Transcript Lights, Camera, Action Shakespeare on Film

Lights, Camera, Action:
Shakespeare on Film
•
•
•
•
•
•
•
•
•
•
•
Unit of Study
Shakespeare’s Biography
Elizabethan England
Themes in Romeo and Juliet
Zeffirelli’s Romeo and Juliet
Luhrmann’s Romeo and Juliet
Group Activities
Presentations
Journal Responses
Oral and Composition Rubrics
Useful Websites
Unit of Study
• Purpose:
– To recognize the key components in Zeffirelli’s and Luhrmann’s
films that contribute to the overall understanding of Romeo and
Juliet.
• Objectives:
– View both Zeffirelli’s and Luhrmann’s Romeo and Juliet.
– Identify the similarities and differences between the two films.
– Discuss the highly debated scenes and how each director
portrayed it.
– Collaborate on the important use of film in the classroom.
– Listen to Video and Sound Clips from both films to foster an
understanding of how sound benefits the films.
Unit of Study Continued
•
Class Materials:
–
–
–
–
–
–
–
•
Zeffirelli’s and Luhrmann’s film versions
Film discussion questions
Group film activities
Class paper presentation
Journal responses
YouTube Video and Sound Clips
Online reference material
Standards:
–
–
–
–
–
–
General Language Strand: 2.5: Summarize in a coherent and organized way information and
ideas learned from a focused discussion.
General Language Strand: 3.14: Give formal and informal talks to various audiences and for
various purposes using appropriate levels of formality and rhetorical devices
General Reading Strand: 8.29: Identify and analyze patterns of imagery and symbolism
General Reading Strand: 8.30: Identify and interpret themes and giving supporting evidence
from the text
General Reading Strand: 10.5: Compare and contrast the presentation of theme or topic
across genres to explain on the selection of genres shapes the message
General Reading Strand: 17.7: Identify and analyze how dramatic conventions support,
interpret, and enhance dramatic text.
Unit of Study Continued
– General Composition Strand: 19.27: Write well-organized research
papers that prove a thesis statement using logical organization, effective
supporting evidence, and variety in sentence structure.
– General Presentation Strand: 25.5: Use group-generated criteria for
evaluating different forms of writing and explain why these are
important before applying them.
– General Media Strand: 26.5: Analyze visual or aural techniques used in a
media message for a particular audience and evaluate their effectiveness.
– General Media Strand: 27.6: Create media presentations that effectively
use graphics, images, and/or sound to present a distinctive point of view
on a topic.
– General Media Strand: 27.7: Develop and apply criteria for assessing the
effectiveness of the presentation, style, and content of films and other
forms of electronic communication.
William Shakespeare
Please click on the link above to review Shakespeare’s biography
•
•
•
•
1564- 1616
English poet and playwright
Considered the greatest writer in
the English language and one of
the first dramatists
Referred to as England’s national
poet and the Bard of Avon (click on
link to review information regarding
Avon)
•
•
His surviving works include 38
plays, 154 sonnets, 2 long
narrative poems, and numerous
other poems
His plays are world renowned,
have been translated into all major
surviving languages, and are
performed on stage more than any
other playwright
Elizabethan England
Please click on the hyperlinks to review the aspects of
Elizabethan England
• Queen Elizabeth
• Elizabethan Times
• The Church of
England
• Elizabethan
Education
• The Tudors
Themes in Romeo and Juliet
•
•
•
•
•
•
•
•
Tragic Flaw
Light v. Dark
Destiny
Suicide
Revenge
Parent/Child Conflict
Love at First Sight?
Romeo and Juliet (Play
Version – click on link
for complete e-text)
Famous Quotes
•
Romeo: But soft! What light
through younder window breaks?
It is the east, and Juliet is the sun!
(Act Two, Scene II, line 2)
• Juliet: O Romeo, O Romeo!
Wherefore art thou Romeo? Deny
thy father and refuse they name;
Or, if thou wilt not, be swore my
love, And I’ll no longer be a
Capulet. (Act Two, Scene II, line
33)
• Juliet: What’s in a name? That
which we call a rose
By any other name would smell as
sweet; (Act Two, Scene II, line
43)
• Romeo: O, I am fortune’s fool!
