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How does Shakespeare make Act3 Scene1 of Romeo and Julliet dramatic for the audience?

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Shakespeare assignment: J. Thompson: "How does Shakespeare make Act3 Scene1 dramatic for the audience?" intro: Shakespeare is a very dramatic playwright and his works continue to affect people today. He evokes his audiences' emotions, through the use of many dramatic techniques. Romeo & Juliet is an especially dramatic story of "two star-crossed lovers"; And Act 3 Scene 1, on which we are focusing this assignment, is particularly powerful. Before act3sc1: Due to the theatre enacted in the previous scenes; much knowledge is brought through by the audience into Act 3 Scene 1. For example the Prince's warning in Act 1 Scene 1, lines 98-99 "If you ever disturb our streets again, your lives shall pay the forfeit of the peace!" foreshadows this scene as a prediction of the future, making the scene dramatic as the audience are kept in suspense as to whether it will come apparent or not; the warning also serves as an ultimatum used to discourage the vengant characters (i.e. Tybalt and Mercutio) from causing more trouble. Another example is that of the preceding nuptial scene of Juliet and Romeo which we as an audience are aware of but the other characters, excluding the aforementioned and Friar Lawrence, are not. We as an audience therefore know that the two feuding families (the Montague's and the Capulet's) ...read more.


This makes Tybalt a serious threat to Romeo's 'lover'-not-a-'fighter' characterisation. Shakespeare has portrayed the characters as such as their differences make the audience interested to see how Romeo would handle himself against an experienced guardsman like Tybalt as we have not yet seen him fight. This knowledge adds to the suspense and tension of the pre-scene melodrama making the audience more interested and focused on the events of the upcoming scene. After Act3sc1: Shakespeare begins Act 3 Scene 1 with the stage direction "a public place", he uses this setting to make the scene more dramatic as it creates tension and dramatic potential because the stage command serves as an echo of the Prince's warning, forbidding brawls in 'public places'. Due to this the audience are put on edge as they are aware that the consequences would be dear if a fight was to take place. Benvolio realises these facts and in his opening phrase he attempts to avert the danger; but ironically the page's speech contains motives to fight as his words "hot days" and "mad blood stirring" are metaphors of anger seemingly to encourage a brawl. This tightens the tension of the opening scene's atmosphere as it's dramatic potential is realised by both the audience and the characters of the scene. ...read more.


In this way he also provokes an attack "Make it a word and a blow". We as an audience feel overshadowed and nervous by the sudden entrance of the Capulet boys as it is obvious they are looking for a brawl and we fear the prince's punishment for disobeying his orders. In this way the mood of the scene darkens as the potential of the fight could lead to banishment if not death. Having just secretly married Juliet, we have mixed feelings on Romeo's undoubted appearance on stage. We can sense from the atmosphere that tensions are high between the rival characters on stage, which if unleashed could lead to disaster; so we partly wish for Romeo to enter soon to diminish the hatred and anger with his news of a hopeful end to the feud ( his and Juliet's marriage makes both the Montague's and the Capulet's kinsmen-in-law ). However the audience fear the fact that Romeo could be harmed if the other on stage characters do not accept his news. We, as an audience, feel so strongly for Romeo and Juliet "the two star crossed lovers" because they are the title roles and we therefore feel the most compassion towards their predicament and fate. ...read more.

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There are some relevant points made in this essay but the communication of ideas is not very well executed. It is essential to have a very clear essay plan that sets out how you will structure your findings.

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Marked by teacher Laura Gater 22/08/2013

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