A STUDY GUIDE BY FIONA HALL

http://www.metromagazine.com.au

ISBN: 978-1-74295-388-5 http://www.theeducationshop.com.au

© ATOM 2013

HAILEE STEINFELD DOUGLAS BOOTH

OverviewHe is impetuous and emotional, ruled by his heart. She is a thoughtful ingénue, new to romance. They are madly in love. Their families – bitter enemies – would disapprove if they knew.

His name is Romeo and hers is Juliet. Their passion must stay shrouded in secrecy and they must sneak and scheme to find a way to be together against the odds of their families’ ancient grudge and fate itself.

Sometime between 1591 and 1595, William Shakespeare wrote what would become one of his most celebrated and beloved plays – Romeo and Juliet. This tragic tale of ‘a pair of star-cross’d lovers’ has captured the hearts and imaginations of audiences ever since.

For me, Romeo and Juliet is an exploration of what it is to be in love for the first time. It is a timeless story, and it has never been equalled in any language. Producer Ileen Maisel and I wanted to give the modern audience a traditional, romantic version of the story, complete with medieval costumes, balconies, and duels, but we also wanted to make it immediate and accessible and new.

– Julian Fellowes, Producer

Detailed Overview

The families of Montague and Capulet use any ex-cuse to publicly fight in the streets of Verona, draw-ing a strict rebuke from the Prince. Young Romeo of the Montagues is not interested – he is far too in love with Rosaline, a cousin to the Capulets. It is a romance which his cousin Benvolio urges him not to pursue, but that night, there is to be a masked celebration at the Capulet estate and Romeo man-ages to secure an invitation. The Capulet house-hold prepares for the event, where Lord and Lady Capulet hope that their daughter Juliet will accept the advances of young Count Paris. A free spirit, little interested in romance, Juliet seems more

interested in bantering with her nurse than listening to her parents.

At the ball, Romeo forgets his feelings for Rosaline when he instantly falls for Juliet. She is likewise affected when she first sees Romeo. They dance briefly and steal a few moments alone but Romeo cannot stay long. Juliet’s cousin, Tybalt, has noticed his presence and begs Lord Capulet to let him avenge the insult, but to no avail. As they part, Romeo and Juliet each learn that their new love is the child of the rival family. Undaunted, Romeo spies Juliet on her balcony and boldly declares his love for her.

With the help of Friar Laurence, Romeo conspires a way to pursue Juliet without incurring the wrath of his family, while Juliet relies on her nurse to discreetly deliver messages to her love. But the bad blood between the two families is too strong: in a street duel, an angry Tybalt slays Romeo’s beloved kinsman, Mercutio. Romeo, his passions unchecked, then kills Tybalt. Hoping to put an end to the blood feud, the Prince banishes Romeo from Verona – but this is worse than death, because he will forever be separated from Juliet. As the lovers grow more desperate, Friar Laurence hatches a plan that will allow them to be together forever – but perhaps not in the way that he intended.

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Pre-viewing ActivitiesThere are a number of pre-viewing activities teach-ers can undertake before watching the film Romeo & Juliet. These include (but are not limited to):

- Who was William Shakespeare?- Life in Elizabethan England- Shakespeare's Language

1 Who was William Shakespeare?

Shakespeare was born in Stratford-upon-Avon in 1564 and died in 1613 (aged 49). As he was a common man (and not a king or lord), little was recorded of his life at the time. He was a famous playwright, however, he was perhaps no more famous than other playwrights in London such as Ben Jonson and Christopher Marlowe. It was only some 50 years after his death that effort was made to find out and record the details of his life.

Shakespeare timeline

1564 It is estimated that he was born on 23 April 1564 in Stratford-upon-Avon in England. He was baptised three days later on 26 April.

William’s father John was a glove maker and was involved in other business activities as well as being a member of the town council. His father and mother (Anne) were possibly both illiterate (as was common for members not of the elite classes to be at that time).

Shakespeare was John and Anne’s third child; he had seven brothers and sisters, but only five of them survived to adulthood.

