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Romeo and Juliet Assignment

Romeo and Juliet was a play originally written by William Shakespeare between 1591 and 1595 but wasn’t put on stage as a play until 1597 and was enjoyed by people of all ages and has also been made into several different films. Imagery, whether it is negative, positive can play a vital role in literature, this could be from emphasising the atmosphere or showing things that will happen in the future. This can change the audience’s views on the different characters whether it been sympathising or a strong dislike.

This helps the story come alive in the audiences views. Shakespeare provides Juliet with a soliloquy meaning that she is talking to herself and no one else is there with her. This device enables Juliet to express her views and expressions towards the audience. At this part of the play the tension is running high because of Romeo and Juliets love and passion for each other bringing them closer together. The audience witness Juliets thoughts and begin to guess what could happen further on in the play. The “Close curtain” that is protecting them will soon be worn off.

Juliet praises Romeo on his pureness, which contrasts the role of love in act1 scence 1 Romeo is all upset and depressed about him loving Rosalind but her not loving him back, however later when Romeo is with Juliet they say. ” Till strange love grow bold,” this is showing her love for him, a complete contrast to what had happened at the start of the play. This would make the audience ask questions like “Is this true love? ” and ” What’s going to lead on from the love of these characters? ” The soliloquy shows Juliets naivety at this point of the play because she is so desperately in love with Romeo.

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It is at this moment when the audience become aware of the dramatic irony of the lovers because of Tybalts murder even if they are unaware of this at that time. The implication of the use of the Phoebus and Phaeton imagery in the first part of the speech suggests romantic passion but they are unaware that it is actually danger. Juliets alliterate pleas for Romeos quick arrival, she states ” Gallop apace you fiery-footed steeds Towards Phoebus. ” This is dramatically ironic, however it hides a contradiction between “Cloudy nights and Close curtain” which brings her closer to Romeo.

This makes the audience think because they no the proceeding of the scene may contain horror. Earlier in the play Romeo avenges Mercuitio’s death by the killing of Tybalt, the fact of cloudy nights and close curtains which is ironic because they are trying to hide the death of Tybalt which could be hiden in a cloud or behind a curtain. Despite Julies want for the night it never seems to come , furthermore the imagery of Phoebus and Phaeton which informs the audience that bad things are happening or happened. People in the medieval times were very suspicious amd were with such legends like the Phoebus and Phaeton.

Therefore they would believe in terrible things more likely to happen than they would in this time and era. When Juliet says, “Give me my Romeo … will be in love with night. ” That shows that Romeo and Juliet will have a future together. The words show that Romeo and Juliets love is unique and is still got many different journeys that the audience are still yet to discover what is going to happen. The word “stars” represent a bright light, which eventually fades, so this emphasises that something bad will happen in the future.

In the prologue it says ” Two star lovers take their life” which links back to the stars been bright because the lights fade meaning bad and that is also linked to death. Also the balcony scene is linked at night, Juliet says ” To twinkle in their spheres until they return … into heaven. ” The word twinkle links towards the stars as in they twinkle and so does heaven because it is in the sky and so are the stars. That shows that their love is out of this world, heavenly, it soars above any other relationship like Romeos for Rosalind. Romeo and Juliets love is very extraordinary that they do not pursue courtly love.

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