrimidines in aqueous medium Arkivoc 2007 (06-2251BP) Anshu Dandia, Pritima Sarawgi, Kapil Arya, and Sarita Khaturia Link 9. Chemistry Lab Experiments CHEM 224 SYNT 720 pgs. 85 95 Wigal/Manion/LeFevre/Wade, Jr. /Rapp/Lee/Wikholm 10. Weast, Robert C. , ed. CRC Handbook of Chemistry and Physics. 70th ed. Boca Raton, FL: CRC Press, Inc. , 1990.

Shakespeare’s Brilliant Use of Symbolism Essay Example

Shakespeare’s Brilliant Use of Symbolism Paper â€Å"To be or not to be – that is the question† (Kittredge, 993). This is one of William Shakespeare’s best known and used quotes. Many who use it do not even know what piece it is taken from, or what exactly it means. It just sounds like a cool, tragic, Shakespearean quote to use to sound more intelligent. And that is the sad truth. Shakespeare’s works are filled with quotes, soliloquies, and experts, like this one, that are filled with innuendos, imagery, word choice, etc. One very important literary technique used by Shakespeare, in all of his works, is his symbolism, which portrayed Shakespeare’s life, time period, and messages he wished to get across to his audience. He also used his symbolism to satirize whomever he wished. Shakespeare’s works would not be complete without his symbolism, which is used throughout all of his works. One example of William Shakespeare’s brilliant use of symbolism can be seen in the play Macbeth. In this play Shakespeare uses symbolism to represent the overall theme of murder. The contrast of light and dark throughout the play symbolizes the good and evil that is being battled. During the time that Macbeth was written the king was associated with the sun. A sunset, then, represented the king’s death or overthrow of his rule in power. â€Å"When shall we three meet again . † and â€Å"That will be ere the set of sun. † (Shakespeare, Act I, Scene I, ll 1 and 5), are quotes that symbolize and foreshadow the coming death of the king. They, the witches, shall meet again when the king has been done away with. The contrast and symbolism between light and dark continues throughout the play. Stars, hide your fires; Let not light see my black and deep desires. † (Act I, Scene IV, ll 50-51) symbolizes Macbeth’s step towards evil. He does not want anyone or anything to bring to knowledge his dark and evil plans. Another symbolism in the contrast of light and dark is nighttime. Whenever anything bad is occurring, or is about to occur it takes place during the dead of the night in the cover of darkness. The murders, Lady Macbeth’s sleepwalking, and the appearance of the witches all take place at night. Lady Macbeth’s sleeping walking shows a good contrast of the light and dark symbolism. At first she craved the darkness, b ut then she became afraid of it and carried a candle with her to drive away the darkness. In the line, â€Å"She has light by her continually; ’tis her command. † (Act V, Scene I ll 26-27), symbolizes her fear of the evil within the darkness. One very important symbol in Shakespeare’s Macbeth is blood in Duncan’s murder. The bloodshed represents Macbeth’s guilt and shame of the crime he has committed. After killing the king Macbeth says of the blood on his hands, â€Å"As they had seen me with these hangman’s hands. † (Act II, Scene II, l 28). Macbeth’s guilt is portrayed after this act in that he refuses to return to the crime scene to smear the blood on the guards, because he thinks that the blood will only show his guilt and incriminate him further. Another way that the reader can tell that Macbeth is extremely uncomfortable and feeling guilty is because he immediately tries to remove the blood from his hands after killing t he guards. He is very uncomfortable with the blood being on his hands, incriminating him through his guilt. Opposite of blood being a symbol of guilt, water is a symbol of purification from that guilt. After the murder of Duncan Lady Macbeth assures her husband that, â€Å"A little water clears us of the deed†; (Act II, Scene II, l 67). Throughout the later portion of the play Lady Macbeth repeatedly rubs her hands together, symbolizing her want and need to wash the deed from her hands. She wants to remove the â€Å"spot† physically from her hands and symbolically from her conscience, â€Å"Out, damned spot! out, I say! . We will write a custom essay sample on Shakespeare’s Brilliant Use of Symbolism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shakespeare’s Brilliant Use of Symbolism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shakespeare’s Brilliant Use of Symbolism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer † (Act V, Scene I, l 39). The water symbolizes the purification of the guilty conscience of Sir and Lady Macbeth. A common object used as symbolism throughout Shakespeare’s works are ghosts. In Hamlet the ghost that he sees is his father. Of course the ghost symbolizes his father’s death, but it also symbolizes that his father has come back for some reason. That reason, Hamlet later finds out is for revenge because his father was murdered. Ghost. â€Å"Revenge his foul and most unnatural