• 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 ...

    I am now going to look at act 3 scene 5 in detail, I'm looking at this specific scene because it is where the attitudes towards arranged marriages come in out in the characters this is triggered by the death of Tybalt and it is the pinnacle scene.

  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

    Romeo is reversing those two notions in this quote, as in this case, unless he leaves Juliet, Romeo is doomed. It is also a prophetic thing to say as we, the audience, know both main characters will die. As we are informed at the beginning of the play 'A pair of star-cross'd lovers take their life'.

  2. Exploring Act 3, scene 5 - How does Shakespeare develop Juliet's character?

    means she is weeping because Romeo has left but her mother thinks she is weeping because Tybalt's murderer is still alive. These are the same people. We can see that the mature and calm way Juliet faces her mother is very much different from how she acted at the beginning of the play.

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

    This interlude ends the same way as it began, with stabbing chords in the low register of the double basses and cellos. To me, this helps the listener to keep the idea of trespassing and danger in their minds. Prokofiev divides the rest of the balcony scene into two halves.

  2. Romeo and Juliet theatre production essay.

    richest and the poorest, while the audiences at the Blackfriars theatre for instance, generally consisted more of those of rather higher social status; this was inevitable because the indoor theatres were more expensive. Therefore, the crowd at theatres such as the Globe, which would include those of a lower social

  1. The Dramatic Impact and Structural Importance of Act I Scene 5 - Romeo and ...

    and adds to the dramatic effect as it is such an extreme contrast of colours whereby we have the dark skin of the Ethiop clashing with her shining white jewel. Romeo then begins to describe Juliet's beauty using a different style of contrast whereby he describes it as being to

  2. Juliet's Confrontation with her Parents in Act 3 Scene 5 is a Pivotal Scene ...

    to kiss her. This use of religious language shows us that Juliet both understands the concept of religion and believes in it. This religious state of mind is important in Act 3 Scene 5 because when Juliet is asked to marry Paris, although she has already secretly married Romeo.

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