Romeo and Juliet – ACT II: A Critical Response

Based on our readings so far, do you agree or disagree that Romeo and Juliet’s relationship is one of “’infatuated children’ engaging in ‘puppy love’”? Why or why not? Provide at least two pieces of textual evidence. 

Romeo and Juliet’s relationship is one of two children engaging in puppy love. Puppy love is defined as a shallow attraction, usually experienced by younger individuals. Although Romeo and Juliet are regarded as adults, the way they process emotions is still that of 14-year-olds. When Romeo says “[will you] leave me so unsatisfied?” he wants Juliet to return his love immediately, much like how a child might want a toy the moment it catches their attention (2.2.125). And – like Romeo forgetting about his ‘love’ for Rosaline – children lose their focus quickly when a new, better toy is more interesting. Additionally, Juliet says that she will “look to like, if looking liking move” before agreeing to marry Paris (1.3.98). Juliet is directly saying if she likes Paris’ looks, she will marry him. This is a shallow way to judge a partner, and puppy love is an affair related to these shallow ideals. If Juliet’s criteria for Paris was merely his appearance, falling in love with Romeo would also fall under the same level of ease. Because of Romeo’s child-like focus and Juliet’s shallow ideals, their relationship is most definitely one of infatuated children experiencing puppy love. 

To what extent is Kulich’s argument that Romeo and Juliet should not be viewed as children effective, or even historically accurate? Do some brief online research to back up your claim, providing links / citation to your research at the end for your response. 

Kulich’s argument that Romeo and Juliet should be viewed as adults can be accurate depending on Romeo’s age. Although Juliet’s age is mentioned in the play – just shy of 14 – Romeo’s age is kept a mystery. He is assumed to be between 13-21, usually being portrayed as 16. The age of maturity in ancient Rome was 25 years, although puberty was thought to have ended by age 14 for boys and 12 for girls. Additionally, females often took to marriage at a younger age than males. Even now, “the age of majority ranges internationally from ages 15 to 21, with 18 being the most common age”, although, in some parts of the world, girls are married at a much younger age (Wikipedia). Having said that, Romeo and Juliet’s marriage is acceptable in some places even today, not to mention a few hundred years ago. Taking all this into consideration, it is accurate to say that Romeo and Juliet are adults in Shakespeare’s 16th-century play. However, although it is historically accurate to consider Romeo and Juliet adults, the argument Kulich makes is not effective. Even if a person is given a role, it does not mean that person inherits the capabilities related to that role. If I were to claim I was the president, and everyone agreed, it does not mean I have the political skills necessary to become a president. It is the same with our brain. The human brain has not changed much in the past 500 years, if at all. The brain capacity of today’s 14-year-old and a 14-year-old from the 1500s is identical. Although labeling one as an adult may place more responsibilities, assuming they can make mature and wise decisions is a stretch. Yes, they would be forced to make those decisions, but it would be as well informed as a present-day 14-year-old might make. 

Works Cited: 

https://en.wikipedia.org/wiki/Adult 

https://history.stackexchange.com/questions/28808/what-is-the-historical-reason-for-18-years-being-the-most-commonly-accepted-age 

https://books.google.ca/books?id=eFDKcnzKSvoC&pg=PA30&redir_esc=y#v=onepage&q&f=false 

https://en.wikipedia.org/wiki/Children_of_ancient_Rome 

https://www.enotes.com/homework-help/know-that-juliet-13-half-but-how-old-romeo-51141 

https://www.google.com/search?q=puppy+love+defintion&oq=puppy+love+defintion&aqs=chrome..69i57j69i60l2j69i59j69i60l2.2234j0j7&sourceid=chrome&ie=UTF-8 

https://www.quora.com/Has-the-human-brain-changed-in-the-last-500-years-for-example-are-we-more-or-less-intelligent-than-humans-who-lived-500-years-ago 

In-Depth Post #3; Synthesizers

Progress:

During my second meeting, I learned about synthesizers and how to use them. I had tried to use them prior to the meeting, but I got confused from the overwhelming number of knobs and switches.

I am still not 100% sure how to use synths; my mentor recommends playing with one until I ‘get a feel for it’.

FYI: synth is an electronic instrument (usually controlled with a keyboard) that can produce a variety of sounds by manipulating frequencies and wave structure. Musicians can make use of synths by making sounds that are not from traditional instruments.