CURRICULUM LINKSRomeo & Juliet can be studied as part of English, as either a film-as-text, or as a supplement when reading the play. It is most suited to Middle-School English (Levels 9 and 10):

Level 9 English Content Descriptions particularly applicable to a study of Romeo and Juliet:

Reading and viewing

LANGUAGE1 Understand that authors innovate with text

structures and language for specific purposes and effects (ACELA1553)

2 Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)

3 Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)

LITERATURE1 Interpret and compare how representations of

people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)

2 Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)

3 Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

CURRICULUM FRAMING QUESTIONSBefore you begin a study of this Romeo & Juliet, present students with the following broad ‘Curriculum Framing Questions’. You may choose to discuss these before and after the film, noting any changes in students’ views of them:

- Why are Shakespearean texts still studied today?

- What role do imagery and poetry play in this text?

- What role do parents play in determining our future?

- What role does fate play in our lives?- Why is it important to carefully consider

courses of action rather than acting impulsively?

- Does prejudice impact our lives today?- Are family feuds just a thing of the past?

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1571 At the age of seven, it is believed that Shakespeare attended the King’s New Grammar School in Stratford. His school days would have stared at six in the morning and ended at five in the evening (Monday to Saturday!). School life would have been very strict and students were physically punished for misbehaving or showing any signs of laziness.

1578 It is believed he left school aged fourteen or fifteen.

1582 At age eighteen, he married 26-year-old Anne Hathaway. They had three children, Susana and twins Judith and Hamnet (Hamnet died when he was eleven years old).

1590 There are no clear records of what Shakespeare did in his early twenties. It is possible that he joined one of the travelling companies of actors that toured England during this time. We do know, however, that by the early 1590s he was a popular playwright in London.

During the 1590s Shakespeare wrote a number of poems and many of his most popular plays, including Richard III, A Midsummer Night’s Dream, Romeo and Juliet, The Merchant of Venice and Julius Caesar. He also acted in some of his own plays and those of other playwrights.

1594 In 1594 he invested in the acting company ‘The Lord Chamberlain’s Men’ of which he was a member. He became part-owner and shared in the company’s profits.

1596 He obtained a coat of arms for his father, which meant that he would be officially re-garded as a ‘gentleman’.

1597 He bought ‘New Place’, the second largest house in Stratford-upon-Avon.

1600 The first decade of the 1600s was Shakespeare’s most productive time. He wrote most of his greatest plays, including Hamlet, Othello, Macbeth and King Lear.

1603 ‘The Lord Chamberlain’s Men’ became ‘The King’s Men’ and regularly performed at Court before King James.

1610 Around this time, Shakespeare bought more properties around London and the Stratford area and became very wealthy.

1613 He returned to Stratford-upon-Avon, but still travelled to London to tend to his business interests.

1616 He died on his fifty-second birthday (23 April 1616) and was buried at Holy Trinity Church in Stratford.1

• Usingtheabovetimelineandfurtherresearch,complete a biography of Shakespeare. Sites to use for research include:http://www.biography.com/people/

william-shakespeare-9480323http://www.folger.edu/template.cfm?cid=866

2 Life in Elizabethan England

Shakespeare first came to London some time be-tween 1585 and 1592. The city had a population of 200,000 and was rapidly expanding. England at the time was ruled by a monarch, Elizabeth I; she was very popular with the people and was a supporter of literature and the arts.

This period in history is often described as the English Renaissance because it was a time of great advances in science and also achievements in art. London had a thriving theatre life – perhaps if Shakespeare had arrived in the city at a differ-ent time, he may never have become the famous playwright we know him as today.

• CreateaposteraboutlifeinElizabethanLondon. Include the following areas:- Elizabeth I's rule- Daily life (include reference to the 'gentle'

and the 'base' population)- Religion- Superstitions- Theatres

• Somesitestohelpstartyourresearchinclude:http://elizabethan.org/compendium/27.htmlhttp://www.shakespeare-online.com/biography/

londonlife.htmlhttp://www.william-shakespeare.info/

elizabethan-theaters.htm

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3 Shakespeare’s Language

Shakespeare’s lines are packed with puns, metaphors and ironies; he often uses difficult sounding words and phrases, many of which have shifted in their original meaning or ceased to be used in everyday life.

