...Romeo and Juliet Hate assumes a urgent part in the play. The long feud between the families (from ancient grudge?) and when people fight like Tybalt and Mercutio are a few cases of where this is appeared. Firstly, the work in the play opens with a short bit of content which depicts, compresses and sensationalizes the affection and contempt in the play. Shakespeare portrays the key indicates and subjects the play and outlines the plot. We additionally realize that there is struggle between the two families and that there is a differentiating theme (contempt and love). It enlightens us about the feud between the families and the battles they get into, the affection amongst Romeo and Juliet and how they both die toward the end. This promptly presents the sicken between the families that there is all through the play. It investigates the way that the two families truly loathe each other and...
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...OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune...
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...different opposing ideas act as different faces of a single entity. In Romeo and Juliet, by William Shakespeare, the characters act contrary to themselves as the plot flips entirely to a tragic standpoint. Duality is a common theme personified in Romeo and Juliet and is the pivot that makes a play that could have been a comedy a solemn tragedy. It is seen in the swings of mood of Mr. Capulet and the Friar as they move from conservative stances into quick decisions. Mr. Capulet is one of the best representations of this concept as he struggles with himself on how to make Juliet happy. The first face of Mr Capulet is seen as he delays his agreement to Paris’ proposal, stating, “My will to her consent is but a par. / And, she agreed, within her scope of choice / Lies my consent and fair...
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...Hate is an overwhelming emotion that is an integral portion of society; expressed greatly in media such as literature. This emotion is additionally vital in a play written by William Shakespeare. A famous poet during the Elizabethan era, one of William Shakespeare’s plays entitled, Romeo and Juliet demonstrated the impact hatred has on the people it surrounds. Romeo and Juliet is a play set in Verona, Italy in which two people, infatuated with each other, venture to extreme lengths to complete their desires in opposition to the venom held between their families, conclusively leading to their demise. This feeling of detest blinds entities from morality and influences them to commit regrettable mistakes, much present in modern society through...
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...ROMEO & JULIET Prologue (ACT 1) As a prologue to the play, the Chorus enters. In a fourteen-line sonnet, the Chorus describes two noble households (called “houses”) in the city of Verona. The houses hold an “ancient grudge” (Prologue.2) against each other that remains a source of violent and bloody conflict. The Chorus states that from these two houses, two “star-crossed” (Prologue.6) lovers will appear. These lovers will mend the quarrel between their families by dying. The story of these two lovers, and of the terrible strife between their families, will be the topic of this play. ANALYSIS This opening speech by the Chorus serves as an introduction to Romeo and Juliet. We are provided with information about where the play takes place, and given some background information about its principal characters. The obvious function of the Prologue as introduction to the Verona of Romeo and Juliet can obscure its deeper, more important function. The Prologue does not merely set the scene of Romeo and Juliet, it tells the audience exactly what is going to happen in the play. The Prologue refers to an ill-fated couple with its use of the word “star-crossed,” which means, literally, against the stars. Stars were thought to control people’s destinies. But the Prologue itself creates this sense of fate by providing the audience with the knowledge that Romeo and Juliet will die even before the play has begun. The audience therefore watches the play with the expectation that it must...
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...The short story “How the Nurse Feels” by Greg Changnon was first published in 1998. It treats of universal themes such as growing up and how the transition from child to adult is not always an easy or desired process. The adult world can seem alien and impossible to identify with but through the story it is told how a single event can alter the perception of it. It also deals with the boundary between fiction and reality which can be quite blurred especially at this transitioning age. While fiction can help us understanding the world around us, the short story also stresses the importance of life experience in order to fully understand the fiction. These are all things the main character, Tess, has to deal with. Tess is playing the Nurse in her school’s staging of William Shakespeare’s “Romeo and Juliet”. She is a fifteen year-old girl who lives in Winetka with her parents. Her father is a priest and her mother owns a fabric store. It is a very isolated community which bores and frustrates Tess: “Neither of them […] know what it’s like to have your whole world contained in the tenblock radius of the church, school, home, and the fabric store. This, I know, is why I act. I have to feel what it’s like in somebody else’s skin.”1 Tess desperately wants to leave Winetka and craves a more exiting existence in New York: “I want to worry about rent and the smelly man who sits on my doorstep. I want to have three lovers at three different theatres, one suicidal and the other two Caribbean”2...
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...Teacher Name: | Heather Tabeek | Grade: | Grade 9 | Subject: | Literature | Topic: | African proverbs (in conjunction with the novel Things Fall Apart) | Content: | Things Fall Apart by Chinua Achebe African proverbs and how they are used to explain or teach | Goals: | Students will understand how proverbs are used by different cultures to simplify a philosophical belief or explain a basic life truth. Students will be able to compare sayings they're familiar with to some of the proverbs they will read. | Objectives: | TLW understand the meanings of selected African proverbs and their purpose. TLW plan and create an illustration of a chosen proverb. | Materials: | Several African proverbs (from textbook or Things Fall Apart) Poster board Markers, colored pencils, crayons (general arts supplies to be used at teacher's discretion) | Introduction: | Students have been introduced to the use of proverbs in Things Fall Apart. They will review by discussing the importance of proverbs in different cultures. | Development: | The teacher will read aloud a proverb, and then explain what the proverb means to him or her. Note that the proverb may be interpreted more than one way, but the class should try to come to a close agreement. | Practice: | Students should follow the teacher's example. Volunteers will read a proverb from the textbook aloud and offer their interpretations of the meaning. Several students should be given the chance to participate in this...