(Act Three, Scene I, line 95)
Discussion Questions for Zeffirelli’s Romeo
and Juliet – Act One
(We will use these Discussion Questions as we watch the films – please take
notes based upon the questions)
•
•
•
•
•
•
•
•
•
•
How does Zeffirelli set the tone and
mood of the film?
How are the Capulets shown in the
film?
How are the Montagues shown in the
film?
What starts the brawl in the
marketplace?
How do we know that Zeffirelli has
chosen to view the entire play
seriously?
Why is Romeo depressed?
What is the relationship of Juliet and
the Nurse?
What surprising choice does Zeffirelli
make about Lady Capulet?
Why is the love song significant?
How does Juliet react to Romeo’s
words?
Group Activity – Act One
(We will complete these group activities while we watch the films – please take
notes based on your ideas and questions)
• Write a minute review of Act 1 of the film
and address the following aspects:
–
–
–
–
The cuts to the text
The acting style
The setting (lighting, sounds, music, etc)
Reaction to seeing the actors play the
characters we have read about as a class
(Focus in on how the characters sound, look,
and act, is it what you expected?)
Discussion Questions – Act Two
• How is the balcony scene shown in the film?
• What does Juliet tell Romeo when he ask for her vow of
love?
• What proof of his love does Juliet ask from Romeo?
• How does Romeo react?
• What does Romeo do when he leaves Juliet?
• Why is Mercutio wondering where Romeo is?
• What happens when the Nurse goes to see Romeo?
• What warning does Friar Lawrence gives Romeo?
• What happens when Juliet goes to Friar Lawrence’s
room?
• How is the wedding shown in the film?
Group Activity – Act Two
• Count off by 2’s (all 1’s get together and
all of the 2’s get get together)
• Re-enact the scene as show in the film.
• Discuss the parts you liked and disliked
regarding the film’s portrayal of Act Two.
Discussion Questions – Act Three
•
•
•
•
•
•
•
•
•
•
What triggers Mercutio’s fight with Tybalt?
Why does Tybalt want to fight Romeo?
How does Mercutio die?
What does Romeo do?
How does Tybalt die?
What does Juliet think when the Nurse tells her that Romeo killed
Tybalt?
What does Friar Lawrence tell Romeo?
How is the wedding night shown in the film?
What plans have the Capulets arranged?
Why does Lady Capulet think Juliet is crying?
Group Activity – Act Three
• Brainstorm for a few minutes about the
parts of Act Three that were clearer
because of the movie
• Regroup into a Seminar Circle to discuss
the brainstorm ideas (identify the
similarities and differences)
Discussion Questions – Act Four
Who does Juliet meet at Friar Lawrence’s
What plan does Friar Lawrence devise?
How do we know that Friar Lawrence is nervous about
the plan?
What does Juliet do when she gets home?
How is Juliet’s drinking of the potion displayed in the
film?
Is it how you portrayed it in your mind?
How is the letter sent to Romeo?
How is Juliet found?
How is Juliet’s funeral shown in the film?
Is it a believable funeral?
Group Activities – Act Four
• Free Write Activity: Write a five minute
journal response acting as either Juliet or
Romeo during Act Four (what are you
feeling, how would you have reacted?)
• Group Share: Volunteers will be asked to
share their Free Write Responses with the
class
Discussion Questions – Act Five
•
•
•
•
•
•
•
•
•
•
What news does Balthasar bring Romeo?
What is Romeo’s reaction?
How does Romeo get into Capulet’s tomb?
What does Romeo do when he sees Juliet?
Who else does Romeo see in the tomb?
How does Romeo die?
What happens when Friar Lawrence goes into the tomb?
What does Friar Lawrence tell Juliet?
What does Juliet do when she sees Romeo’s body?
How does the film end?
Group Activity – Act Five
• Pretend to be either Juliet or Romeo in Act
Five
• Brainstorm how you would react if you
had been in their places
• Group Sharing: Share your character
choice and how you felt putting yourself in
the character’s shoes
Discussion Questions for Luhrmann’s
Romeo and Juliet – Act One
•
•
•
•
•
•
•
•
•
•
How does Luhrmann set the tone and
mood of the film?
How is the opening fight shown in the
film?
What choices does Luhrmann make for
the background of the film?
How is Gloria, Juliet, Mercutio, and
Romeo shown in the film
How is the Capulet’s feast shown in
the film?