You will notice in Romeo & Juliet that certain char-acters (namely Romeo and Juliet) often speak their thoughts aloud when they are alone. This common theatrical device is known as a soliloquy and allows the audience to gain important insights into the character’s thoughts, fears and motives.

It is important to enjoy Shakespeare without get-ting too bogged down on having to understand every word. Here are some examples of commonly used words in Romeo & Juliet and their definitions:

Word and definition

AY ...................YesBESEECH.........Beg or request forcefullyCHIDE..............To tell off or criticiseCIVIL ...............PublicHASTE .............Great speedHENCE .............Away from hereHIE ..................HurryTHOU/THY .......You/YourANON ..............Soon, shortlyWHEREFORE ...WhyYONDER ..........Over there

• Whileviewingthefilm,youmaywanttonotedown any other unfamiliar terms or phrases and ask you teacher to help you find out the definitions.

Viewing ActivitiesStudents can take notes as they view in order to help them complete the following tasks. For the purposes of later study, the scenes are broken into the same broad Acts as the original play:

ACT 1

The action opens in the courtyard of a medieval palace. Everyone is there to witness a Tournament of the Ring, where skill determines the winner.

1 How are music and camera angles used to cre-ate tension during these opening scenes?

2 A voice-over delivers the Prologue:Two households, both alike in dignity, In fair Verona, where we lay our scene …From ancient grudge break to new mutiny, Where civil blood makes civil hands uncleanFrom forth the fatal loins of these two foes,A pair of star-crossed lovers take their life, Whose misadventured piteous overthrows Will, with their death, bury their parents’ strife.List three things that you think will happen in

CHARACTER LIST

THE MONTAGUES THE CAPULETS

MONTAGUE – Head of the Montague House

CAPULET – Head of the Capulet House

LADY MONTAGUE – The wife of Montague and Romeo’s mother

LADY CAPULET – The wife of Capulet and mother of Juliet

ROMEO – The Montagues’ son

JULIET – The Capulets’ daughter

BENVOLIO – The nephew of Montague, Romeo’s cousin and friend

TYBALT – Nephew of the Capulets and a fierce enemy of the Montagues

NURSE – A servant of the Capulet household who has been Juliet’s nurse since her birth

OTHER CHARACTERS

PRINCE ESCALUS – The Prince of Verona, he wants to restore peace to the city

PARIS – A young nobleman, and a relative of the Prince, who wants to marry Juliet

MERCUTIO – A close friend of Romeo and Benvolio

FRIAR LAURENCE – A priest from whom Romeo and Juliet seek advice

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the film after hearing the Prologue. 3 From the Prologue, we learn that Romeo and

Juliet will die. Why do you think Shakespeare chose to give away the ending like this?

4 Who wins the Tournament of the Ring – Tybalt or Mercutio?

5 Following the tournament there is a quarrel in the market place. What do we learn about Tybalt and Benvolio from their different reac-tions to this quarrel?

6 What does the Prince say will the consequenc-es will be for anyone who ‘disturbs our town again’?

7 When we meet Romeo he is sculpting. Why has Lady Montague sent Benvolio to talk to him?

8 We learn that the cause of Romeo’s moodiness is his unrequited love for Rosaline. What does the phrase ‘unrequited love’ mean?

9 Love will not call on you but once,Nor stay forever when he comes. Release your eyes. Be glad she does not care. Examine other beautiesBenvolio offers this advice to Romeo about his feelings for Rosaline. What is he try-ing to say and what does this indicate about Benvolio’s attitude to love?

10 At the Capulet’s House, Paris has asked for permission to marry Juliet. Lord Capulet replies;My child is still a stranger to the world, Let two more summers wither in their pride, Before we judge her ripe to be a wife.What does he mean by this?

