• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Romeo - Romantic And Tragic 'Heart-throb' or foolish and hysterical boy?

Extracts from this document...


Romeo - Romantic And Tragic 'Heart-throb' or foolish and hysterical boy? Romeo and Juliet is one of Shakespeare's most famous tragedies. It was written it about 1597 by William Shakespeare and was set in the northern Italian city of Verona. It is based on the long poem 'The Tragical History of Romeus and Juliet (1562)', by Arthur Brooke. In this essay I will analyse the changes in Romeo's character during Shakespeare's play. The first scene I will analyse is Act 1 Scene 1. In this scene Romeo is very unhappy about a girl named Rosaline. We can tell this by the language he uses. Romeo uses riddles and oxymoron's to suggest confusion about how he feels for Rosaline, e.g.: "Feather of lead". He is also wallowing in his own misery, as though he is enjoying being so miserable because he feels so in love with Rosaline, although he barely knows her. Romeo and Rosaline is an example of 'Courtly Love', which would have been around in the days of Shakespeare. Courtly Love was where the man fell in love with a woman of higher social class and she rejected him at first to save her honour and grace. ...read more.


Then Juliet tells Romeo that to show her if he really loves her, he must marry her. Romeo reacts to this maturely by saying he will visit Friar Lawrence immediately and arrange a marriage: "Hence will I go to my ghostly sire's close cell, his help to crave and my dear hap to tell." This is still a little childish however as they only met that day and how can they know that they love each other? The next scene I will analyse is Act 3 Scene 1. In Act 3 Scene 1, Romeo shows impressive maturity when he refuses to fight Tybalt. This however, is completely dispelled when, after Mercutio's death, Romeo gets very angry and kills Tybalt. However this is very understandable as Mercutio is one of Romeo's oldest and best friends. In Act 3 Scene's 2 + 3, Romeo learns of his exile from Verona following his murder of Tybalt. Romeo's reaction to this is very immature, selfish and irrational. He pulls a dagger out and threatens to kill himself: "In what part of this vile anatomy Doth my name lodge? Tell me that I may sack The hateful mansion!" ...read more.


He uses sincere, honest and loving language and it is clear he could not live without her: "Death that hath sucked the honey of thy breath Hath had no power yet upon thy beauty." The final speech he gives tells us all throughout that he was not lying and he had loved her from the moment he saw her. When Juliet awakes she is a little more hysterical and searches frantically for a last drop of poison, and then finds his dagger and she too takes her own life. In conclusion, I think that Romeo can be very loving, sincere and mature, but on other occasions can be silly, childish, thoughtless and immature in general. If I were directing the play I would like to have Romeo presented as a mature young man in most scenes, such as in Act 3 Scene 5 where he is telling Juliet he must leave. If I were directing, I would have the actor be calm, well-spoken and mature. However in some scenes I think he should be presented as a childish young boy who does not deserve the clothes he is wearing. For example in Act 3 Scenes 2 and 3, I would have the actor be in hysterics and to be shouting and screaming like a little baby child, as this is how Romeo acts in these Scenes, like a childish baby.1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Romeo and Juliet section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work