Theme Analysis: Hamlet

HAMLET
In William Shakespeare’s Hamlet many of the values, attitudes and critical interpretations stem from his relationships and interactions with other characters such as Claudius, Gertrude and Laertes. This can be explored in the thematic concerns of the dichotomy of action and inaction, social corruption and vengeance with the critical interpretations of late 20th century psychoanalysis and comparison to conventions of a revenge tragedy, specifically Thomas Kyd’s Spanish Tragedy. The prevailing importance of Shakespeare’s Hamlet is due to the textual integrity and universality of its themes to a modern audience.

The dichotomy of action and inaction is dependant on, and demonstrated through, Hamlet’s interactions with other characters. Hamlet’s obvious procrastination and distinct inaction are his fatal flaws and are demonstrated through characterization of Hamlet as a philosophical and thoughtful scholar, the cause of his attendance at the “school in Wittenberg.” The dichotomy is displayed through slow narrative progression and Hamlet’s dramatic juxtaposition to the more assertive and purposeful characters of Laertes and Fortinbras. The audacity and assertiveness of Laertes is demonstrated in Act 4 scene 1 when he proclaims “The drop of blood that’s calm proclaims me bastard.” Hamlet’s inaction is demonstrated primarily in soliloquies, his delay however is justified with his religious observance, “Now might I do it pat, now is a-praying… that would be scanned”. The gravity of the crime he is planning also results in him gaining confirmation of guilt, “The play’s the thing, wherein I’ll catch the conscience of the king” before he takes action and kills Claudius in Act 5 scene 2. This inaction though does support the value of religious observance and the action of filial honour and duty to a mostly Christian Elizabethan audience which would have defined Claudius and Gertrude’s relationship as incestuous despite them not being related by blood. The causation of Hamlet’s delay can be accredited to the righteousness of his character, his moral fibre and integrity and the severe implications of the sin he was planning as demonstrated when he says “thus conscience does make cowards of us all”

Social corruption in Denmark is created and demonstrated through actions and interactions of the characters in Hamlet. Visual imagery is strongly employed to portray the social corruption of Denmark and is mostly achieved through commentary by Hamlet both in soliloquies and dialogue with other characters. Hamlet maintains a spiteful, callous tone when describing Denmark an “ulcerous place” full of “vice” and “perversion.” The strong negative connotation of this descriptive diction emphasizes the social corruption inherent within Denmark. Visual imagery is developed through the use of figurative language such as simile in “like a mildewed ear” which is an implied reference by Hamlet to the specific corruption of Claudius. “Denmark’s a prison” is an example of a metaphor where Hamlet gives Denmark the confining attributes of a prison in an attempt to negatively portray it as restricting due to the depth of political corruption. Symbolism is also used heavily in “’tis an unweeded garden that grows to seed, things rank and gross in nature” in which the garden represents Denmark and is therefore corrupt. Pathetic fallacy is employed in “re-speaking earthy thunder” to show the subversion of the natural order due to the social corruption. Foreshadowing is demonstrated early in the play when Marcellus states “Something is rotten in the state of Denmark” is used to suggest to the audience early on that social corruption exists in Denmark. Stage directions “(Polonius hides himself behind the arras)” reveal that there is an inherent nature of deception and dishonesty in Denmark as its inhabitants are forced to spy on each other. Upon examining this theme with the conventions of a Kydian revenge tragedy we can see the importance of social corruption and political intrigue as common conventions of a revenge tragedy. By setting the play in Denmark, Shakespeare would have been able to safely comment on the social licentiousness and political corruption of the monarchy in England. The Elizabethan audience would also view this theme with a belief in the chain of being. Claudius subverted the natural order when he committed regicide and patricide and this disruption would have contributed to the political corruption. It is not until Hamlet kills Claudius and Fortinbras ascends to the throne that order is restored. This theme demonstrates the value of good political leadership and maintenance of the chain of being, a strong belief to the Elizabethan audience.

The theme of vengeance is also a crucial one as the play is a revenge tragedy. The theme is demonstrated by the narrative progression and basic elements of the plot including the commission to revenge by the ghost “Revenge his foul and most unnatural murder” and through juxtaposition of the three avengers, Laertes, Hamlet and Fortinbras who each seek to avenge their fathers, which is shown through their dialogue “I’ll be revenged most thoroughly for my father” and “My revenge will come.” The theme of vengeance is obviously a critical convention of a Kydian revenge tragedy but so is the morality of revenge which was shaped by the context of the composer and the audience. A predominantly Christian Elizabethan audience accepted that certain circumstances called for revenge by an individual such as when the justice system fails or is powerless and a filial duty is imposed against the son. However murder is nonetheless a sin and against God’s will and so in this case of moral contradiction the successful avengers, Hamlet and Laertes must be destroyed to satisfy the expectations of the Christian audience. This theme demonstrates the values of justice, filial duty and religious observance and adherence.

Overall, the opinion formed of Hamlet is one which can be explored through the main themes of the play. Critical interpretation such as psycholanalylitical and Kydian help influence the reader to understand the complexity of his character and indeed the main message put forward in Shakespeare’s Hamlet.