11 Lord Capulet tells Paris;Juliet is my only living child.The earth has swallowed all my hopes but sheWhat does he mean by this? What does this indicate about his love for Juliet as a father?

12 Romeo and Benvolio intercept Capulet’s servant Peter and learn about the masked

party at the Capulet’s House. So Rosaline sups with Capulet this night. Do but compare her face with some I know. And I will make you think your swan a crow.

– BenvolioAs if there could be fairer than my love! I’ll go tonight but only to rejoice, And worship at the glory of my choice.– RomeoFor what different reasons are Benvolio and Romeo attending the party?

13 In Juliet’s chamber we learn of Lady Capulet and the Nurse’s differing views on Juliet’s readi-ness for marriage – what are they?

14 How does Juliet react to the news that Count Paris wants her for his wife?

15 As they are about to enter the party that night, Romeo hesitates, stating; But should we enter? I start to fear some consequence yet hanging in the stars Shall bitterly begin this fearful date.What does he mean by this and how is this an example of foreshadowing?

16 From the moment he spots Juliet, Romeo is instantly in love. Benvolio asks him ‘But what of your old love, Rosaline?’, to which

‘But should we enter? I start to fear some

conse-quence yet hanging in the stars Shall bit-

terly begin this fearful

date.’

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Romeo replies; Did my heart love ’til now? Forswear the thought! I never saw true beauty till this night.In light of his his feelings towards Rosaline up until now, is this response surprising? What are we learning about Romeo’s nature?

17 What is Tybalt’s reaction to Romeo’s pres-ence and how does Lord Capulet react?

18 Romeo and Juliet both fall instantly in love. Upon learning of each other’s identity at the end of the scene, they are equally devastated; Oh, my dear God. My life is my foe’s debt– RomeoMy only love sprung from my only hate! Too early seen unknown, and known too late!Prodigious birth of love it is to me, That I must love a loathed enemy.– JulietExplain what each of these statements mean.

ACT 2

19 Romeo and Juliet’s balcony scene contains the most famous lines in the play, such as;But soft! What light through yonder window breaks?It is the east, and Juliet is the sun.– RomeoOh, Romeo, Romeo, wherefore art thou, Romeo?– Juliet

TABLE 1

Negative quality CHARACTERS WHO SHOW THIS QUALITY

Anger/bitterness

Impatience/impulsiveness

Other?

Positive quality CHARACTERS WHO SHOW THIS QUALITY

Care/concern

Love

Other?

Refer to Act 2 Scene 2 from the original play and highlight other well known lines.

20 What is Juliet saying in the following lines? What does it indicate about her thoughts re-garding the the feud between the Capulets and the Montagues?You’d be yourself, if you were not called Montague What’s in a name? That which we call a roseBy any other name would smell as sweet

21 How are music, camera angles and lighting used to create a sense of the following in the balcony scene; fear and danger for Romeo, love and hope for the new couple?

22 What is Friar Laurence’s motives for marry-ing Romeo and Juliet? Do you agree with his decision?

23 At the start of the scene, Friar Laurence is dis-cussing the contrasting qualities of a flower as being analogous to human nature; So varied are the qualities we find … All that brings health and life may also kill.All that is dark and fatal can and will contribute to our pleasuresWhat negative and positive qualities have you observed in characters up until this point in the film? Compile your observations in TABLE 1.

24 Tybalt delivers a challenge to a duel to Romeo. Why does Mercutio believe Romeo will not be able to win?

25 Nurse arrives to talk to Romeo. She warns him of his treatment of Juliet; If you should deal double with her, You will have me to answer to.What does she mean by this and what does this indicate about her relationship with Juliet?

26 Romeo informs Nurse to bring Juliet to Friar Laurence’s cell to make confession. What is the real plan when she arrives?

27 Why do you think Nurse takes so long to tell Juliet the news from Romeo?

28 We see Juliet writing in her diary at the start of

‘Oh, Romeo, Romeo,

wherefore art thou, Romeo?’– Juliet

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this scene. Write a series of diary entries from Juliet, detailing the following: - Her feelings prior to the masked ball know-

ing that her marriage to Paris has been planned.