murther. † Ham. â€Å"Murther? † Ghost. â€Å"Murther most foul, as in the best it is; But this most foul, strange, and unnatural. † (Act I, Scene V, ll 26-28). The ghost of Hamlet’s father plays a very important role in the play, as throughout the entirety of it Hamlet is trying to seek revenge for his father, which was first brought to his attention by the ghost. Another symbol used in Hamlet is the use of the word â€Å"dream† Throughout the p lay Hamlet is confronted with death, and his uncertainties as to the conditions of the existence of an afterlife (Rogers, 10). In his â€Å"to be, or not to be† soliloquy Hamlet questions as to whether it is worth it to live or die. He refers to death as some sort of dream that may come. He uses the reference of a dream to death because, as dreams are uncertain and often forgotten after they are through, so is death, although it is a dream that one will never be woken up from whether it be a nightmare or sweet escape. â€Å"To die – to sleep – No more; and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to. ‘Tis a consummation Devoutly to be wish’d. To die – to sleep. To sleep – perchance to dream: ay, there’s the rub! For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause. There’s the respect That makes calamity of so long life. (Act III, Scene I, ll 56-69). Hamlet’s uncertainty of death is felt throughout this entire soliloquy. Later in it he says, But that the dread of something after death, The undiscover’d country from whose bourn No traveler returns, puzzles the will, And makes us rather bear those ills we have Than fly to others that we know not of? (Act II, Scene I, ll 78-82). In this expert the traveler and the undiscovered country symbolizes someone traveling in death onto the unknown after life. This entire soliloquy symbolizes Hamlet’s uncertainties of death. One other example of symbolism that is used in Hamlet is a serpent. The serpent, which Hamlet’s father’s ghost refers his uncle to, represents the evil and deceit that the uncle used to get the crown. A serpent, many times in literature, represents something that is secretive, evil, and tempting, just as Lucifer, in the form of a serpent was in the garden of Eden. â€Å"Now the serpent was more craf ty than any of the wild animals the Lord God had made† (Genesis 3:1). The ghost of Hamlet’s father says of his uncle, ‘Tis given out that, sleeping in my orchard, A serpent stung me. So the whole ear of Denmark Is by a forged process of my death Rankly abus’d. But know, thou noble youth, The serpent that did sting thy father’s life Now wears his crown. (Act I, Scene V, ll 35-39). And just as the serpent tempted Eve in the Garden of Eden, Hamlet’s uncle tempted his mother and very soon after Hamlet’s father’s death they were married. O wicked wit and gifts, that have the power So to seduce! – won to his shameful lust The sill of my most seeming-virtuous queen. (Act I, Scene V, ll 44-46). The king had stolen from him by the â€Å" serpent†, â€Å"by a brother’s hand, of life, of crown, of queen† (ll 74-75). In Shakespeare’s Othello there are many different symbols used throughout the play. One of these symbols is sight. Throughout the play Othello bases his beliefs on what he is told and hears, instead of what he sees. Therefore sight symbolizes Othello’s lack of proof with what he sees, but actually does not see. For example, Othello believes Iago when he tells him that Cassio was given the handkerchief he had given Desdemona, by Desdamona herself. Iago. Have you not sometimes seen a handkerchief Spotted with strawberries in your wive’s hand? Oth. I gave her such a one; ‘twas my first gift Iago. I know not that; but such a handkerchief (I am sure it was you wive’s) did I to-day See Cassio wipe his beard with. (Act III, Scene III, ll 435-438). The lack of sight, or blindness is vital to the play, as each character’s confusion bleeds off of one another’s lack of proof. Othello does not see any incriminating actions that Desdemona has committed, and Emilia does not â€Å"figuratively† see what her husband has done with his twiste d words and actions. Another symbol in Othello is plants. In many of Iago’s speeches he talks about fruits and plants. What they symbolize is that the characters that Iago is manipulating are plants that are slowly growing more and more twisted, and Iago is the gardener that is making sure that they get more and more twisted and stay that way. Iago. Our bodies are our gardens, to the which our wills are gardeners; so that if we will plant nettles or sow lettuce, set hyssop and weed up thyme, supply it with one gender of herbs or distract it with many – either to have it sterile with idleness or manured with industry – why, the power and corrigible authority of this lies in our wills. If the balance of our lives had not one scale of reason to poise another of sensuality, the blood and baseness of our natures would conduct us to most prepost’rous conclusions. (Act I, Scene III, ll 323-334). Iago, through jealousy or some other motive, most manipulates Othel lo: Iago. The Moor already changes