Life in Shakespeare’s England

Part ofEnglishAbout Shakespeare

Key points

  • William Shakespeare was an English actor, poet and playwright who was born in 1564. His plays were written and first performed during the of and her successor, .

  • Shakespeare wrote tragedies, like Macbeth and Romeo and Juliet, and also comedies, like The Tempest and Twelfth Night.

  • During Shakespeare’s lifetime his plays were performed in theatres and became very popular.

  • Theatres had different seating or standing spaces that depended on and wealth.

Did you know?

Women were not allowed to act in the theatre, so the female roles in Shakespeare’s plays were performed by men.

Images of a quill and ink pot, purple question mark and William Shakespeare above an open book.
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Overview of society

A pyramid diagram to show the different social groupings in Tudor society (from top to bottom): the monarch, nobles and lords, the gentry, the ‘Middling Sort’ and the ‘Lower Sort’.

The queen was seen as God’s chosen ruler on earth, so was at the top of the social pyramid.

Beneath her were the nobility - the class of people who had , wealth, land and power.

The gentry were below the nobility, they would also have wealth and land but not titles.

The class in the middle were made up of , merchants and craftsmen. They may have run their own business or farmed some land of their own. Shakespeare’s family came from this class – his father had a glove making business and owned property.

Servants, labourers and the poor were at the bottom of society in Shakespeare’s day. These people would earn a living by working for someone else.

Who was on the throne during Shakespeare’s lifetime?

Did you know?

Wearing the wrong clothes in Elizabethan times could lead to a fine, arrest or even imprisonment. This is because clothes in Shakespeare’s time were decided by which class you belonged to.

A set of laws called the ‘Sumptuary Laws’ dictated what materials, colours and styles of clothing you could wear. For example, only those close to the royal family were allowed to wear purple.

Images of a quill and ink pot, purple question mark and William Shakespeare above an open book.
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Women in Shakespeare’s England

A portrait of Elizabeth I
Image caption,
Elizabeth I

Women were not allowed to perform in plays, so the female roles were taken by men, often younger men who had higher voices. In several of the plays the female characters disguise themselves as men, for example in Twelfth Night and The Merchant of Venice. In these plays the audience would have watched a man pretending to be a woman pretending to be a man.

Women in the 1500s and 1600s had far fewer rights than men. Despite this, some women did have influence and took on important roles. This is reflected in Shakespeare’s plays, where there are examples of women in control. For example, the character of Portia in The Merchant of Venice is a strong, intelligent woman who controls the events of the play.

A portrait of Elizabeth I
Image caption,
Elizabeth I

What were women’s rights like in Shakespeare’s lifetime?

Given women’s position in Tudor times, how did Elizabeth I rule over England as Queen?

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Entertainment in Shakespeare’s England

In London, during the Elizabethan period, the first dedicated theatres appeared. Most people went to the theatre, from the poor to the very rich. It was the most popular form of entertainment in Elizabethan England. These theatres, which were also called playhouses, were visited by every class of people.

Queen Elizabeth I also enjoyed plays and special productions were performed for the royal court. The queen never visited public theatres.

Elizabethan theatres were very different compared to modern theatres. A visit to the theatre was often a noisy and dirty experience, there were no toilets and certain parts of the audience were called the ‘stinkards’ because they smelled badly. With so many people packed together, the theatres were also popular with thieves and pickpockets.

A petal diagram showing the reasons the theatre was popular in Elizabethan England. One petal is labelled 'appeal' and shows long lines of people waiting to go in to the theatre. Another is labelled 'affordable' and shows a hand holding one penny. A third is labelled 'fashionable' and shows a hand in the thumbs-up position and the final petal is labelled social and shows a row of people sat down.

What other forms of entertainment were popular?

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The Globe Theatre

The Globe Theatre was built in 1599 by Shakespeare’s theatre company, the Lord Chamberlain’s Men. It was an open-air theatre and it is believed that it could hold around 3,000 people.

The standing tickets in front of the stage only cost one penny, which meant everyone could afford to experience the theatre. People who stood to watch the play were called groundlings. If the groundlings didn’t like the play, they might shout rude comments at the actors or throw food.

Seats in the gallery were more expensive, and were higher up and covered. The most expensive seats were near the stage. Some people even rented a stool to sit on the stage, which was a popular choice for those who wanted to show off their expensive clothes.

The upper classes were also badly behaved at the theatre. One observer at the time wrote that the who paid for a stool on stage would often sing, whistle, smoke and spit during the performance.

This photograph shows the modern version of the Globe Theatre in London. The layout is based on the original Globe Theatre from Shakespeare’s time.
Image caption,
This image shows the modern version of the Globe Theatre in London. The layout is based on the original Globe Theatre from Shakespeare’s time.

Activity

Listen to this audio clip, in which a visitor describes his experience of the Globe:

Answer the following questions

  1. How much was a groundling ticket?

  2. Look again at the image of the Globe Theatre. Where do you think the groundlings watched the play?

  3. Who sat in the galleries?

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Test your knowledge

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Solve the Story!

An exciting new series from the Other Side of the Story, designed to help young people strengthen their media literacy skills.

Solve the Story!
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