For verification of this paper, please visit on http://www.socialresearchfoundation.com/innovation.php#8

Directed by James Cameron, the film Titanic(1997) provides a rich canvas for analyzing the class divide using Roland Barthes's semiotic analysis. The film tells the story of the ill-fated voyage of the RMS Titanic, which struck an iceberg and sank in the Atlantic Ocean in 1912, resulting in the deaths of over 1,500 passengers and crew members. The Titanic was considered a symbol of luxury and technological advancement, but it also reflected the deep class divisions of the time. Roland Barthes's semiotic analysis provides a framework for understanding the ways in which signs and symbols are used in the film to convey the class divide between the first-class and third-class passengers. These signs include clothing, colour, physical space, behaviour, accents, music and relationships between characters.

The objective of this research paper is to conduct a semiotic analysis of class divisions and cultural identity in James Cameron's "Titanic" by examining the use of signs and symbols in the film. The study aims to provide a deeper understanding of how cultural beliefs and values are communicated through signs and symbols in the context of a tragic historical event, and how they shape our perceptions of ourselves and others. By analyzing the film through a semiotic lens, this research paper seeks to contribute to the existing body of knowledge on the relationship between culture, identity, and social class.

Roland Barthes, in his work "Mythologies," explains that cultural myths are created and sustained through a network of signs and symbols. Barthes' semiotic theory emphasizes that signs and symbols convey meaning and values that are deeply rooted in the cultural context in which they are used. Barthes' ideas are relevant to the study of "Titanic" because the film uses a variety of symbols and signs to depict the social class divisions of the passengers and how these divisions influenced the actions and decisions of individuals.

Barthes' work on semiotics is further expanded upon in his book "Elements of Semiology," which provides a more comprehensive understanding of how signs and symbols function in different cultural contexts. The concepts presented in Barthes' work are useful in analyzing how the use of signs and symbols in "Titanic" creates meaning and shapes cultural identity.

LauraGT's article "The Titanic 100 Years Later: Social Class and Survival" provides an analysis of the social class divisions and survival rates of passengers aboard the ship. This article highlights the correlation between social class and access to resources such as lifeboats, which is reflected in the film through the use of symbols such as the different dining rooms and the grand staircase.

Another useful resource is ParrishMiller.com's article "Marxist Overtones in Three Films by James Cameron," which examines the political and social commentary in Cameron's films, including "Titanic." The article argues that the film critiques the capitalist system and highlights the inherent inequality and exploitation that exists within it.

Shmoop's analysis of "Titanic" further explores the themes of society and class, highlighting how the film uses symbols such as the heart of the ocean necklace and the character of Rose to convey the complex relationship between social class and cultural identity.

Finally, Dusty Old Thing's article "What First, Second, and Third Class Passengers Aboard the Titanic Ate" provides insight into the cultural values and beliefs associated with food consumption during the time period in which the film is set. This information is useful in understanding how the use of symbols such as food in the film conveys social class and cultural identity.

Roland Barthes' semiotics is a method of analyzing cultural symbols and signs to understand their meaning and significance in society. Semiotics refers to the study of signs and symbols and how they are used to communicate meaning, convey messages, and shape our understanding of the world around us.

Barthes believed that language and cultural symbols are not neutral but are imbued with meaning and cultural significance. He argued that cultural symbols and signs can be analyzed to reveal their underlying meanings and how they contribute to the construction of social and cultural identities.

Barthes' semiotic analysis involves identifying the signifiers (physical or sensory aspects of a symbol) and signifieds (the meanings and associations that are evoked by the symbol). By analyzing the relationship between the signifiers and signifieds, Barthes believed that we can gain a deeper understanding of the cultural values, beliefs, and ideologies that are embedded in cultural symbols and signs.Barthes' semiotics provides a framework for understanding the ways in which cultural symbols and signs are used to convey meaning, shape our understanding of the world, and contribute to the construction of social and cultural identities. Such signs and cultural symbols are prevalent in the narrative of the film Titanic which emphasises the class divide among the passengers on the ship.

Clothing

Clothing is an important signifier of social class in the film. The first-class passengers are shown wearing elegant, expensive clothing, such as tuxedos, evening gowns, fur coats, luxurious dresses, suits, and formalwear, while the third-class passengers are depicted wearing simpler, more practical clothing, functional garments such as work clothes, shawls, and blankets. The clothing worn by the first-class passengers connotes wealth, status, and privilege, while the clothing worn by the third-class passengers denotes poverty, lower status, and lack of privilege.The connotations associated with the clothing choices reinforce the social hierarchy and the power dynamics between the two classes.The differences in clothing also highlight the class divide between the passengers, emphasizing the stark contrast between the luxurious lifestyle of the upper class and the harsh realities faced by the lower class.The distinction in clothing is exemplified in the scene where Rose's mother expresses her disdain for Jack's attire, which is not up to their social standards.The clothing choices also serve to emphasize the class differences in terms of access to resources and the ability to display wealth and status through fashion.