What choice does Luhrmann make
about Gloria?
When does Romeo first see Juliet?
What costume does Dave and Romeo
have?
Where do Romeo and Juliet have their
first kiss?
Why can the music in this film be
considered a character?
Group Activity – Act One
• Write a minute review of Act 1 of the film
and address the following aspects:
–
–
–
–
How it differs from Zeffirilli’s version
The acting style
The setting (lighting, sounds, music, etc)
Reaction to seeing the actors play the
characters we have read about as a class
(Focus in on how the characters sound, look,
and act, is it what you expected?)
Discussion Questions – Act Two
•
•
•
•
•
•
•
•
•
•
How is the balcony scene shown in the film?
What is Juliet’s plan?
What token does Juliet give Romeo?
How is Father Lawrence shown in the film?
How does the balcony scene differ from Zeffirilli’s film version?
Which do you like better?
What does the Nurse tell Romeo?
What does the Nurse tell Juliet?
How is the wedding portrayed in the film?
Do you think this portrayal is better or worse than Zeffirilli’s?
What does Father Lawrence tell Romeo and Juliet?
Group Activity – Act Two
• Count off by 2’s (all 1’s get together and
all of the 2’s get get together)
• Re-enact the scene as show in the film.
• Discuss the parts you liked and disliked
regarding the film’s portrayal of Act Two.
Discussion Questions – Act Three
•
•
•
•
•
•
•
•
What does Mercutio tell Benvolio on the beach?
How does Tybalt insult Mercutio?
What is Romeo’s reaction to Mercutio’s death?
What is Juliet doing during this scene?
What happens when Tybalt’s death is discovered?
What does the Chief do?
What surprising items decorate Juliet’s room?
How is the wedding night shown? (Similarities and differences with
Zeffirelli’s version)
• What is Fulgencio doing downstairs while Romeo and Juliet are
upstairs?
• How does Juliet react to her father’s marriage arrangements?
Group Activity – Act Three
• Brainstorm for a few minutes about the
parts of Act Three that were clearer
because of the movie
• Regroup into a Seminar Circle to discuss
the brainstorm ideas (identify the
similarities and differences)
Discussion Questions – Act Four
•
•
•
•
•
•
•
•
•
•
Who does Juliet meet at Father Lawrence’s?
What is Father Lawrence’s plan?
How is Father Lawrence’s dwelling portrayed in the film?
What happens to Father Lawrence’s letter to Romeo?
How is Juliet’s drinking of the potion portrayed in the film?
Does it differ from Zeffirelli’s version?
What happens the morning after?
How is Juliet’s funeral shown?
Does it differ from Zeffirelli’s version?
Which funeral scene do you like the best and why?
Group Activity – Act Four
• Free Write Activity: Write a five minute
journal response acting as either Juliet or
Romeo during Act Four (what are you
feeling, how would have reacted?)
• Group Share: Volunteers will be asked to
share their Free Write Responses with the
class
Discussion Questions – Act Five
• Why does Romeo not receive Father Lawrence’s letters?
• What happens when Father Lawrence finds out the letter was not
delivered?
• Why does the Chief of Police launch a search?
• What happens when Romeo gets to the tomb?
• Where is Dave Paris?
• What happens when Romeo enters the tomb?
• What happens when Romeo sees Juliet?
• What surprising choice does Luhrmann make during this scene?
• What does Juliet do?
• How does the film end?
Group Activity – Act Five
• Free Write Activity: Consider the two film
endings, which ending was most
believable, which ending did you like the
best, and why?
• Group Sharing: Volunteers will share their
free write responses with the class.
Group Film Activities
(Write a Journal Entry based on the activities below)
Zeffirelli’s Version (1968) Activity
Luhrmann’s Version (1996) Activity
• Make notes about directorial choices
(set/setting, music/soundtrack,
costumes/clothes)
• Decide whether audience is encouraged to
side with the Montagues or the Capulets?
(both or neither)
• What is your response to the opening fight
scene. How does the director establish the
ideal of rival gangs?
Make notes about directorial choices
(set/setting, music/soundtrack,
costumes/clothes)
• Decide whether audience is encouraged
to side with the Montagues or the
Capulets? (both or neither)
• What is your response to the opening
fight scene. How does the director
establish the ideal of rival gangs?
