Maram Alsheikh

ID:202207186
Psychology and Marketing major
Theatre 240
Fall Semester 2024
Dr. Joanna Raad

by

Hamlet: A global Stage Interpretation Across Time and Space

An Overview of Hamlet: An Awaiting Event in History Between the years of 1600 to 1601,
William Shakespeare wrote Hamlet, one of the world’s most popular and performed plays. It can
be expected that it will be valid in many different epochs and cultures because valuable themes
such as morals, treachery, vengeance and meditations on life and death are explored in the piece.
The drama has left a deep mark in English literature and has been interpreted in numerous via
forms across the globe and continues to sustain its significance in the theatrical and cinematic
realms.
The narrative of Hamlet is set in the Elizabethan period, a period characterized by social and
political upheavals. The English monarchy under the reign of Queen Elizabeth I, while
struggling with its foreign and internal disputes, reflects the political drama in Hamlet
particularly regarding the power struggle, betrayal, and decadence of the state. It is set in
Denmark, where young Hamlet embarks on a revenge mission to kill his uncle Claudius, who
killed Hamlet’s father and married Hamlet’s mother, Gertrude, to become king. The betrayal
from family and the betrayal from the political angle of the state becomes the resources of
Hamlet’s tragedy.

Shakespeare’s Hamlet was created for the Elizabethan theatre, an open space structure like the
Globe Theatre, which was critical in the audience’s perception of the performance. The Globe
Theatre was a round theatre which made the performance very close, and the day light brought
the elements of the play alive. Developed overtime in Early Modern England was the theatre
space, there was a shift from the spherical open air playhouses in the Renaissance to polygonal
enclosed theatres in the later periods. Such variations in the dramatic space highlight the
transformation of the theatre and its audience’s engagement over the years in productions of
Hamlet.

The way the works of Shakespeare are performed is not only limited to the English speaking
nations. It is well known that a Hamlet has been staged and produced in more cultural forms than
any other piece of literature, establishing a global brand name. Another important case is the film
version of Hamlet by Laurence Olivier made in 1948 which is quite faithful to the text and
contains realistic cinematography. On the other hand, Peter Brook’s 2002 revival of Hamlet is
different as it emphasizes abstract aspects and sparse decor, demonstrating the potential of the
screenplay in terms of cross-cultural and artistic interpretations. These two productions are
perfect illustrations of the directors’ view of the timeliness and the agelessness of the messages
of Hamlet in the modern day society.

The project “Hamlet: A Global Stage – Interpretations Across Time and Space” will seek to
investigate the plains of two major adaptations of Hamlet: Olivier’s 1948 film and Brook’s 2002
stage adaptation. The study will seek to draw a comparison and an analysis of the two
adaptations specifically focusing on Act 1, Scene 5 from both productions through the lens of the
text, characters and the themes each director interprets in them. Other such elements of this
comparative analysis will be the extent of the textual cuts, the acting style employed, the
directors’ and scenographers’ choices and constructs and the imagery used in the two plays.
Furthermore, we will demonstrate how these changes correspond to the age and political
situation of their countries which, in turn, explains why Hamlet is still appealing to the spectators
of different cultures at different times.

The following will be the project's structure:

Overview of Hamlet and Its Historical Setting: An outline of the Elizabethan theater's function
in the political, social, and cultural context of Hamlet's tale. Comparative Analysis: A thorough
examination of the variations and parallels between Brook's and Olivier's readings, with an
emphasis on character representation, staging, and textual accuracy. Symbolic Interpretation:
Using a variety of symbolic frameworks (philosophical, mythological, psychoanalytic), this
analysis explores the underlying meanings behind the set design, clothing, and acting choices.
Conclusion: A summary of the results that contrasts Hamlet's universal qualities and the play's
themes' enduring relevance over space and time.

