Monday, February 27, 2017

Shakespeare’s larger purpose in his characterization of Coriolanus in Act I

Shakespeare, being the masterful, prolific author he is, strategically molded the one main character of the play 'Coriolanus' to seize two diverse identities: one through the body and nature of 'Caius Martius', who was present in the start of Act 1, and the other through 'Coriolanus', who was introduced at the end of Act 1 as a result of a series of events, which purely unveils and affirms Shakespeare's larger purpose of birthing a complex political play, exposing the two frameworks of the play that is the setting of the battlefield versus the city and capitol building, as well as constructing the conflicts of the plot and future visions.

On account of the instantaneous objection of the citizens of Rome on the shortage of corn, a deleterious relationship is set off between the commoners and patricians of the senate, where the immediate social barriers implanted between the lower-class citizens embodied by plebeians, and higher-class figures mainly epitomized by Martius, hatched an imbalance of control over both voices and decisions, consequently birthing a complex political play. The trigger of such imbalance is Martius, in which his harsh, abrupt words towards the plebeians: "What's the matter, you dissentious rogues, that rubbing the poor itch of your opinion, make yourself scabs?" stimulated hate towards him and the burning desire to take him down; political catastrophes emerged due to Martius's deficient political language as well as arrogant character, revealing his lack of verbal control and diplomatic speech.

In the following scenes during the Roman's battle against the Volsces, the honored character of Coriolanus arises to uncover Martius's new status as a demi-god, leader, and hero, consequently creating a contrast from his former image. This is attributable to his singular significant defeat against Aufidius, in which left him with bloody scars as evidence for his bravery and determination to protect Rome. In addition Shakespeare unveils his leader-like qualities as a result of his commands on positioning and strategies to overthrow the Volsces. Moreover, after the battle, Coriolanus grows to become very wise and humble, as he does not ask for a reward; he declared: "But cannot make my heart consent to take a bribe to pay my sword. I do refuse it and stand upon my common part with those that have beheld the doing." Thus, he earns a temporary higher standing in the eyes of the plebeians. Taken as a whole, in comparison to his first identity as Martius, it is evident that Coriolanus is better at welfare than politics as he was able to prove his physical power on the battle field in comparison to his weak political speech and verbal communication in the city capitol. Shakespeare therefore establishes that being physically strong does not make one qualified to lead a country or for Martius's case, the city of Rome.

This disproportion in the identity of Martius instigates the groundwork of the conflict of the plot, as well as foreshadows future events that occur within the play. The conflict is triggered by the attempt of electing of Coriolanus as consul, which is dependent upon the votes of the citizens of Rome. Thus, the plebeians needed to reflect on his ruthless attitude at the start as well as his brave victory of the battle against the Volsces, in order to make the decision. Therefore if both contrasting identities were absent, there would be no conflict because it was the imbalance of qualities that created questioning on whether or not Coriolanus will become consul. The conflict derived from the plebeians revoking their votes because Martius's irresponsibility of words overpowers his heroic victory in the battle. Consequently his failure leads to him joining forces with Aufidius, fighting against Rome, then turning back down, and dying. Additionally, Shakespeare characterized Coriolanus as 'mama's boy', which is shown within act 1, where his mom was his motivation, as she had set goals for him to fight and win battles. This foreshadows that it is his mom that convinces him to retrieve from his partnership with Aufidius, which then leads to his death. Furthermore, due to his weakness in verbal communication Coriolanus also withholds bad acting skills, which this flaw is then passed down within the play when his mother convinces him to pretend to care for the plebeians to obtain their votes. But because he doesn’t have any internal desires to please the common followers and because he was unable to act well and was immediately enraged by the commoners, he failed; this also impacted his collapse of becoming consul, which then led to the following actions of joining forces with Aufidius and then dying. From this, Shakespeare suggests that successful political leaders are good actors.

Hence from Shakespeare's characterization of Martius's contrasting identities that withhold opposing qualities, greater drives are targeted within the play that in fact impact the conflicts and future events of the plot, construct the diverse settings, as well as establish its genre as a political play.

Sunday, February 12, 2017

" I suggest that we may learn from spaces of silence as well as spaces of speech..."


Written by Fenix A. Gilbert-Manning in 1997 for a conference facilitated by an instructor for the advocates for the children program, part of the College Park Scholars community at the University of Maryland, college park, this paper greatly demonstrates one of bell hook's quotes that states: " I suggest that we may learn from spaces of silence as well as spaces of speech, that in the patient act of listening to another tongue we may subvert that culture of capitalist frenzy and consumption that demands all desire must be satisfied immediately, or we may disrupt that cultural imperialism that suggests one is worthy of being heard only if one speaks in standard English…"

Despite the prefabricated reputation that the United States proudly grips for retaining and sheltering a wide-range of populations, historically it has built a linguistic wall that bears the weight of their national identity, while blocking the languages and dialects of others, therefore excluding diversity. This encompasses the use of "Standard English".

"Standard English" is the designated label that communicates the 'correct' and widely accepted form of the English language; and if not used, this linguistic wall acts as a barrier for other languages to be heard or even acknowledged; African Americans have greatly suffered from this, leading to the birth of controversies of their language, that is Black English; in spaces of silence from the African Americans, Americans used racial classification in the naming of their "language" - Black English. As a result, in the 1970s within spaces of speech from the African Americans, an alternate stamp: African American Vernacular English (AAVE) was given, which provides recognition as a separate language that holds great worth and value. 

However due to the Americans' ignorance regarding the presence of African Americans and their language, the development of Black English was bumpy and rather harsh. As mentioned in the paper, the deficient theory, in which proposes that "the brains of minority children are lacking a quality that makes them unable to speak Standard English" supports that from these 'spaces of speech' as well as 'spaces of silence' from the African Americans, the Americans assumed that they were attempting to speak the broken version of the Standard English. If only the speakers of 'Standard English' had the patience to listen to African Americans' way of speaking, they would recognize that they have a distinct language that is in their eyes their own 'Standard English' or standard way of speaking.

Another controversy is the unfair placement of black students within special education programs, resulted from the teacher's personal judgement, believing that they have learning disabilities; however they only respond to questions in a form of English that the teacher would not understand. This causes trouble for the black students as the unexpected and unnecessary placement into these programs limits their abilities to learn, while confining them from expanding their knowledge. Therefore within spaces of speech, this was proven wrong by the black student that made the local news, who was an honour roll student that spoke Standard English at home and school. Teachers are impatient, and if only patient in the act of listening to AAVE or in fact any black student, would learn that they are worthy of being heard despite the use of Non-standard English. This marks the acceptance of AAVE by the users of Standard English as well as the disruption of cultural imperialism. Also, AAVE should not mark societal level, as there are also no general consensus on how to deal with AAVE on a societal level. Therefore this subverts the culture of capitalist frenzy and consumption that demands all desire must be satisfied immediately, as AAVE completely breaks such belief.