1. Richard III Context

2. Module A Module A: Comparative Study of Texts and Context This module requires students to compare texts in order to explore them in relation to their contexts. It develops students’ understanding of the effects of context and questions of value. Each elective in this module requires the study of groups of texts which are to be selected from a prescribed text list. These texts may be in different forms or media. Students examine ways in which social, cultural and historical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings. Students develop a range of imaginative, interpretive and analytical compositions that relate to the comparative study of texts and context. These compositions may be realised in a variety of forms and media. Stage 6 English Syllabus, 1999, p 51

3. Elizabethan England

4. Hierarchical Society Elizabethan England was a very hierarchical society. There were strict classes and little mobility between them. A person who assumed a role higher that their status such as Queen Elizabeth (Woodville) in the play could be criticised. This is seen in the image “The world is grown so bad that wrens make prey where eagles dare not perch” Plays tended to focus on the lives of the nobility.

5. Patriarchal Society Elizabethan England was a patriarchal society: men dominated both in public life and in the domestic sphere. Women had little say in their own lives, they could not own or inherit property, did not get to choose their own husbands and had to be obedient to their father, brothers and husbands. For women to secure themselves financially and to attain or retain status it was important for them to marry well. We see this idea the wrangling of Elizabeth Woodville and Margaret over their status and loss of status. Whilst Anne appears to have little choice but to marry Richard as her position would have been quite vulnerable after the death of her first fiancé. However, despite their higher status, men also relied on marrying well to secure their title. Both Richard and Richmond see the importance of marrying Edward VI’s daughter Elizabeth as a way of securing their own right to the throne by strengthening their lineage. Marriage was not often for love, it was rather seen as a financial or political necessity.

6. Order Elizabethans believed that there was a set order to the world and every living thing had a place in this order. If order was not maintained then the world would plunge into chaos. This is reflected in the play when King Edward has died and the citizens reflect “twill prove a giddy world’ and “look to see a troublous world”. The Great Chain of Being was a system the Elizabethans had for classifying all living things. An imaginary chain connected all living creatures from the highest to the lowest. This is often reflected in the types of images Shakespeare uses in his plays.

7. Beliefs People of this era were much more religious than the majority of people today. People also believed in the power of curses, dreams and omens. This are frequently alluded to in the play and Margaret’s curses are a significant part of the plot, foreshadowing events throughout the later stages of the play. Most people also believed in the supernatural and this was frequently used as a theatrical device. Consider the power and impact of the ghost scene in the later part of the play for audiences at this time.

8. The Divine Right of Kings Elizabethans believed that the King was divinely appointed (appointed by God) and was answerable only to God. The King had absolute power in matters of both church and state. According to this doctrine only God could answer an unjust king. An individual who usurps the throne would be considered to be acting against the divine right of Kings and therefore God. Richard is seen as a usurper and Richmond God’s appointed King.

9. Shakespeare’s context Shakespeare was both a playwright and an actor. The theatre was very popular at this time. He was influenced by the medieval morality plays, particularly in his characterisation of Richard as the Vice. Shakespeare would have been aware of Machiavelli’s The Prince and his philosophy for ruling.

10. The Tudor Myth Elizabeth I was the grand daughter of Henry VII (Richmond). Shakespeare would have used the accepted history of the time as a source for his play: this history saw Richmond and the Tudors as the saviours of England. They saved England from the evil clutches of Richard, helped to end the War of the Roses and returned England to peace and prosperity. Elizabeth I had no children and therefore her succession was doubtful. Richard III was viewed as an evil tyrant who had usurped the throne from the rightful heir and murdered his nephews (among other bloody deeds). Richard III was both morally corrupt and outwardly unattractive with a hunchback (which today has been identified as scoliosis). Shakespeare added a withered arm and emphasised Richard’s physical deformity as reflecting his inner corruption. It would not have been politically wise for Shakespeare to question this view of history, however it is Shakespeare’s depiction of Richard III that endures in the imaginations of people to this day. The Tudor Myth has been remarkably effective.

11. Homework Activity Write a summary of the context of Richard III. Consider how the context is reflected in the play and incorporate some quotes into your summary. Write 200-300 words. Due Friday 15/3/13