II. Primary Classic Dramatic Literary Texts

1. A synopsis of Hamlet The untimely death of his father, King Hamlet, and the swift
remarriage of his mother, Queen Gertrude, to his uncle, Claudius, who is now in power as
king are difficult for Prince Hamlet of Denmark to deal with in Hamlet. King Hamlet's
ghost shows his son that Claudius killed him in order to take the throne. Hamlet makes a
vow of vengeance but is hesitant because of his uncertainty, internal turmoil, and the
ethical ramifications of his acts. He alienates his beloved Ophelia and disturbs the court
with his unpredictable actions. As Hamlet puts on a play to prove Claudius's guilt, things
go out of hand. Hamlet, Gertrude, Claudius, Ophelia's brother Laertes, and others perish
in a tragic conclusion as a result of the madness and plots that develop. The play
concludes with Denmark in political disarray, and Prince Fortinbras of Norway claiming
the throne.
2. Scene/Act That Inspired Me

Act I, Scene 5: The Ghost of King Hamlet’s Revelation

2.b. Summary of the Scenario When Prince Hamlet meets his father's ghost, he learns that
Claudius killed him. While demanding retribution, the spirit cautions Hamlet against hurting his
mother, Gertrude. Hamlet is so overcome that he vows to remember and exact revenge on his
father. Hamlet's mission is established in this scene, which also creates the tone for his moral and
psychological conflicts.

2.c. Long Version of the Scene (Modern English)

Act I, Scene 5 – The Ghost’s Message to Hamlet

King Hamlet’s Ghost appears to Prince Hamlet in modern language:

Ghost: I am your father’s spirit, doomed for a time to walk the earth and trapped in flames for
my sins. Listen carefully, Hamlet. My time here is short, so I must tell you quickly. I was
murdered—killed by your uncle, Claudius. While I slept in the orchard, he poured poison into
my ear. That’s how he stole my crown, my queen, and my life. This crime is evil beyond words,
and you must avenge me. However, spare your mother. Let her face her conscience and God.
Farewell, Hamlet. Remember me.

Hamlet: (alone, after the Ghost disappears) I knew something was wrong! Claudius is a villain!
From this moment on, I will focus on nothing else but avenging my father.

This moment ignites Hamlet’s mission and captures his internal conflict between revenge,
justice, and morality.

From Text to Sketch: Hamlet

1. General Indications of Locations, Props, and Costumes (Didascalies)

Locations

Elsinore Castle: The central setting of the play, representing power and
decay. Its grand halls contrast with the cold and empty battlements,
symbolizing both political strength and moral corruption.

 The Battlements: Dark and eerie, often under moonlight, where the ghost appears. A place of
fear and supernatural occurrences.

 The Graveyard: A desolate and stark location with gravestones, bones, and Yorick’s skull. It
reflects the inevitability of death.

Props

 Swords: Used in combat and duels, representing honor, revenge, and violence, especially in
the final duel.
 Goblets: Critical in the final scene, where poison is delivered, symbolizing deceit and death.
 Skulls: Yorick’s skull, held by Hamlet, symbolizes mortality and the fleeting nature of life.
 Letters: They deliver fateful messages, such as the orders for Hamlet’s death.
 Poison Vials: Represent betrayal and the corruption that spreads throughout the play.

Costumes

 Royal Attire (Claudius and Gertrude): Symbolizing their authority, power, and, in
Claudius’ case, hidden guilt.
 Hamlet’s Mourning Clothes: Dark, somber outfits reflect his grief and inner turmoil.
 Ophelia’s Floral Accessories: Represent her innocence and later her madness, as flowers
scatter when she loses her grip on reality.

 The Ghost’s Armor: A spectral, glowing set of armor, reflecting its otherworldly presence
and past as a warrior king.

2.a. Indirect Indications of Themes, Atmosphere, Metaphors, and

Symbols (Extra Scenic Space and Scenic Space)

Themes

 Betrayal: Visualized through Claudius’ regal yet deceptive demeanor, and Gertrude’s uneasy
expressions.
 Revenge: The recurring image of the sword and Hamlet’s intense expressions show the
destructive nature of vengeance.
 Mortality: Yorick’s skull and the graveyard scene vividly capture the inevitability of death
and the futility of life.