Color

Moreover, the use of colour in Titanic also conveys a deeper meaning about the class divide. The first-class areas of the ship are decorated in warm, rich colours, such as gold and red, which connote luxury and opulence. In contrast, the third-class areas are decorated in cooler, bluish tones, which connote poverty and harsh living conditions. The use of colour emphasizes the differences between the classes and reinforces the idea that the upper class enjoyed a life of luxury and privilege, while the lower class struggled to survive.

Space

The physical space signs can also be analyzed using Barthes's concepts of connotation and denotation. The spacious, luxurious cabins complete with richly decorated interiors, fine furnishings, artwork, and other amenitiesoccupied by the first-class passengers connote wealth, status, and privilege, while the cramped, crowded cabinswith no privacy or personal space, limited access to food, water, and other basic necessitiesoccupied by the third-class passengers denote poverty, lower status, and lack of privilege. The connotations associated with the physical space occupied by each class reinforce the social hierarchy and the power dynamics between the two groups.The physical space in which the characters exist serves as a powerful signifier of their social status, emphasizing the inequality between the classes.

Relationships

The film also portrays the class divide through the relationships and interactions between characters. The wealthy passengers are shown looking down upon the lower-class passengers and treating them with condescension and contempt. Conversely, the lower-class passengers are depicted as being envious and resentful of the wealthy passengers. These attitudes and behaviours serve to reinforce the social hierarchy and the power dynamics between the classes.The budding romance between Rose and Jack is seen as taboo because of their different social classes. Rose's mother is highly disapproving of the relationship and tries to keep them apart because she believes Jack is not suitable for her daughter.

Furthermore, the relationships between characters also reflect the power dynamics that exist between the different classes. The first-class passengers are shown exerting their power and influence over the lower classes, often treating them as subordinates and disregarding their needs and concerns. For example, when the ship hits the iceberg and starts sinking, the first-class passengers are given priority access to the lifeboats, leaving the third-class passengers to fend for themselves.The connotations associated with the attitudes and behaviours of the wealthy passengers reinforce their power and status, while the connotations associated with the attitudes and behaviours of the lower-class passengers reinforce their lack of power and status.

During the sinking, the film portrays third-class men as being at a significant disadvantage when it comes to accessing lifeboats and finding ways to survive. They are shown struggling to make their way up to the upper decks of the ship, where lifeboats are being loaded and are often prevented from accessing the lifeboats by crew members who prioritize first-class passengers. The scene where the gates leading to the upper decks are locked, trapping third-class passengers below, highlights the sense of powerlessness and vulnerability that these men experienced. The film also depicts third-class men as being subject to discrimination and prejudice from crew members and first-class passengers. They are often treated as second-class citizens, and their concerns and needs are given little consideration. The scene where a crew member tells Jack to stay in his place, saying "this is for first-class passengers only," highlights the sense of exclusion and marginalization that third-class men experienced.

Accents

Another important sign in the film is accents. The first-class passengers are depicted speaking in refined accents,  such as British or American accentswhile the third-class passengers speak in regional accentssuch as Irish or Welsh accents. The refined accents of the first-class passengers connote education, refinement, and sophistication, while the informal accents of the third-class passengers denote a lack of education, informality, and regionalism. The difference in language is apparent in the scene where Jack teaches Rose how to spit like a man, which is a sign of his lower-class upbringing.The connotations associated with the accents serve to reinforce the social hierarchy and the power dynamics between classes.

Behaviour

Behaviour is another signifier of social class in the film. The first-class passengers are depicted as being more refined, sophisticated, and cultured than the third-class passengers. They are shown engaging in leisurely activities, such as playing cards, smoking cigars, and dancing, while the third-class passengers are depicted as being more rowdy, loud, and boisterous. The behaviour of the first-class passengers connotes elegance, refinement, and privilege, while the behaviour of the third-class passengers denotes a lack of culture, education, and sophistication.In one scene, when Jack joins the first-class dinner table, he is initially viewed with suspicion and is reminded of his place when Rose's fiancé, Cal, makes a snide comment about his background.

Music

The use of music in Titanic is especially significant because it helps to shape the audience's emotional response to the film and reinforces the class divide portrayed in the story.The music played by the third-class passengers in Titanic can also be analyzed in terms of its cultural significance. The use of Irish jigs and reels serves as a signifier of the lower-class passengers' cultural identity and heritage. This music is associated with Irish and Celtic traditions, and its inclusion in the film highlights the diversity of the passengers aboard the ship.However, the use of traditional Irish music can also be seen as a signifier of the lower-class passengers' marginalisation within the larger society. Irish immigrants were often subjected to discrimination and prejudice in early 20th century America, and the use of Irish music in the film can be interpreted as a nod to this historical context.

The music played by the third-class passengers is often contrasted with the more refined and elegant music enjoyed by the upper-class passengers. This reinforces the idea that the upper class has access to more sophisticated forms of culture and entertainment, while the lower class is relegated to more rough-hewn and folkloric traditions.