with my poison. Dangerous conceits are in their natures poisons Which at the first are scarce found to distaste, But with a little act upon the blood Burn like the mines of sulphur. (Act III, Scene III, ll 325-329). Another symbol used by Iago when he is talking about Othello besides plants is animals. Many times Iago refers to Othello as a Barbary horse, an ass, and an old black ram. These are innuendos Iago uses to make fun of Othello with. It reflects a level of racism that Iago has for Othello. Iago. The Moor is of a free and open nature That thinks men honest that but seem to be so; And will as tenderly be led by th’ nose As asses are. (Act I, Scene III, ll 405-408). Also, when Iago is talking to Brabantio, Desdemona’s father, he refers to Othello: Even now, now, very now, an old black ram Is tupping your white ewe. (Act I, Scene I, ll 88-89). And also: Iago. Zounds, sir, you are one of those that will not serve God if the devil bid you. Because we come to do you service, and you think we are ruffians, you’ll have your daughter cover’d with a Barbary horse; you’ll have your nephews neigh to you; you’ll have coursers for cousins, and gennets for germans†¦ I am one, sir, that come to tell you your daughter and the Moor are now making the beast with two backs. (Act I, Scene I, ll 109-118). One very important symbol in Othello is the handkerchief. It symbolizes different things for each character. For Desdemona, the handkerchief was the first love gift that Othello ever gave her, therefore it symbolizes Othello’s love. However, Iago manipulates the meaning of the handkerchief by making Othello see it as a symbol for Desdemona herself. By doing this, when the handkerchief goes missing Othello takes it as Desdemona is also missing from his bed and is in someone else’s. Oth. That handkerchief Did an Egyptian to my mother give. She was a charmer, and could almost read The thoughts of people. She tole her, while she kept it, ‘Twould make her amiable and subdue my father Entirely to her love, but if she lost it Or made a gift of it, my father’s eye Should hold her loathly, and his spirits should hunt after new fancies. (Act II, Scene IV, ll 55-63). The handkerchief itself symbolizes what Othello’s mother used to keep his father faithful to her. The handkerchief is supposedly made from silk of sacred worms and is dyed with extracted blood from the hearts of mummified virgins. The pattern of strawberries on the handkerchief on the white background suggests that the bloodstains left on the sheets on a virgin’s wedding night, therefore the handkerchief suggests a guarantee of virginity as well as fidelity (Crowther, 47). Another, more subtle symbol is the song that Desdemona sing in act five as she is preparing for bed. The song is about a woman who is betrayed by her lover. She was taught the song by her mother’s maid , who suffered the same misfortune as the woman in the song. The lyrics of the song suggest that both men and women are unfaithful to one another. To Desdemona, this song appears to represent a sad and resigned acceptance of her alienation from Othello’s affections, and singing it leads her to question Emilia about the nature and practice of infidelity. Des. My mother had a maid call’d Barbary. She was in love; and he she lov’d prov’d mad And did forsake her. She had a song of ‘Willow. ’ An old thing ‘twas; but it express’d her fortune, And she died singing it. That song to-night Will not go from my mind. I have much to do But to go hang my head all at one side And sing it like poor Barbary. (Act IV, Scene III, ll 26-32). Another work of Shakespeare’s that contains symbolism is Romeo and Juliet. One main symbol in this play is poison. When Friar Lawrence first appears he remarks that every plant, herb, and stone has its ow n special properties, and that nothing exists in nature that cannot be put to both good and bad uses. Therefore, poison is not automatically evil, but when put to bad use, it becomes evil in the hands of humans. In plants, herbs, stones, and their true qualities; For naught so vile that on the earth doth live But to the earth some special good doth give; Nor aught so good but, strain’d from that fair use, Revolts from true birth, stumbling on abuse. Virtue itself turns vice, being misapplied, And vice sometime’s by action dignified. Within the infant rind of this small flower Poison hath residence, and medicine power; For this, being smelt, with that part cheers each part; Being tasted, slays all senses with the heart. Two such opposed kings encamp them still In man as well as herbs – grace and rude will; And where the worser is predominant. Full soon the canker death eats up that plant. (Act II, Scene IV, ll16-30). The sleeping potion that the friar gives Julie t makes her appear dead after she inhales it, however, when Romeo sees Juliet, thinking she is dead, he drinks the poison and is killed. Poison symbolizes society’s tendency to poison good things and make them fatal, just as the Capulet-Montague feud sours Romeo and Juliet’s love into poison. Another use of symbolism in Romeo