Who Is to Blame for Romeo and Juliet's Death? - New York City ...
Who Is to Blame for Romeo and Juliet's Death? - New York City ...
Who Is to Blame for Romeo and Juliet's Death? - New York City ...
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Lesson #12: Luhrmann vs. Shakespeare, 1.5, 2.1, 3.1, <strong>and</strong> 3.5<br />
SWBAT <strong>to</strong> evaluate whether Luhrmann matches, bests, or worsens Shakespeare’s message about love<br />
<strong>and</strong> hate through his use of symbols, sound, <strong>and</strong> light/color.<br />
–M–L on direc<strong>to</strong>rial techniques of light/color, sound, <strong>and</strong> symbols. Direc<strong>to</strong>rs can color the<br />
camera lens or make light shine on certain subjects <strong>to</strong> add emphasis or create meaning, i.e.,<br />
shadow/darkness suggest wrongdoing/evil; light goodness/purity; red passion.<br />
Sound: Direc<strong>to</strong>rs use music or sound <strong>to</strong> communicate a feeling <strong>and</strong> emphasize an idea. Harsh<br />
sounds danger/discom<strong>for</strong>t; light/soft sounds love/kindness/dreaminess. Symbols:<br />
Direc<strong>to</strong>rs intentionally use objects or highlight props <strong>to</strong> create meaning.<br />
–T might assign differentiated viewing roles in pairs. Straight-ahead: sound; Uphill: sound,<br />
light/color; Mountainous: sound, light/color, symbols (+ camera angles, if you dare!)<br />
–Be<strong>for</strong>e each clip Ss read out key lines from scene. Alternately, T may wish <strong>to</strong> flash these on PP<br />
<strong>and</strong> have groups of Ss read key lines in unison.<br />
–T <strong>and</strong> S watch 1.5; T models (I do) completing row <strong>for</strong> 1.5. T <strong>and</strong> Ss watch 2.1; T <strong>and</strong> Ss (We<br />
do) complete row <strong>for</strong> 2.1. Ss watch <strong>and</strong> complete 3.1 <strong>and</strong> 3.5. T collects Ss thinking in Column 2<br />
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