The Tempest Essay, Research Paper

Use of Contrasts in Act I of The Tempest

Krunal Patel

William Shakespeare used many different composing devices when he wrote

his dramas. In Act I of The Tempest, the usage of contrasts between characters,

scene, and thoughts were frequently used to develop the narrative, and more significantly,

the messages that Shakespeare wished to portray by the drama.

One good illustration was how some characters in the first act had their

opposite numbers. Ariel had Caliban, and Gonzalo had Ferdinand. The relationship

between Ariel and Caliban could clearly be seen throughout Act I, scene II.

Ariel was the & # 8220 ; airy spirit & # 8221 ; that could presume different forms, such as the

lightning fires seen on the ship ( Shakespeare 31 ) , and who had adeptness,

elation, grace, and entire control over his actions. On the other manus,

Caliban who represented the organic structure, couldn & # 8217 ; t command his actions and therefore made him

the antonym of Ariel. He even tried to ravish Miranda one time, but was stopped by

Prospero in the procedure. In fact, it might even be safe to state that Caliban was

anti-Ariel, being slow, stupid, and lazy.

Gonzalo and Ferdinand were besides contrasted in this act. In Act I, scene

I lines 28-33, Gonzalo made merriment of the bos’n by stating that he didn & # 8217 ; t look

like the type to submerge, alternatively he resembled more of the type to be hanged.

Therefore connoting that no 1 on the ship would submerge. This gesture by Gonzalo

showed that he was an optimistic individual. On the other manus, after set downing on

the island in Act I, scene two, Ferdinand grew concern of his male parent and

instantly presumed he was dead. He even went every bit far as stating that he was now

the new King of Naples ( Shakespeare 45 ) . Therefore, one can see that Ferdinand

did non hold a positive mentality and wasn & # 8217 ; t every bit optimistic as Gonzalo. From the

contrasts between Ariel & # 8211 ; Caliban, and Gonzalo & # 8211 ; Ferdinand, one develops a

character profile of the four and starts to acknowledge some thoughts that

Shakespeare was seeking to convey approximately in The Tempest.

Contrast between the cobble

ings was besides present in Act I. The storm in

the beginning of the drama caused violent air currents and entire confusion aboard the

ship. This pandemonium disturbed Shakespeare & # 8217 ; s Social Order. The bos’n, non the

King, was giving out orders to the people, while the King and his boy were

praying below. Therefore, the whole Social Order was inverted. However when ship

landed on the island, the scene of the drama changed from the terrifying storm

to the delightfulness of the island. In bend, the Social Order was besides put

back to its original province by the debut of Prospero and his? common mans & # 8217 ;

Ariel and Caliban. The reader can make a sort of ambiance from this

contrast.

Recall that in Act I, Scene II, Shakespeare offered a parallel, or at

least a contrast, in the manner Miranda and Caliban were educated and how they used

their instruction. Whereas instruction had good effects on Miranda & # 8217 ; s high

nature, its effects on Caliban & # 8217 ; s low nature were highly harmful. Prospero

took great strivings in order to educate her girl:

Have I, thy headmaster, made thee more net income

Than other princesse can, that have more clip

For vanier hours, and coachs non so careful. ( Shakespeare 29 )

Miranda benefitted greatly from her instruction because she had a baronial

nature with which to get down. She respected her male parent for whom he was and obeyed

him every bit commanded. Contrasted by Caliban, whose chief benefit from acquisition was

that he became an expert at cussing. Education had merely made him into a

disaffected animal who ever whined about his low place. He may hold been

born to function, but larning had made him detest helping. The contrast between

these two character & # 8217 ; s instruction helped Shakespeare to convey his thought of

instruction between high category and low category persons.

Shakespeare intelligently used different contrasts in Act I to expose

characters, puting and thoughts. These contrasts helped to unite the act, and

do the reader more cognizant of what they were genuinely reading, and that is of

class, a work of art.