and Juliet is thumb-biting. This gesture begins a brawl between the Montagues and Capulets. Samson, by flicking his thumbnail from behind his teeth, he shows an insulting gesture, which offends the other party. It is really actually a very juvenile action, and he does it because he wants to interrogate and get into a fight with the Montagues, but at the same time doesn’t want to be accused of starting the fight. Greg. I will frown as I pass by, and let them take it as they list Samp. Nay, as they dare. I will bite my thumb at them; which is a disgrace to them, if they bear it. Abr. Do you bite your thumb at us, sir? Samp. I so bite my thumb , sir. Abr. Do you bite your thumb at us, sir? Samp. [aside to Gregory] Is the law of our side if I say ay? Greg. [aside to Sampson] No. Samp. No, sir, I do not bite my thumb at you, sir, but I bite my thumb, sir. (Act I, Scene I, ll 46-58). Because Sampson is being timid, he wants to be annoying, but not challenging. The thumb-biting seems to be a rather meaningless gesture, and represents the entire foolishness of the entire Montague-Capulet feud, and also the stupidity of violence in general. One other symbol in Romeo and Juliet is Queen Mab. In the first act Mercutio delivers a speech about the fairy Queen Mab, who rides through the night on her tiny wagon delivering dreams to sleepers. The story says that she doesn’t generally bring the best dreams, but instead shows the dreamer dreams of vices that they are addicted to. An example would be greed, violence, and lust. Queen Mab does not only represent and symbolize the dreams of sleepers, but she also symbolizes the power of waking fantasies, daydreams, and even desires. Through the imagery of the story Mercutio paints suggests that all desires and fantasies are as nonsensical and fragile as Mab, and that they are also basically corrupting. This point of view greatly contrasts with that of Romeo and Juliet, who see their love as something real and ennobling. O, then I see Queen Mab hath been with you. She is the fairies’ midwife, and she comes In shape no bigger than an agate stone†¦ And in this state she gallops night by night Through lovers’ brains, and then they dream of love; O’er courtiers’ knees, that dream on cursies straight; O’er lawyers’ fingers, who straight dream on fees; O’er ladies lips, who straight on kisses dream, Which oft the angry Mab with blisters plagues, Because their breaths with sweetmeats tainted are. Sometimes she gallops o’er a courtier’s nose, And then dreams he of smelling out a suit; And sometime comes she with a tithe-pig’s tail Tickling a parson’s nose as a’ lies asleep, Then dreams he of another benefice. Sometime she driveth o’er a soldier’s neck, And the dreams he of cutting foreign throuats, Of breaches, ambuscadoes, Spanish blades, Of healths five fadom deep; and then anon Drums in his ear, at which he starts and wakes, And being thus frighted, swears a prayer or two And sleeps again. This is that very Mab That plats the manes of horses in the night And bakes the elflocks in foul sluttish hairs, Which once untangled much misfortune bodes. This is the hag, when maids lie on their backs, That presses them and learns them first to bear, Making them women of good carriage. This is she – (Act I, Scene IV, ll 53-54 and ll 70-94). The symbolism described in this paper from William Shakespeare’s plays Macbeth, Hamlet, Othello, and Romeo and Juliet are just examples of how Shakespeare uses symbolism throughout his works. While other literary techniques, such as imagery and diction, play an important role in Shakespeare’s works, symbolism plays just as great, if not a greater role in his pieces. Many times the symbols that Shakespeare used carried a theme throughout the entire work, and also, many times served as foreshadowing. Shakespeare’s life, time period in which he lived, messages he wished to portray to his audience, and people he wished to satirize all were sources in which Shakespeare derived his symbolism in his works from. Works Cited Aronson, Alex. Psyche and Symbol in Shakespeare. Bloomington, London: Indiana University Press, 1972. Arthos, John. Shakespeare’s Use of Dream and Vision. Totowa, New Jeresey: Rowman and Littlefield, 1977. Faber, M. D. The Design Within, Psychoanalytic Approaches to Shakespeare. New York: Science House, 1970. The Holy Bible, Revised New International Version. Grand Rapids, Michigan: Zondervan Publishing House, 1994. Kittredge, George Lyman. Sixteen P lays of Shakespeare. Boston; New York; Chicago; Atlanta; Dallas; Columbus; San Francisco; Toronto; London: Ginn and Company, 1946 Ludowyk, E. F. C. Understanding Shakespeare. Cambridge: At The University Press, 1964. May, Robin. Who was Shakespeare? The Man – The Times – The Works. New York: St. Martin’s, 1974. Matthews, Honor. Character Symbol in Shakespeare’s Plays. Cambridge: At the University Press, 1962. Rowse, A. L. Shakespeare the Man. New York; Evanston; San Francisco; London: Harper Row, Publishers, 1973. Rogers, L. W. The Ghosts In Shakespeare. Wheaton, Illinois: The Theosophical Press, 1966.