Hello readers, I am writing this blog as a thinking activity given by Dr. Dilip Barad sir, Head of the Department of English, MKBU. Here, I will try to display my understanding of Cultural Studies in practice. I will try to write about approach of Cultural Studies applied in the reading of the play 'Hamlet', poem 'To his coy mistress' and novel 'Frankenstein'.
'Hamlet':
A cultural studies approach to Hamlet can be applied in a variety of ways. One common approach is to examine how the play reflects, shapes, and is shaped by the Elizabethan worldview on issues such as revenge, madness, and the supernatural. Another approach is to explore how the play reflects and critiques the social and political tensions of the Elizabethan era, such as the rise of the Protestant Reformation and the consolidation of royal power.
Marginalisation of Rosencrantz and Guildenstern:
A cultural studies approach to Hamlet can examine how the play reflects, shapes, and is shaped by the Elizabethan worldview on a variety of issues, including social class, power relations, and gender roles. One key aspect of this approach is to consider the experiences of marginalized characters, such as Rosencrantz and Guildenstern.
Rosencrantz and Guildenstern are two childhood friends of Hamlet who are summoned to Elsinore by Claudius and Gertrude. They are tasked with spying on Hamlet and trying to determine the cause of his strange behavior. However, Rosencrantz and Guildenstern are ultimately unable to fulfill their mission, and they are eventually executed by Claudius.
The disempowerment of Rosencrantz and Guildenstern can be seen in a number of ways. First, they are never given their own individual identities in the play. They are always referred to as "Rosencrantz and Guildenstern," as if they were a single entity. This suggests that they are not seen as individuals, but rather as interchangeable objects.
Second, Rosencrantz and Guildenstern are always subordinate to other characters in the play. They are at the mercy of Claudius and Gertrude, and they are unable to resist their demands. This suggests that they are powerless and have little control over their own lives.
Third, Rosencrantz and Guildenstern are often treated with contempt by other characters in the play. Hamlet himself refers to them as "sponges" and "monkey food." This suggests that they are seen as worthless and expendable.
Finally, the disempowerment of Rosencrantz and Guildenstern can be seen as a reflection of the Elizabethan worldview on gender roles. In Elizabethan society, men were seen as superior to women. Rosencrantz and Guildenstern are two male characters who are disempowered and powerless. This suggests that even men who were not members of the aristocracy could be disempowered in Elizabethan society.
Some examples of how the cultural studies approach can be applied to 'Hamlet':
Revenge: Revenge was a complex and controversial issue in Elizabethan England. On the one hand, it was seen as a legitimate way to restore honor and justice. On the other hand, it was also seen as a dangerous and destructive force that could lead to further violence and bloodshed. Hamlet's struggle to decide whether or not to seek revenge for his father's death reflects the Elizabethan worldview on this issue.
Madness: Madness was also a complex and misunderstood phenomenon in Elizabethan England. On the one hand, it was seen as a sign of divine punishment or demonic possession. On the other hand, it was also seen as a way to escape the pain and suffering of the world. Hamlet's feigned madness can be seen as a way to cope with his grief and anger, as well as a way to challenge the authority of Claudius.
The supernatural: The Elizabethan era was a time of great religious and scientific upheaval. Many people believed in the supernatural, including ghosts and witches. Hamlet's encounter with the ghost of his father reflects the Elizabethan belief in the afterlife and the possibility of communication between the living and the dead.
In addition to these specific topics, the cultural studies approach can also be used to explore Hamlet's broader themes and ideas. For example, the play can be seen as a meditation on the nature of power, the importance of identity, and the fragility of the human condition.
'To his coy mistress':
A cultural studies approach to "To His Coy Mistress" can examine how the poem reflects, shapes, and is shaped by the Puritanical worldview on sexuality and marriage in 17th-century England.
Puritanism was a religious movement that emerged in England in the 16th century. Puritans believed in a strict interpretation of the Bible, and they emphasized the importance of personal morality and simplicity in living. Puritans also had a very conservative view of sexuality and marriage. They believed that sex should only take place within the confines of marriage, and that any form of sexual activity outside of marriage was sinful.
Andrew Marvell, the poet who wrote "To His Coy Mistress," was living in a time when Puritanism was the dominant religious force in England. However, Marvell was not himself a Puritan. He was a Royalist, and he supported the monarchy during the English Civil War. Marvell's poem can be seen as a challenge to the Puritanical worldview on sexuality and marriage.
In the poem, the speaker urges his mistress to have sex with him immediately, without waiting for marriage. He argues that life is short, and that they should not waste time on things like chastity and modesty. The speaker also uses carpe diem rhetoric to convince his mistress to give in to his advances. He tells her that time is running out, and that they will soon be too old to enjoy sex.
