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Script/Stimulus: Romeo and Juliet

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Introduction

Romeo and Juliet John Kinder 11.3 Unit 1 Script/Stimulus: Romeo and Juliet Author: William Shakespeare Origin: Elizabethan Play Genre: Tragedy Time Allowed: 4 Weeks Length of Performance: 10 Minutes Date/Time of Performance: Tuesday, October 19th 2004, 1:30pm Venue of performance: The Brooksbank School, Drama Studio Way of Working We worked on key themes and improvised around them. In some lessons we used improvisation with conflict, we did this by standing in front of everyone, and performing mini-scenes. To help us in our Romeo and Juliet play, we watched the opening scenes of Zieferelli and Luhrman films. To understand the plot, we performed a three-minute version of the play, which was reduced to understand the plot. Also to help us, we improvised a scene of anger, and played a game about insulting each other, which was very tedious, but helpful. We did many warm-up exercises, such as walking across a circle, and when we met another person in the middle we had to show an aggressive dislike for them. We had to reflect on ways to show dislike. We also played a warm-up game, where there are two people. We had to show who the leader was, and who was the follower by gestures, and the way we spoke. Another improvisation task began with 'Them...', and had to finish with a threat. ...read more.

Middle

As most of them were about 16 years of age, so we felt that they were all as mature and intelligent as adults, we felt no reason to cut the script so that they would find it easier to understand the play. The main moral, that we were hoping to get across to our audience, was that feuds only cause fighting, and fighting only cause's deaths. I actually think we delivered this message very well. The only thing that wasn't up to the highest standard of effort was our sound. We could have improved if we had been more precise with our timing. Everything else seemed pretty good. Our audience seemed comfortable, and had enough space in the studio, so the seating was all in order, and everything else seemed up to standards as well. Reflection Many things worked, and many things could have been improved in our performance of Romeo and Juliet. * Our drama seemed to work pretty effectively, although more time and effort could be used to improve the piece. We pretty much covered all that we wanting to, in our performance, and I think we worked very well in it. * At first we intended to set our piece in the times of Romeo and Juliet, but we felt that it would be a lot easier for us to perform, and for the audience to understand, if we actually set it in modern times, and also it would be more realistic, as we don't have any old fashioned costumes, or many props. ...read more.

Conclusion

Goblin (Oliver) * Parker * Black trousers * Black shoes Drug dealers sometimes wear big coats, to stash drugs. So we thought a main drug dealer could wear a parker. Jimmy (James) * Dark hoody * Black trousers * Black shoes There wasn't a major reason why James wore these clothes, we just thought that he should look streetwise. So he brought in his hoody from home. Tommy (Thomas) * Fred Perry sweatshirt * Black trousers * Black shoes Again there wasn't a reason for why Tom had to wear these clothes, we just did some research and in some films about drug dealers and gangs, they actually look like the characters we create, which was good, because it was the impression we were trying to create. Emma (Emma) * A blue t-shirt * Black trousers * Black shoes We didn't have a particular purpose for Emma's costume either, just to look kind of rough, and young, and sort of dodgy. The main reason why everyone is wearing black pants, and black shoes, is because we all have to wear black shoes, and black trousers for school, and some people forgot their ants, so we thought we all may as well wear them. Most of the costumes were very easy to find, as we all brought our own from home, but the props were more difficult to get hold of, as we had to ask people around the school for them. ...read more.

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