Zeffirelli Character Box Activity
Luhrmann Character Box Activity
• Choose a character to follow in the film
• Build up a complete picture of the
character (think 5 sense and find something
relevant for each sense)
• Include sight; touch; scent; hearing; taste
• Choose a character to follow in the film
• Build up a complete picture of the
character (think 5 sense and find
something relevant for each sense)
• Include sight; touch; scent; hearing; taste
YouTube Video & Sound Clips: Click on the link below to
access the following Romeo and Juliet Clips
(http://www.youtube.com/view_play_list?p=C991CF258160FED5)
(Write a Journal Entry based on your actions and responses to the clips)
Zeffirelli Trailer:
Balcony Scene:
LuhrmannTrailer:
Kissing Scene:
•What aspects of this
Trailer version do you
like and why?
•How has the Trailer
portrayed the film?
•What components
would you have
changed or added?
•What parts of this
scene do you feel
Zeffirelli does better
than Luhrmann?
•How are the aspects of
this scene different than
Luhrmann’s version?
•What aspects of this
Trailer version do you
like and why?
•How has the Trailer
portrayed the film?
•What components
would you have
changed or added?
•What parts of this
scene do you feel
Luhrmann does better
than Zeffirelli?
•How are the aspects of
this scene different than
Zeffirelli’s version?
What is Youth?:
Everything I Do:
Final Scene:
Love U Forever:
•What does this scene
add to the film?
•What are the
differences when
comparing Luhrmann’s
version in regards to
this scene?
•How do you think this
chosen song adds to the
overview of the film?
•What song would you
choose to represent this
version?
•What does this scene
add to the movie?
•What are the
differences when
comparing Zeffirelli’s
version in regards to
this scene?
•How do you think this
chosen song adds to the
overview of the film?
•What song would you
choose to represent this
version?
Class Presentation Choices
This is a combined Writing and Oral Assignment, you will be graded on your
written submission and your presentation based upon the topic selected
Note: If there is an additional topic you would like to research, submit a proposal in writing
Choice One:
• Write a compare and contrast
paper based on the similarities
and differences between
Zeffirelli’s and Luhrmann’s
film versions of Romeo and
Juliet.
• Identify film aspects including
setting, character focus, actor
choice, costume choice, and
music (how do these key items
inhibit and/or elevate the film)
Choice Two:
• Choose one of the important
themes in Romeo and Juliet
and identify how those scenes
are portrayed in Zeffirelli’s and
Luhrmann’s film versions.
• Be sure to address at least three
aspects of each film that
support the theme discussed.
Journal Responses
Make sure to bring your journals with you to each class, as you will be able to
use them for reference when participating in the Socratic Circle discussions
• Each class period, you will be responsible for completing
a one page pre-class and post-class written journal
response, identifying items that you have questions about,
you would like to discuss in more depth, characters that
you relate to, characters that you despise, or ideas that
you may for group work
• This is your chance to talk freely, please put all of your
thoughts down on the page (Do not worry about
grammatical and syntax, you will only be graded on
content of your responses)
• You will be required to hand your journals in at the end
of the unit for my review
Rubrics for Oral Presentation and
Composition Components
• Oral Rubric.doc
• Click on the above
link to access the Oral
Presentation Rubric
that will be used for
grading purposes.
• Composition
Rubric.doc
• Click on the above
link to access the
Composition Rubric
that will be used for
grading purposes.
Socratic Circle Journal Talk
Socratic Circle Participation Reference Guide
Note: Click on the link above to learn more about participating in Socratic Circle
• Based upon your journal
responses and group activities,
we will conduct a Socratic
Circle to discuss some of the
key questions identified
throughout the unit
• This is a great time to discuss
potential paper topic questions
and ideas
• The Socratic Circle is also an
important place to determine
the pros and cons of each film
version.
Useful Websites
These websites could be beneficial in your research and to learn more about
Shakespeare and his time, Romeo and Juliet, and his other plays
http://library.thinkquest.org/19539/ran
dj.htmb
http://www.imdb.com/title/tt0063518/
http://www.imdb.com/title/tt0117509/
http://absoluteshakespeare.com/guides
/romeo_and_juliet/romeo_and_juli
et.htm
http://members.accessus.net/~bradley/
RJQuotes.html
http://en.wikipedia.org/wiki/Romeo_a
nd_Juliet