Wednesday, March 5, 2014

Rosencrantz and Guildenstern are Dead

Author
Tom Stoppard. Before becoming a playwright, he was a drama critic.

Characters
Rosencrantz: A minor character from Hamlet. Called into being each time the play is performed, but does not understand his situation outside of his lines from the play. Can't think for himself. Spends most of his time trying and failing to figure out what's going on. Relies more on his emotions when making decisions.

Guildenstern: Another minor character from Hamlet. Situation similar to that of Rosencrantz, although he knows a little bit more. Still has difficulty understanding what is happening to him. Relies more on logic when making decisions.

Player: Lead actor of the troupe performing Hamlet. Knows exactly what is going on. Frequently hints at his knowledge to R and G. Like all of the actors, he relies on the presence of an audience.

Setting
Left intentionally vague by Stoppard. The play opens in "a place without any visible character."

Plot
Act One: R and G attempt to entertain themselves through a coin toss. They cannot remember what they are meant to be doing or where they came from. They meet the players, and win a bet for a performance.The events from Hamlet begin to occur. It is shown that R and G don't know anything other than their lines in the play. They attempt to figure out what they should be doing from the lines of the other characters. They try to figure out how to diagnose Hamlet. Hamlet makes his entrance.

Act Two: R and G fail miserably at understanding Hamlet. The Player offers some insight into the situation, but they remain confused. R and G watch the tragedians rehearsing their play, and argue with the Player about death. It is revealed that Hamlet has killed Polonius. R and G are told they will be escorting him to England.

Act Three: Once on the boat, R and G are confused about their location and whether or not they are alive. They do not know what to do once they arrive in England. G reads the letter from Claudius to the English King and discovers that Hamlet is going to be put to death. Hamlet switches the letters while R and G are sleeping. The Players make an appearance, as do the pirates. G finds out that the letter now says he and R are going to be put to death. He and the Player debate more about death. The Players leave. R and G try to understand why they are going to die, but cannot.

Narrative Voice
There is no specific narrator, as it is a play.

Motifs
Confusion: Circular time, identity, memory, "logic," reality, meta, lack of rules, direction, language, trust, eroticism.
Chance/Fate: Predestination, providence, death, control, direction, expectations, waiting.
Language: Repetition, imagery, malaphor, religion, meta.
Theater/Art: Criticism of theater, buying and selling, direction, performing, death, music, meta, eroticism.

Symbolism
The Boat: The boat can serve as a symbol for R and G's lives -- they can attempt to make choices in each of their incarnations, but in the end they are always headed to the same place.
Coins: The coin flipping illustrates the lack of chance in R and G's lives. While it should have a 50-50 chance of landing either heads or tails, the result is consistently heads. This lack of chance shows the lack of chances they have, and establishes that the rules of their world are different from the rules of our own.
England: England can be interpreted as Heaven, showing the providence that R and G search for but never find. They claim that they don't believe in England, and they do not know who the English King is, just as many people are unsure about their beliefs in Heaven and higher powers.

Quotes
Player: Decides? It is written. (80)
This quote illustrates one of Stoppard's key points: R and G have no choice as to their fate, but they are characters and not people. Their fates have already been written by Shakespeare, and now by Stoppard as well. However, since it is probably safe to assume that we are not characters in a book or play, we are not written and thus have free will.

Guil: Well, we'll know better next time. (126) 
R and G are trapped in a never-ending cycle of confusion, summoned back into being each time Hamlet is performed. G is slightly more aware of this than R, but since they are still characters he has no control and will thus never know better. While events may seem vaguely familiar, R and G will never actually learn anything from their experiences.

Guil: You can't not-be on a boat.
Ros: I've frequently not been on boats.
Guil: No, no, no -- what you've been is not on boats. (108)
I don't know that this has a great deal of meaning but it is possibly my favorite quote from any play ever, which has to count for something. It also serves to illustrate the unclear language found throughout the play.

Theme
Tom Stoppard's Rosencrantz and Guildenstern are Dead contrasts the confusion and language of the stage with the audience, commenting that because life is not a work of art we are not limited by the same laws of fate that characters are and can therefore exercise free will.

Stoppard makes a point to illustrate how little free will R and G have, through things like their inability to think for themselves and quotes like the Player's, which claims that "it is written." However, he also makes it clear that R and G are not real people. They are characters trapped on stage, as shown through the meta nature of many of R and G's exchanges with each other and with the Player. They cannot understand their surroundings, much less think for themselves. In contrast, the audience viewing the play is made up of real people, all of whom have free will and are capable of choosing (to some extent) their own fates.

4 comments:

  1. Emma,
    I enjoyed the succinctness of this post, something that I struggle with whenever I write one of these things. It was extremely easy to read and navigate, and unlike other people who might sacrifice content for a shorter length, you've got everything here. If I find myself, in the midst of taking an AP Lit exam sometime around May, wanting to use RGAD as a work for an open prompt, I may have to steal your theme statement, as I can find oodles of evidence for it. Personally, I think it's a little too cut-and-dry for a work like this, but we can't acknowledge every viewpoint at once on an AP essay, so I really don't have any problems with it. Out of curiosity, did your class write a theme statement together? Our class decided to cast off the shackles of a unified theme statement, mainly because we were divided down the middle on two opposite ideas.

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    1. Yeah, we did write a theme statement together -- I think our class is small enough that it's easier to come to an agreement. While there have been times I'm not totally sure about every aspect of a theme statement, I usually can agree with most of it. I personally like writing it together a lot! I find myself thinking much more carefully about what I want it to say, because there are usually disagreements and I have to be able to defend my interpretation.

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  2. Hi Emma!

    Finally a Summary and Analysis that is short but thorough. Nice job! I like that you didn't do what most of us did with the plot and only gave the important parts of the plot. I imagine I would rather read something that is short and concise as opposed to a 3 paged essay a week before the AP. Good thinking on that part. I really liked your interpretation of the symbol of the coin flipping game that R and G were playing. I hadn't really thought about it too much, but the way you explained it made a lot of sense. I cry a little for R and G now knowing that Stoppard was basically saying at the very beginning that they will have 0% chance of living their own lives and 100% of doing what is already written. I like the quotes that you chose. As for your favorite quote, I must agree that I have a hard time trying to get a meaning out of that. I've never been good at deciphering double negatives (and thus my downfall in Spanish) so this makes very little sense to me. I thought what Ros was saying was the EXACT same thing that Guil said, but they just didn't realize it? Ros says that he spent most(all) his life NOT on boats (or not controlling his life?) and Guil bascially reiterated it by saying that Ros has never been on a boat (so basically he has had every freedom in his life except for controlling it?). Ok, my attempt at deciphering what that passage means obviously failed and I just made myself very confused. But hopefully that might spark something more intelligent from your brain.

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  3. Hi Emma,

    In concurrence with Kathy and Drew before me, it's very refreshing to see a post so effectively constructed as a useful study tool. To be honest, I might just have to visit your blog for a little studying in this next month here. You certainly didn't sacrifice substance for style, either, as all the required sections are well represented with thought-provoking examples. If any part of your S/A could have benefited by a little more elaboration, I think it would've been your analysis of theme. After all, that is what we would base an essay around if given an open prompt that applied to R&G on the AP exam. It seems like you could've placed more emphasis on how Stoppard establishes his character's complete lack of free will, or at least referenced the fact that their aptitude returns each time they are swept up in the action of Hamlet, and disappears whenever they are regurgitated by the narrative. That says something pretty important their control over their own situation, I think. Something to consider if you plan on doing any revisions, certainly nothing pressing. Overall, great work!

    Eddie

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