To what extent does a comparative study accentuate the influence of context on Frankenstein and Blade Runner? While issues change throughout history, values are often similar but presented from the perspective of an era. Mary Shelley's 1800's Frankenstein and Ridley Scott's 1982 Director's cut of Blade Runner essentially explore the same themes. The messages of ambition and science to usurp God and the loss of humanity reflect the time and contexts of the texts. Frankenstein depicts the ambition to use science to usurp God, influenced by the eighteenth century Enlightenment movement (encouraging reasoning to understand the universe), advancements in science in the nineteenth century and the concept of restoration of life through electricity, known as 'galvanism'.
In what ways is your appreciation of both texts enhanced by a comparative study of ambition on Frankenstein and Blade runner? Mary Shelley's Frankenstein and Ridley Scott's Bladerunner both project dystopian images of society and morality, propelled by the main characters' ambition and egotism. It is through this that an audience’s appreciation for texts is enhanced. These complex texts can be seen as a pair that differs in context, seeing as they are separated through time. Frankenstein driven by romantic imagery and set in historic context, that analysis the European divide in society perpetuated by superficiality.
Although changes in context lead to changed values being reflected in texts, common concerns resonate over time and between texts. Mary Shelley’s novel Frankenstein (1818) and the film Bladerunner (1992), directed by Ridley Scott, both explore the consequences of an unrestrained pursuit of science and knowledge and the nature of humanity. Although both composers raise similar ideas and concerns, they are presented to the audience differently due to the differing contexts in which the two texts were composed. Mary Shelley composed her novel in the midst of the industrial revolution and during the Age of Enlightenment, while Ridley Scott developed his film at a time of unfettered capitalism and consumerism alongside technological advances in computing and genetic modification. In Frankenstein, Shelley displays the dire consequences that accompany the unrestrained pursuit of knowledge.
Mary Shelleys 20th Century text Frankenstein, and Ridley Scotts 19th Century text Blade Runner, share a variety of similarities and differences that are represented though the use of particular issues arising throughout both texts. The context in which the texts are written also have a major effect on the similarities and differences within the issues of nature, 'man playing God', rights of the creations, responsibilities of the creators, humanity and even companionship. The contexts in which these two texts were written differ from each other immensely. With Mary Shelley’s ‘Frankenstein’, it was written during a time of great change and upheaval in Europe with issues such as the questioning of religion and the state, Rise of Romanticism, Feminism and even being in the Midst of the Industrial Revolution, Whereas with Scott Ridleys 20th century ‘Blade Runner’, it was filmed in a time of great technological and medical advancements. The Blade Runner context is the science-fiction dystopic future of Los-Angeles in 2019.
To what extent has your comparative study of Frankenstein and Blade Runner revealed a change in values over time? It is the comparative study of Mary Shelley’s Frankenstein (1818) and Ridley Scott’s 20th century film Blade Runner (Directors Cut 1992) that reveals that issues at the core of humanity remain universal and relevant despite time, however, the values remain the same. Shelley’s novel critiques the Enlightenment philosophy that progress is inherently good and reflects the Romantic elements of her context, whereas Blade Runner questions and challenges mass industrialisation of the 20th century. Each text acts as a cautionary tale in relation to scientific endeavour being unchecked by morals and ethics. The film is, is in fact a response to societies failure to heed Mary Shelley’s original warnings about scientific pursuit.
Whilst texts may be fictitious constructs of composers’ imaginations, they also explore and address the societal issues of their eras. This is clearly the case with Mary Shelley’s novel, Frankenstein, which draws upon the rise of Galvanism and the Romantic Movement of the 1800’s, as well as Ridley Scott’s film Blade Runner, reflecting upon the increasing technological advances and the predominance of capitalism within the late 20th Century. Despite their differing contexts, Shelley and Scott ultimately warn us of the dire consequences of our desire for supremacy and scientific progress, concepts which link the two texts throughout time. Composed in a time of major scientific developments, including Galvani’s concept of electricity as a reanimating source, Shelley’s “Frankenstein” utilises the creative arrogance of the Romantic imagination to create a Gothic world in which the protagonist’s acquisition of the divine privilege of creation has derailed the conventional lines of authority and responsibility. Her warning of the dangers of such actions is encapsulated within Victor’s concerning words of “how dangerous is the acquirement of knowledge”, whilst Shelley’s use of a fragmented epistolatory narrative adds a disturbing sense of truth and realism, foreshadowing the dark consequences of Frankenstein’s actions.
The bird’s eye view camera angle panning through the city towards the pyramid of Tyrell symbolizes that his desire has succeeded, however taken over the world. There is a strong absence of all natural aspects as the excessive use of artificial light reinforces the idea that humanity’s creations have taken over the world. There is a lack of humanity and physicality throughout the scene positioning us to understand the destructive affect and the interaction is caused by humanity’s need to champion and destroy nature’s miracles. Furthermore through the juxtaposition of the illuminating pyramid and the gloomy atmosphere of the city the audience is positioned to understand that Tyrell has championed his objective and is oblivious to the affect his creations have had on the world due to his pride. While keeping the context in mind the viewers further their understanding of Scott’s warning about the dangers of tampering with nature if humanity continues to advance their knowledge and overtake the natural
Consequently, the nature of humanity and scientific progress are reflected through literary and filmic techniques, addressing the exploitation of mankind’s progress and ultimately questioning what it means to be human. By reflecting on their respective social and technological milieus, Shelley and Scott depict the detrimental repercussions of artificial construction through the parallels in ‘Frankenstein’ and ‘Blade Runner.’ In particular, the turn of the 19th century saw the fascination with Galvanism, regarding the animation of animal tissue through electricity, inciting Shelley to confront this ideology based on a ‘life force’ that would infuse life in an inanimate object. Through the first person perspective, responders are exposed to Victor Frankenstein’s obsessive behaviour in overcoming the metaphysical boundaries of ‘life principles’. Thus, by metaphorically ‘pursuing nature in all her hiding places’, Shelley questions the implications of synthetic formation through her use of a contemplative tone in acknowledging the ‘astonishing power placed within [his] hands…and the manner in which I should employ it’. She answers this through her
‘By comparing two texts, we can gain a better understanding of the ideas and themes in both.’ Explore this statement with reference to your prescribed texts remembering to discuss the context of each Through a simultaneous comparison of two different texts, we are able to examine the composers’ concerns of their contextual societies presented through the ideas and themes of the texts. John Steinbeck’s 1937 novella ‘Of Mice and Men’ and Walter Salles’ film ‘The Motorcycle Diaries’ presents various perspectives on the values of humanity. Steinbeck’s ‘Of Mice and Men’, set in the post-great depression era addresses the victims of their own dreams within the Californian Dustbowl. Salles’ on the other hand, utilises an epistolary framework in his
yThroughout the exploration of the module “Texts in Time”, we observe the connections between texts and their reflections of the constancy in human nature, whilst shifting contextual perspectives are maintained. Such a connection is demonstrated in Mary Shelley’s 1818 novel “Frankenstein” (F/stein) and Scott Ridley’s 1991 film “Bladerunner”, where both composers present a cautionary tale, warning us of the implications of science and technological advances on humanity and thus reflecting their own fears in their respective contextual eras. It is through the analysis of such values and implications that we can see the constancy of human nature throughout time. Frankenstein is a gothic inspired, fragmented epistolary, reflecting the rebellion of the Romantic Movement, which advocated the power of imagination, and ones relationship to nature. The gothic convention of sublime nature is represented thematically, through forces of good and evil leading to vengeance and murder, as well as macabre settings of graveyards and charnel houses.