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...large category of stories united by their particular settings, characters, themes and narrative conflicts’ (Worland 2007, pg15). This assignment will look at the generic conventions a coming of age/ teen film (what we expect to see), aspects such as typical situations, stock characters, style, icons and setting. In terms of themes in coming of age (teen films) (subjects that are dealt with within the text) they tend to focus around, first love, rebellion, and conflict with parents, teen angst or alienation. In terms of what we would typically see within the genre ‘teen/coming of age’ film it is in the interest of the target audience and making the plot relatable and focus on their interests. The first trailer to be analysed is “Mean Girls”, a teen movie released in 2004. The style of “Mean Girls” is glossy, the use of high key lighting creates an expensive look and the contrast of high/bright colours makes the film more vivid and eye catching the use of the bright colours encourages a cheerful and young audience. In the first shot we see ‘Kady Heron’ in class she looks bland and has no character and is introduced as the new ‘student’ which is typical for the plot of a teen (coming of age movie) and the non-diegetic sound tracking playing in the back background gives us insight into the genre as we see both a stock character and a typical situation with a pop soundtrack clearly illustrating the theme of coming of age. Surrounded by stock characters that feature in a teen movie;...
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...in diverse cultural and political contexts throughout the world. It is safe to say that although Shakespearean plays were set in the Renaissance Era, they are still the epitome of English literature and are revered by theaters, performers and audiences alike due to their remarkable credibility in portraying everlasting political, social and moral issues. http://www.neptunetheatre.com/content/Shakespeare_hat_trick His plays move from romantic to tragic, humorous to serious so much so that he not only caters to all tastes but also all times by portraying the political situation of his times as well as the way of living. Even Romeo and Juliet, considered by many as a die –hard romantic scripture actually highlights political issues. One of the main political aspects of the play was when count Paris uses his political and aristocratic power to threaten Juliet if she did not marry him. The romance provided a perfect front to front to address the rich/poor issues in the Elizabethan era, and even today we see such situations where the influential overpower the lower castes, forcing them to sometimes give up on their dreams and hopes. The relevance is uncanny and once you read the play you...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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...Education Training Department General Santos City A TERM PAPER On THE LEGACY OF WILLIAM SHAKESPEARE In Partial Fulfillment of the Requirement in English IV S.Y. 2012-2013 Submitted to: MR. JUDY L. BALDEMOR, MaEd Submitted by: MICHELLE P. BERDONAR The Legacy of William Shakespeare Shakespeare, William (1564-1616), was an English playwright and poet. He is generally considered as the greatest dramatist the world has ever known and the finest poet who has written in the English language. Shakespeare has also been the world’s most popular author. No writer’s play have been produced so many times or read widely in so many countries. Scholars have written thousands of books and articles about his plots, characters, themes, and language. As a matter of fact, almost four hundred years after Shakespeare’s death there are 157 million referring him on Google. He began a successful life in London. Shakespeare’s profession was acting. He is listed in documents of 1592, 1598 and 1603 as an actor. Some of us know that he acted in a Ben Johnson play and also in his own plays, but its thought that he is a very busy man, writing, managing the theatre, and commuting between London and Stratford, where his family was, he didn’t undertake big roles. There are evidences that he played the ghost in Hamlet and Adam in As You Like It. Being the most famous writer in the world, Shakespeare left us neither journals nor letters- he left us only poems and his plays. What...
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...Renaissance Literature December 10, 2012 Should Shakespeare be taught to Minority Students? Shakespeare is a staple in the English curriculum in American schools. Beginning in seventh or eighth grade, students are fed a steady diet of his tragedies, comedies, histories, and sometimes even the sonnets. Before Michael, Madonna or Prince, he was the one-name artist everyone could relate to globally. This wasn’t always the case. The branding of the name is not accidental. Even more than “William Shakespeare play-wright to American school students” the word Shakespeare, has become a trademark representing the culture and values of a nation. I approached this project with the firm belief that teaching Shakespeare to non-white students was harmful to their development. Shakespeare being taught to non-white students is a problem because they are being told that their culture isn’t enough. Is this a message we want to send after the last 40 years of minority groups demanding, and receiving, inclusion into society? Aren’t there any other works that could be substituted for the works of Shakespeare’s? Plenty of good candidates are published every year but they aren’t taken seriously. Why not? One reason is of course the name brand recognition of Shakespeare. He has had 500 years to gain a position in the public eye. Another reason is the many contributions that he has made to the English language. Many of the tried and true turn of phrases used today come from his characters...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief literary overview, including a synopsis and commentary on the play; suggestions...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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