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Romeo and Juliet: They are everywhere!


Progress so far:
Who does not recognize the names Romeo and Juliet, those pesky star-crossed lovers? As a part the standard English I curriculum high school students all across the country read, discuss, and analyze the text of this most famous Shakespeare play. Critics, teachers, and students all agree on the literary merit of this work.

However, Romeo and Juliet has sunk deeper into our cultural consciousness...references (divorced from the context of the play) to characters ("He's just some Romeo"), text ("Romeo, Romeo wherefore art thou Romeo"), setting ("Are we having a balcony scene?") have insinuated their way into TV, cartoons, music, fine art, and derivative their ubiquity, they have become complete thoughts. Therefore, to better understand the meaning of the play and more fully participate in our social discourse we have spent the last five weeks evaluating the different representations of R & J: comparing how its concepts have been manifested in different media, and how this influences our perspective on the play.

Now, you are ready to apply the insights gained and conduct your own original and meaningful research...WOO-HOO!

Project Description and Procedures:

You will have no more than 2 class periods to research the creative process of three different mediums: (a) figurative expression in poetry or music; (b) the visual arts (painting, sculpture, collage, etc); and (c) visually sequenced narrative (the graphic novel, comic strip, etc.). Our goal is that you understand the benefits and limitations of your assigned medium as related to non-literary representations of Romeo and Juliet.

Romeo and Juliet Multimedia Library Research Assignment with Active Note Taking

Instructional Standards and Learning Goals:
  • CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

  • CC.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

  • CC.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • CC.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently.

  • CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • CC.9-10.W.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  • CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects toanswer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Prompt: People are consuming more and more media on a daily basis. With the invention of the internet we can experience art, poems, music, comics, movies and plays with the click of a button. This information overload is not without its problems, however. As the world becomes flooded with amateur and often substandard examples of works of creativity, it is becoming harder to tell what makes a work “good.”

Directions: Over the next few days you are going to research whichever medium you choose for your project. We have created a database of information relating to comic strips, music/ poetry and Art. You are going to be researching you project medium to answer a few key ideas:

  1. What do critics agree makes a “good” example of your medium
  2. What makes a “bad” example of your medium, according to critics?
  3. Who are some great artists in you medium?
  4. What makes your artist great or successful?

Click to access Romeo and Juliet Resource Page
Click to return to list of Class Projects & Pathfinders.

To return to Main Menu click here at any time.