Atmosphere
 Foreboding: The battlements are dimly lit, with shadows and mist creating a sense of dread.
 Madness: Ophelia’s scenes become chaotic, with her costume and actions (flower
distribution) depicting her unraveling mind.
 Decay: Both physical and moral decay are shown through the ghost’s rotting figure, the
poison, and the imagery of “something rotten in Denmark.”

Metaphors/symbols
 Foreboding: The battlements are dimly lit, with shadows and mist creating a sense of dread.
 Madness: Ophelia’s scenes become chaotic, with her costume and actions (flower
distribution) depicting her unraveling mind.
 Decay: Both physical and moral decay are shown through the ghost’s rotting figure, the
poison, and the imagery of “something rotten in Denmark.”

2.b. Direct and Indirect Indications in Act 1, Scene 5

Locations
The Battlements: A high, dark, and isolated space where the ghost appears. The night sky, lit by
stars and a full moon, amplifies the eerie atmosphere.

Props
 The Ghost’s Armor: Symbolizing its warrior past and unfinished business.
 The Sword: Carried by Hamlet, foreshadowing the play’s focus on revenge.

Costumes
 Hamlet’s Mourning Attire: Reflects his grief and readiness to confront the truth.
 The Ghost’s Ethereal Armor: Gives a spectral glow, symbolizing its supernatural existence.

3. Design Concept: Hamlet – The Struggle Between Life and

Death
For my design concept, I have chosen to focus on the psychological
and existential struggle at the heart of Hamlet. This struggle is not only
internal but is rooted in universal themes that transcend time—life,
death, revenge, and guilt. My concept merges psychoanalytic,
philosophical, and theological perspectives to bring these themes to
life visually, inspired by both classical art and the timeless motifs in the
play.
From a psychoanalytical perspective, Hamlet's inner turmoil is the
core of the play. His hesitation to avenge his father’s murder is an
embodiment of Freud’s theory of the id, ego, and superego.
Hamlet’s conscience (superego) struggles against his impulsive desire
for vengeance (id), leading to paralysis. Visually, I depict this by
contrasting dark, oppressive tones with sudden bursts of red and
white, representing both guilt and the fleeting moments of clarity.
Black will be a prominent color in Hamlet’s costume, representing his
mourning, while red symbolizes the bloodshed and violence that
permeate the play. Gray will dominate the backgrounds, symbolizing
uncertainty and confusion.
The mythological lens influences the concept of fate and destiny in
Hamlet. Like Orestes, Hamlet is burdened by the need to avenge his
father, yet both characters are doomed by their actions. The skull of
Yorick, a powerful symbol in the play, will be central to my design. The
skull represents mortality and the fleeting nature of life—memento
mori—a reminder that death comes for all, regardless of social status.
This echoes the existential questions Hamlet grapples with: “To be or
not to be?” In my design, the skull will appear subtly in the
background, emphasizing the ever-present theme of mortality.
Philosophically, I draw from existentialist thought. The emptiness
Hamlet feels, especially in the graveyard scene, mirrors Sartre’s
views on life’s inherent meaninglessness. This will be captured through
minimalist design elements, such as barren landscapes or cracked
stones, reinforcing Hamlet’s struggle with existential dread.
The theological element is also essential. Hamlet’s ghostly father is
trapped between life and death, representing a theological tension. To
symbolize this, the ghost will have an ethereal, glowing presence in my
design, using soft whites and translucent textures to indicate the thin
line between life and death. This idea of liminality—between realms—is
reflected through light and shadow throughout the design.
Finally, art history informs the visual language. Caravaggio’s
chiaroscuro technique, the dramatic interplay of light and shadow,
will be integral to the overall mood. The light will highlight significant
objects, like the skull, while the dark shadows represent Hamlet’s inner
conflict and despair. The use of vanitas imagery from 17th-century
Dutch still life paintings will subtly reinforce the theme of death and
decay.
In sum, this design aims to explore Hamlet's psychological,
philosophical, and existential struggles, using color, symbolism, and
historical references to bring the timeless themes of the play into
focus.

4.