The use of music in Titanic can also be analyzed in terms of its visual and narrative context. For example, when Jack and Rose dance together at the third-class party, the music is lively and upbeat, reinforcing the sense of joy and exuberance that the characters are experiencing. In contrast, when the ship begins to sink, the music becomes more sombre and melancholy, connoting the sense of tragedy and loss that the characters are experiencing.Throughout the film, the music is used to underscore the emotional intensity of certain scenes. For example, when Jack and Rose dance together for the first time, the music swells to convey the passion and intensity of their budding romance. The romantic music, along with the soft lighting and the elegant surroundings, all serve to emphasize the luxury and opulence of the upper-class world that Rose inhabits.In contrast, when the ship begins to sink, the music becomes more ominous and foreboding, connoting the sense of impending disaster. The use of music in this scene heightens the tension and reinforces the idea that the lower-class passengers, who are largely trapped in the lower decks of the ship, are at a distinct disadvantage compared to the upper-class passengers, who have greater access to resources and means of escape.

Furthermore, the choice of music in Titanic can also be analyzed in terms of its cultural significance. The film features several popular songs from the early 20th century, such as "Nearer My God to Thee," which was reportedly played by the Titanic's musicians as the ship sank. These songs carry with them cultural connotations that are specific to the time period in which the film is set. By using these songs in the film, Titanic is able to create a sense of historical authenticity and convey the cultural context in which the story takes place.

Overall, the use of music in Titanic serves as a powerful signifier of social class, cultural identity, and emotional tone. By analyzing the music through the lens of Roland Barthes' semiotic analysis, we can gain a deeper understanding of the ways in which music functions as a form of communication that shapes our understanding of the world around us.

Myths

The film also makes use of myths and symbols to reinforce the class divide. For example, the first-class passengers are shown being rescued first, while the third-class passengers are left to fend for themselves. This reinforces the myth that the wealthy are more important and deserving of rescue than the poor. Similarly, the use of lifeboats to evacuate passengers serves as a powerful symbol of social privilege, as the first-class passengers are given priority access to the limited number of lifeboats available.

In addition to connotation and denotation, the semiotic analysis ofTitanic can also highlight the mythologies and ideologies portrayed in the film. One of the dominant ideologies in Titanic is that of the American dream, which suggests that anyone can achieve success and upward mobility through hard work and determination. This ideology is exemplified in the character of Jack, who comes from a lower-class background but dreams of a better life. Jack's determination and resourcefulness enable him to win a ticket to board the Titanic, and eventually fall in love with Rose.However, despite Jack's efforts, the class divide remains a significant obstacle to his success and upward mobility. His lower social status is emphasized throughout the film, such as when he is denied access to certain areas of the ship due to his class. Additionally, his relationship with Rose is viewed as unacceptable by her upper-class family, further highlighting the class divide.

Another myth that is portrayed in Titanic is the idea of chivalry and gender roles. The scene where women and children are first taken to safety on the lifeboats while the men stay behind on the sinking ship reinforces the societal expectations of men as protectors and providers. This scene shows how gender roles are deeply entrenched in the society and how they reinforced the class divide. Men of the upper class were expected to behave in a certain way, whereas men of the lower class had to adhere to a different set of expectations.

Roland Barthes' semiotic analysis provides a valuable framework for analyzing the class divide in Titanic. The film uses various signifiers to highlight the differences between the upper and lower classes. By analyzing these signifiers through the lens of connotation, denotation, and mythology, we can gain a deeper understanding of the ways in which class was portrayed and reinforced in early 20th-century society.

1. Admin. ‘Roland Barthes: Myth’. Critical Legal Thinking, 12 June 2020, https://criticallegalthinking.com/2020/06/12/roland-barthes-myth/. 2. Barthes, Roland. Mythologies. New York: Hill and Wang, 2012. 3. Elements of Semiology by Roland Barthes. https://www.marxists.org/reference/subject/philosophy/works/fr/barthes.htm. Accessed 18 Feb. 2023. 4. LauraGT. ‘The Titanic 100 Years Later: Social Class and Survival’. Soapboxie, 18 Oct. 2022, https://soapboxie.com/social-issues/Titanic-100-Years-Later-Social-Class-and-Survival-A-Public-Health-Perspective. 5. Marxist Overtones in Three Films by James Cameron - ParrishMiller.Com. https://parrishmiller.com/marxist-overtones-in-three-films-by-james-cameron/. Accessed 18 Feb. 2023. 6. Titanic. Directed by Cameron,James, Paramount Pictures, 20th Century Fox, 1997. 7. Titanic Society and Class | Shmoop. https://www.shmoop.com/study-guides/movie/titanic/themes/society-and-class. Accessed 18 Feb. 2023. 8. ‘What First, Second, and Third Class Passengers Aboard the Titanic Ate’. Dusty Old Thing, 29 Oct. 2019, https://dustyoldthing.com/titanic-menus-by-class/.