• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Script/Stimulus: Romeo and Juliet

Extracts from this document...

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.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Plays section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Plays essays

  1. romeo and juliet

    Romeo then begs the friar to marry them he disagrees, but then thinks that this marriage could be the ending to the arguments between the two families. He then agrees to marry them and warns Romeo that it isn't good to rush into things.

  2. My drama script

    Mrs Phillips: Hey watch it, that's Miss you chatting about, and for your information, she likes me because I serve her well, with my whole heart, so if you do the same I think she would like you too. Mrs Wilson: So what are you trying, to say, that I

  1. How does the first eight minutes of Baz Luhrmann's 1997 film version 'Romeo and ...

    I think the director is using this type of long shot to show that the two families are business rivals as we can see the two skyscrapers, which creates impact and suspense for the audience. Another example of a long shot is when Tybalt is shooting Benvolio from a distance.

  2. The original stimulus to our original ideas was the way in which children of ...

    Each character in Colourblind battles with oppression, which is our principal theme. Oppression is exerted in many different ways, by many different sources and we wish to illuminate some of these with in aim of educating our audience. Other themes which we have incorporated into our piece are racism -

  1. Evaluate the set, lighting, costume and props of two performances that you have recently ...

    for the two leading ladies who put a life of murder and deception behind them. Very few props were used during the performance; again the minimalism ensured that the attention of the audience was focused on the cast. For the most part the set was lined with simple black chairs

  2. Drama Coursework: Absurdism Freeze Frames We used freeze frames ...

    We had to restrict ourselves to just one sentence or phrase for the whole play. Ours was "Now it's done". As if to say that someone has been murdered or raped. These all contributed to the atmosphere we wanted. We wanted to show a frightening and eerie kind of feel to it all.

  1. PerformanceIn performance there are three stages of development when creating a performance piece with ...

    The great ones, however, overcome every obstacle to reach their full artistic potential Mae West Rehearsal The next stage we did was rehearsal. The function of rehearsal is to polish a piece thoroughly and make it effected, to make

  2. My England by Clifford Oliver

    Then we observe the final character Tony. He speaks positively, he is rather determined and persistent. He creates a kind of "mini-story" in what he says to the audience. He says, "At the wheel of the Beamer I'm King Tony the first of Bavaria and my motor verks."

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work