"There’s rosemary, that’s for remembrance; pray, love, remember:

and there is pansies, that’s for thoughts."
— Hamlet, Act 4, Scene 5

This flower represents Ophelia’s fragility and descent into madness

in Hamlet. As she floats in water, the flower symbolizes her
innocence and the mental unraveling she experiences in the play.

IV-End result-Final design

1. Poster, I am creating a poster to visually represent the theme of

mortality, existentialism, and Hamlet’s inner turmoil. The
image of Hamlet holding the skull will symbolize his reflection
 on life and death, with minimal yet impactful design elements
that align with the psychological and philosophical themes
explored in the play.
2.

3.

4. Synthesis and Juxtaposition of My Design to My Concept and Plot

My design for the poster focuses on the pivotal moment in Hamlet when he reflects on mortality,
represented by holding the skull of Yorick. This image captures the essence of memento mori, a
reminder of death’s inevitability and the transient nature of life.
In my concept, the use of the skull draws on psychoanalytical ideas of Hamlet’s internal struggle
with his identity and purpose. The skull symbolizes not only death but also Hamlet’s existential
questioning. The choice of the skull aligns with the collective memory of Hamlet as a tragedy
about mortality and the passage of time. The act of holding it becomes a metaphor for Hamlet’s
confrontation with his deepest fears and doubts, as he ponders the meaning of existence and the
futility of ambition.
From a philosophical perspective, my design reflects the idea of memento mori found in both
Renaissance art and Stoic teachings, emphasizing the inevitability of death as a universal truth.
The stark contrast between Hamlet’s dark costume and the pale skull highlights the tension
between life and death.
The stage setting in the background connects the design to the play’s theatrical origins,
grounding it in the Globe Theatre’s historical context. This reference to history is enhanced by
the minimalistic black-and-white sketch, which mirrors the timeless and universal themes of the
play.
The psychology of colors in my design is intentional. The subdued tones emphasize melancholy
and introspection, while the red hues on the skull symbolize blood, violence, and the tragic
consequences of revenge. This juxtaposition of subtle and bold colors mirrors Hamlet’s complex
psyche: torn between action and hesitation.
Overall, my poster synthesizes the plot’s key themes mortality, revenge, and the struggle for
meaning while also connecting to my research on memento mori and its symbolic presence in art
and philosophy. This design serves as a visual representation of Hamlet’s journey, bridging the
personal and universal aspects of the play.

Project Title:

Memento Mori: Hamlet's Reflection on Mortality

Act and Scene Number and Summary With Highlights:

Act V, Scene I (The Graveyard Scene):
This is the pivotal moment where Hamlet comes face-to-face with Yorick’s skull, a reminder of
the inevitability of death. As Hamlet reflects on the jester’s life, he delivers one of the play’s
most famous lines: “Alas, poor Yorick! I knew him, Horatio.” The scene encapsulates Hamlet’s
internal conflict, his grappling with mortality, and the fleeting nature of existence. The graveyard
setting reinforces the theme of decay and the cycle of life and death.

Concept Description:
This design represents the deep existential themes of Hamlet using the memento mori concept,
emphasizing the inevitability of death and the futility of earthly achievements. Hamlet is
depicted holding Yorick’s skull, symbolizing a confrontation with mortality. The red highlights
on the skull evoke the violence and bloodshed that define the play, hinting at the consequences
of revenge.
Incorporating the Globe Theatre’s architecture connects the design to the play’s original
performance context, paying homage to Shakespeare’s world. The simplicity of the setting,
contrasted with Hamlet’s emotional depth, captures the melancholic yet universal nature of his
reflections. The use of muted colors for the background aligns with the somber mood of the play,
while the skull’s stark red contrast draws the viewer’s attention directly to Hamlet’s
philosophical reckoning.

Final Design Option 2:

An alternative design emphasizes chiaroscuro lighting: Hamlet’s
face and the skull are illuminated in sharp contrast to a pitch-black
background, highlighting the drama and isolating the character in
his existential thoughts. This design deepens the psychological
intensity, focusing solely on the man and the object that symbolizes
death.

