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

How would you direct Act 3 Scene 5 from William Shakespeare's "Romeo and Juliet"?

Extracts from this document...

Introduction

How would you direct Act 3 Scene 5 from William Shakespeare's "Romeo and Juliet"? In this essay I am going to discuss how I would direct Act 3 Scene 5 from William Shakespeare's, "Romeo and Juliet", first produced in 1595. Since then, there have been modern productions where the original text has been adapted for film. Considering this, I am going to direct a film version, explaining in detail Act 3 Scene 5. I will develop ideas based on two films, 'Romeo and Juliet' directed by Franco Zeffirelli in 1968 and 'Romeo and Juliet' directed by Baz Luhrmann in 1997. To make this play relevant to today's society I will set it in modern day England because I do not think that a traditional setting will appeal to a modern audience. To portray the conflict between the two families I will have the Montagues and Capulets different religions. In Shakespeare's original text, we do not find out why the families are opposed, and why it would anger both families for Romeo and Juliet to marry. We do know that in Shakespeare's time, it was considered a mortal sin to be trying to be wed while already married. It was believed that you would certainly go to hell and no Friar would conduct the ceremony. Nowadays, it is the choice of the person who they marry. I will explain this situation by Juliet's family being Hindus and therefore an arranged marriage would be a normal thing for her. ...read more.

Middle

would be good in this role. Luhrmann had also cast him as Capulet in his 1997 version and I can appreciate the reasons why. He is a talented actor who not only works in film but television, theatre and more recently, opera. This means he has a loud voice and an air of control around him. He has played important, powerful characters previously and is currently working on an adaptation of Shakespeare's 'King Lear'. This means he will be familiar with his work and how Shakespeare wants his characters to be like. I think costume is important in this scene as it can subconsciously show that Juliet and her parents are on different sides. Capulet and his wife would be wearing clothes similar in colour and style and this would contrast with Juliet's clothes. This will represent them as opposites in the argument. Capulet and Lady Capulet would be dressed in bold, domineering colours, such as blue and black. They show the characters have authority and are strong. Blue and black are colours commonly used by police, hence a force of law. Juliet would be dressed in red and white, the direct opposite of her parents. Red also symbolises rebellion and defiance, Juliet's attitude to the marriage with Paris. The Nurse would wear plain, light clothes, as she does not take sides. She represents the middle, neutral ground in this argument as she tries to reason with Juliet after her parents leave. ...read more.

Conclusion

I would carry this idea on by emphasising this line. To show Capulet's authority and dominance over Juliet in this scene, I would use a point of view shot as Juliet, being towered over by her father. In this way the audience could relate to how Juliet is feeling and sympathise with her. I would do this when Capulet insults Juliet. He repeated calls Juliet 'proud' and calls her names such as 'young baggage, disobedient wretch', 'tallow-face', 'sickness-green carrion' and 'unworthy.' Although considered mild or amusing today, in the sixteenth century they would be considered extremely strong and forceful. By making these insults look dramatic and harsh, this would better convey Capulet's intense displeasure. The scene ends with Juliet on her own speaking her thoughts, a monologue. She reveals how she is feeling about her parent's ideas, 'Ancient damnation, O most wicked fiend' and tells the audience that if she cannot get out of it, she wants to die. 'If all else fail, myself have power to die.' This again ties in with the theme of fate and so I believe it is as important as the rest of the scene. To emphasise her distress, I would pan the shot around her, slowly zooming and then resting at a close up on her face when she delivers the last line. I want the picture of just her face and how angry she is to be memorable so at the very end I would cut to a black screen. I believe that my direction of Act 3 Scene 5 by adaptations, choice of characters and use of dramatic devices will make this scene successful. Catherine Seale ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Romeo and Juliet 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 GCSE Romeo and Juliet essays

  1. Discuss the characters attitudes towards love and arranged marriages in 'Romeo and Juliet' focus ...

    she just want to see her married and happy, this desire to see Juliet married make her foolish, and treats her as he own daughter as is mentioned in Act 1 Scene 3. She helps in the secret marriage of Romeo and Juliet but then in Act 3 Scene 5 she agrees with the arranged marriage to Paris.

  2. Romeo and Juliet: The Arguments in the Capulets house (Act 3 Scene 5)

    By now I would have Juliet beginning to cry again showing her emotion. As she replies to Capulet ("Not proud you have...") I would also have her getting increasingly angrier and perhaps moving towards her father. As she finished speaking he would push her away, emphasising how he doesn't want her is she wont do this for him.

  1. Act 3 Scene 5 of William Shakespeare's Romeo and Juliet

    a beautiful voice, and is also another example of how petulant Juliet can be. She has resorted to insulting the bird, simply because she sees it as being the cause of her unhappiness. Romeo is much more down to earth than Juliet from the beginning of the scene.

  2. Romeo and Juliet theatre production essay.

    One way this could be achieved is by the use of costumes and sound effects. The absence or lack of scenery did not result in dull or drab productions as acting companies spent much money on colourful costumes, largely to produce visual splendor.

  1. How successful is Baz Luhrmann's adaptation of Romeo and Juliet in Representing William Shakespeare's ...

    Also, the taking of hallucinogenic drugs and the drag act appear convincingly with the original dialogue as they were always supposed to be there. The guns are inscribed with the names sword or dagger, so when asked to "draw thy sword" they stay cleverly true to the Shakespearean dialogue.

  2. What is important to Shakespeare in his construction of selected scenes from 'Romeo and ...

    As Benvolio enters his language shows his peaceful personality, "Part fools, put up your swords you know not what you do." This puts a pleasant slant on the story, making his character seem positive and peaceful. Although when Tybalt enters he tilts the story back the opposite way and gives

  1. Classical Music Interpretations of Romeo and Juliet: Tchaikovsky, Gounod and Prokofiev

    Different listeners will have opposing opinions of the actual play and therefore a part of the music might correspond to a different part of the play for each individual listener. The love theme that Tchaikovsky has written is in two main parts.

  2. Romeo and Juliet: The Arguments in the Capulets house (Act 3 Scene 5).

    show the changes in facial expression and possibly introduce some music to be built up later on. Lady Capulet build County Paris up to sound fantastic using words such as "noble" and talks repeatedly about joy and happiness. This could give the impression she is trying to convince Juliet it's

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