I have also discovered that a lot of these synths are quite expensive. So far, I have found http://www.vst4free.com/ as a good source to get free synths.

Incorporating the synths into Ableton works the same as how a normal instrument would, the only thing different would be designing a sound. There are also pre-set sounds that I can use, too.

 

How to have a Beautiful Mind:

How to be interesting:

Edward de Bono’s How to have a Beautiful Mind talks about how asking ‘what if’ type questions make a conversation more interesting. During my meeting, I tried to do this when I felt the conversation was slowing down.

 

Mentor: (after briefly explaining Serum, a popular synthesizer) So yeah, that’s about it, do you have any questions?

Me: Uh, would I be able to create normal instrument sounds too? What if I wanted a more traditional sound?

Mentor: Of course, actually, let’s make a kick drum right now.

 

Although the conversation was about to end, the ‘what if’ question kick-started a whole new conversation and I was able to learn one more thing.

 

How to respond:

De Bono says that “stories illustrate matters and show possibilities”, making a conversation interesting and lively (59). I already knew about how stories could make conversations interesting, as I have seen it being used a lot. So, I used it during my meeting.

 

Mentor: Is there anything you wanted to know in particular?

Me: Yeah, somebody I knew told me they knew someone that used Serum to make non-musical sounds and they made a living making sound effects for movies, is that even possible? Can I create any sound? For example, would I be able to create, let’s say, a snap sound?

Mentor: Yup, for sure.

Me: So theoretically, I would be able to create any sound if I had a wave table like Serum?

Mentor: Yes, a lot of people spend their entire lives designing a perfect sound. Or you could use a pre-set – by the way, this is called sound design.

 

In this conversation, I was able to confirm something that I had heard from a friend while also learning about the limits of Serum and other synths.

 

Goals:

My goals for the next two weeks are to continue to develop a song with structure, perhaps making use of synths to do so.

I also aim to get my schedule back on track this week, I have been slacking off during the weekends – which is when I had allotted time to work on In-Depth.

In-Depth Blog Post #2

The first month of 2019 has gone by, and I have made good progress for In-Depth. I have selected a DAW software and have begun learning the basics of the program. Additionally, I had my first meeting with my mentor. During the meeting we talked about plans for the next few months, what my mentor does, what I had learned on my own, and next steps. Having someone guide me on what I need to work on next is something I have found useful over this past month.

Progress:

On my own, I was able to learn how to navigate and use certain tools of Ableton. Although I don’t know what some things do, I am able to create short beats with what I do know. For example, although I don’t know how to adjust the settings of certain MIDI effects, I am still able to use the basic instrument. And using the base instrument, I can create something. The result of this was the audio I posted in last weeks blog post.

Here is a run-down on what a MIDI effect is:

A MIDI effect is like a filter the instrument goes through before we can hear it. For example, holding a chord on a piano plays all the notes at once, but if you were to add an arpeggiator (MIDI effect), the chord will play as individual notes in a rhythmical pattern. This pattern can be adjusted to change how many times the notes will cycle. However, this is just one example of the many MIDI effects available in Ableton.

My mentor then suggested that I try to use proper song structure. Currently, I am working on creating a chorus for one of the proto-songs I posted last week.

My progress so far has been exceeding my expectations. My initial goal for January was to select and get started with a DAW software. So far, my progress has been going well.

Incorporating Aspects of How to have a Beautiful Mind:

How to differ:

“Different opinions can all have their own validity”

When selecting a DAW my mentor suggested that I purchase the standard edition of Ableton (costs around $500) as this edition did not have any limitations. However, I did not want, and could not afford to spend that much money. And although we both have good intentions, we both had differing ideas on what the ‘best program’ would be. For me, it was something affordable, yet effective. For my mentor, it was something effective with no limitations.

How to agree:

“There is no contribution if you simply agree with everything”

In How to have a Beautiful Mind, Edward de Bono talks about making contributions to a conversation. During my meeting, I tried my best to pay attention to what my mentor was saying, and rather than agreeing with everything, I tried to find ideas that did not align with my logic bubble and asked about them. For example, my mentor said I should learn all the keyboard shortcuts. Although I agreed with using shortcuts for tools that I use often, I didn’t feel the need to spend time learning the shortcuts, it usually comes over time.

Goal / next step:

By the end of February, I aim to have completed 1-2 songs that have good structure.