V-Conclusion
Hamlet's story, though penned centuries ago, deeply resonates with the struggles, dilemmas, and
uncertainties faced by my generation. We live in an age where identity, purpose, and moral
decisions are in question-all of which Hamlet personifies in the play. The famous monologue
"To be or not to be" is very modern, somehow, as it echoes the internal fighting many of us do
when trying to balance out mental health with the requirements society places upon us and the
overwhelming speed of life in a digitally connected yet emotionally orphaned world. Hamlet's
indecision and the thoughts of life, death, and the meaning of it all sync with a generation of
young people who know no end to the dictates to "know" their direction amidst the chaos of
economic uncertainty, global crises, and personal insecurities. Speaking culturally, I could see
how Hamlet's conflict with his duty toward his family and his pursuit of justice reflect the
collective values of many societies, including my own. The tension between personal desires and
familial or societal expectations is universal; thus, I could relate to this as part of my culture. In
our day, as in his, the expectation of loyalty to family and the performance of traditional
functions is important, while Hamlet's indecision and rumination on his duty reflect the tension
that exists in balancing self-identity with obligation. His is a timeless tale because it deals with
emotions and choices utterly human in nature: grief, revenge, love, and fear of the unknown.
I personally relate to Hamlet's yearning for clarity in an uncertain world. The idea of confronting
one's weaknesses and finding the courage to make decisions strikes me as an instructive point. In
the course of the play, Hamlet showed me that indecision is part of the human experience, and
even our flaws and hesitations mean something. On a personal level, I also see Hamlet as a
reminder to express and process my emotions rather than suppress them a tendency I sometimes
fall into. His pain, his vulnerability, and even his mistakes make him one of the most relatable
characters I have ever come across.

Feedback on the Course

In these ways, this course became one of change, mostly in unanticipated ways. It gave me the
chance to look further and look deeper than the surface of a text into what makes literature
ageless: the deeper meanings, metaphors, and symbols. I came to know how to relate classic
works such as Hamlet with their psychological, mythological, and cultural templates, which not
only gave depth to my understanding of the play but also helped me develop my storytelling
perspective. The idea that interdisciplinary analysis draws connections between literature,
history, philosophy, and art-an interdisciplinary focus-helped me to see just how interconnected
all forms of human expression are.
Among all the points that I liked in this course, the most important one was the way the teacher
organized the course in the online version during the war. In the conditions when nobody knew
what was going on, when everybody experienced huge difficulties, the teacher managed to
organize an atmosphere of collaboration, support, and inspiration. The visual aids, discussions,
and step-by-step guidance made complex ideas understandable. It wasn't only about the material
but also how it was taught, taking into consideration the students' backgrounds and
understanding that. That made a huge difference to me. It was unique because of the course
pedagogy, which emphasized active engagement and creativity. The way we were encouraged to
develop our own design concepts, as expressed with the poster, gave me a sense of ownership
over my learning. It also pulled me out of my comfort zone, making me think more critically and
creatively than I had previously. It wasn't about the reading of a text, but really about
engagement with the text interpreting and making it my own.

Personal and Academic Growth

This class, on a personal level, helped me to develop confidence in my ideas and also thought me
the importance of deep research and thoughtful analysis. Within my major, this course has
indirectly enriched my understanding of how storytelling and visuals can be used to convey
powerful messages. This taught me to pay attention to detail, think about the 'why' behind
creative decisions, and to connect artistic choices to larger themes and contexts. These are skills I
can apply not only in academic work but also in other aspects of life that involve communication
and solving of problems.
In the end, Hamlet and this course taught me that art and literature are not simply of the past but
also of the present and future. They give us tools with which to understand our world, others, and
ourselves. I am really grateful for this journey and for what I have learned both through the
material and through the teacher's considerate approach. This course will stay in my memory as
one of the most meaningful experiences in my academic life. Thank you for making it enjoyable,
thank you for making us learn different ideas and how to look at things from many perspectives,
thank you for being so understanding with us in these hard times, thank you for being patient
with us and thank you for your support. You are the best professor.

I want to add the the Principles of Design that I did in the beginning of the semester.