Implied culture versus Historical fact:
In "To His Coy Mistress," the implied culture is that of the Restoration era (1660-1700). This was a time of great social and political change in England. The monarchy had been restored after the English Civil War, and there was a new sense of optimism and hedonism.
The speaker in the poem is a sophisticated and worldly man. He is well-educated and has traveled widely. He is also a member of the upper class.
The speaker's mistress is a young and innocent woman. She is chaste and modest. She is also from a lower social class than the speaker.
The speaker is trying to convince his mistress to have sex with him. He uses a variety of arguments, including carpe diem rhetoric and physical threats.
The poem's setting is a garden. Gardens were often seen as symbols of fertility and sexuality in the Restoration era.
The poem's imagery is also suggestive of sexuality. The speaker compares his mistress to a variety of objects, including a "vegetable love," a "worm," and a "rose."
The poem reflects the historical fact of the Restoration era in a number of ways. The speaker's wealth and privilege are representative of the upper class during this time period. The speaker's mistress's chastity and modesty are also representative of the social norms of the time.
However, the poem also challenges some of the historical facts of the Restoration era. For example, the speaker's arguments for having sex are quite explicit and provocative. This would have been considered unseemly for a gentleman to say to a lady during this time period.
Overall, the poem's implied culture and historical facts are both complex and multifaceted. The poem reflects the social and political changes of the Restoration era, but it also challenges some of the social norms of the time.
Example:
"But at my back I always hear
Time's winged chariot hurrying near;
And yonder all before us lie
Deserts of vast eternity."
These lines reflect the historical fact of the Restoration era in that they express the fear of death that was common during this time period. The plague and other diseases had killed millions of people in the previous century, and people were constantly aware of their own mortality.
The lines also reflect the implied culture of the poem in that they suggest that the speaker's mistress is afraid of death. The speaker is using this fear to try to convince her to have sex with him. He is saying that they should live life to the fullest and enjoy each other while they can.
The poem's implied culture and historical facts are both important factors to consider when interpreting the poem. By understanding the cultural and historical context of the poem, we can gain a deeper appreciation of its meaning and significance.
'Frankenstein':
A cultural studies approach to Frankenstein can examine how the novel reflects, shapes, and is shaped by the cultural anxieties of the Romantic era. The Romantic era was a time of great change and upheaval in Europe. The Industrial Revolution was transforming the social and economic landscape, and the French Revolution had challenged the old order of things. These changes led to a great deal of anxiety and uncertainty about the future.
Frankenstein can be seen as a reflection of these anxieties. The novel explores the dangers of scientific progress, the fear of the unknown, and the anxiety about the changing social order.
The dangers of scientific progress:
One of the central themes of Frankenstein is the danger of scientific progress. Victor Frankenstein, the novel's protagonist, is a scientist who creates a living creature. However, Victor is unable to control his creation, and the creature turns out to be a monster.
This story can be seen as a reflection of the anxiety that many people felt about the Industrial Revolution. The Industrial Revolution was leading to rapid technological advances, but many people feared that these advances would have negative consequences. Frankenstein's story suggests that scientific progress can be dangerous if it is not used responsibly.
The fear of the unknown:
Another central theme of Frankenstein is the fear of the unknown. Victor Frankenstein's creature is a terrifying creature because it is different from anything else in the world. It is unknown and therefore feared.
This theme can be seen as a reflection of the anxiety that many people felt about the changing social order in the Romantic era. The French Revolution had challenged the old order of things, and many people feared the uncertainty of the future. Frankenstein's creature represents the unknown and the feared.
The anxiety about the changing social order:
Frankenstein can also be seen as a reflection of the anxiety about the changing social order in the Romantic era. The Industrial Revolution was leading to a new social order, one that was defined by class conflict and inequality.
Victor Frankenstein is a member of the upper class. He is a wealthy and privileged individual. However, the creature that he creates is from the lower class. The creature is poor, uneducated, and marginalized.
The conflict between Victor Frankenstein and the creature can be seen as a metaphor for the class conflict that was taking place in England during the Romantic era. The creature represents the working class, which was rising up and demanding its rights. Victor Frankenstein represents the upper class, which was trying to maintain the status quo.
Word Count: 1839
Reference:
Bard. "Cultural studies approach to Hamlet and Frankenstein." Accessed 12 October 2023. https://bard.google.com/chat/6385148ba8c2645a?utm_source=sem&utm_medium=paid-media&utm_campaign=q3enIN_sem7
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