As these are the first two lenses through which critics analyzed literature, both moral criticism and dramatic construction deeply affected the scholarship that followed.
Aristotle's Elements of Drama
Aristotle considered art's purpose, especially poetry and drama, to provide entertainment and enjoyment to the audience (rather than teach them anything).
Aristotle's focus was not on the message of a work, but in the elements that it employed while delivering that message. He was the first to isolate ideas such as "rhythm," "character," and "plot" as elements that should be studied and used in order to satisfy the audience's expectations. Of course, Plato's position is controversial--and his student Aristotle, the author of Poetics, disagrees with him. Moral Criticism (Plato)
Moral criticism begins with Plato's Republic, where he spends Book X chronicling a discussion of Socrates and his associates discussing the role of art in a perfect society.
Aristotle considered art's purpose, especially poetry and drama, to provide entertainment and enjoyment to the audience (rather than teach them anything).
Aristotle's focus was not on the message of a work, but in the elements that it employed while delivering that message.
Of course, Plato's position is controversial--and his student Aristotle, the author of Poetics, disagrees with him.
Moral Criticism (Plato)
Moral criticism begins with Plato's Republic, where he spends Book X chronicling a discussion of Socrates and his associates discussing the role of art in a perfect society.
Plato, Socrates and his associates decide that:
art only serves a purpose when it teaches "piety" and "virtue"--i.e. art, specifically literature, should teach positive morals to citizens--and Plato himself states that art only imitates nature, so it should imitate the best parts of it so it is not harmful. (Think of parables and fables, which we have discussed in class.)
art only serves a purpose when it teaches "piety" and "virtue"--i.e. art, specifically literature, should teach positive morals to citizens--and Plato himself states that art only imitates nature, so it should imitate the best parts of it so it is not harmful. (Think of parables and fables, which we have discussed in class.)
Questions to consider:
1. Maturity, sincerity, honesty, sensitivity, and/or courage
Is the author and his/her treatment of subject (both character and theme) mature, sincere, honest, sensitive or courageous?
How so, and how does knowing this help us approach the text in a meaningful way?
2. Does the text seek to corrupt or negatively influence the reader? How so and/or why?
3. What moral lesson or ethical teaching is the author presenting in the text/or through character, plot, or theme?
4. How do characters, settings, and plot events represent or allegorize moral or ethical principles?
5. Does the work in question pose a pragmatic or moral lesson or philosophical idea?
1. Maturity, sincerity, honesty, sensitivity, and/or courage
Is the author and his/her treatment of subject (both character and theme) mature, sincere, honest, sensitive or courageous?
How so, and how does knowing this help us approach the text in a meaningful way?
2. Does the text seek to corrupt or negatively influence the reader? How so and/or why?
3. What moral lesson or ethical teaching is the author presenting in the text/or through character, plot, or theme?
4. How do characters, settings, and plot events represent or allegorize moral or ethical principles?
5. Does the work in question pose a pragmatic or moral lesson or philosophical idea?