- Meeting Romeo and falling in love.- Discovering Romeo’s identity- The balcony visit from Romeo- Your feelings about your impending secret

marriage to Romeo- Your hopes and fears for your future and the

feud between the two families29 As Friar Laurence prepare to marry Romeo and

Juliet, he comments; I pray the heavens smile upon this act,And do not punish us with later sorrow.How is this again an example of ‘foreshadowing’?

30 Friar Laurence cautions Romeo and Juliet to take things slowly;These violent passions can have violent ends …Therefore be moderate. Long-lasting love must be.Love too fast can prove falser than love too slow.Do you feel Romeo and Juliet are acting hastily? Do you feel Friar Laurence is in a position to caution them given his role in their marriage?

ACT 3

31 Romeo hears there is trouble brewing with Tybalt. A quarrel erupts on Castelvecchio Bridge. How do Romeo, Benvolio, Mercutio and Tybalt each approach the potential conflict at the start?

32 Consider Mercutio’s dying words;Down with the Montagues and Capulets!Whose angry war has stolen all my days. A plague on both your houses!What does he mean by this and again, how is this an example of foreshadowing?

33 Oh sweet Juliet,Your beauty has rendered me effeminate,

And softened me into a coward! – Romeo

What does Romeo mean by this? How does his character change directly after Mercutio’s death?

34 What cinematic devices are used to make the death scenes of Mercutio and Tybalt powerful and emotive? Consider music, camera angles and lighting.

35 When deciding his verdict the Prince muses;Romeo killed Tybalt. Tybalt killed Mercutio.Who is the guilty man in all this grief?Who do you think is the ‘guilty man in all this grief’?

36 What punishment does the Prince decide for Romeo? Do you agree with this decision?

37 Romeo rushes to see Friar Laurence, who accuses him of being ‘unthankful’. For what things does Friar Laurence say Romeo should be grateful for?

38 Friar Laurence tells Romeo is to flee to Mantua and wait until he can seemingly smooth things over. Before he leaves, however, he will spend one last night with Juliet. Back at the Capulet house, Lord Capulet has decided to rush Juliet’s marriage to Paris; Do you want legal offspring from our loins? With Tybalt dead and all our line at risk? For Juliet is the only living course, Through which our blood can flow.What does Lord Capulet mean by this?

39 How do Romeo and Juliet feel about parting after their night together? Can you recall any quotes to illustrate these feelings?

40 How does Lord Capulet respond to Juliet’s reluctance to marry Paris? What is his threat to Juliet if she fails to go through with the ceremo-ny? Why do you think he reacts this way?

41 The Nurse now advises Juliet to marry Paris.

‘Down with the

Montagues and

Capulets!Whose

angry war has stolen

all my days. A plague on both

your houses!’

– Mercutio

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Why do you think she has changed her stance? What does this indicate about the Nurse’s character?

42 In response to her advice, Juliet states;Old and corrupt, you wicked, wicked friend! You would offend my husband and my God? Make me at once twice damned and twice foresworn? Go from my life, our trust is at an end. The Friar, alone, shall be my comfort now.Explain what Juliet means, line-by-line.Why do you think she is so angry with the Nurse?Do you think her feelings are justified?

ACT 4

43 Juliet visits Friar Laurence, who outlines his plan for her and Romeo’s reunion. Complete TABLE 2 outlining each stage of his plan and the potential for risk at each stage.

44 Can you think of an alternative solution to Juliet’s problem? Provide details.

45 Is Juliet convincing in pretending her parents she is prepared to marry Paris?

46 Consider Friar Laurence’s presence during the Capulet’s grief as they believe Juliet to be dead. How do you feel about him as a person during this scene, especially given his role

TABLE 2

ACTION POTENTIAL RISKS

Juliet drinks the poison and pretends to be dead.

The poison may not work. It may make Juliet dangerously ill. It may actually kill her

in the affair and his supposed standing as a priest?

47 As Friar Laurence’s novice travels to Mantua to deliver Romeo news of the plan, he is delayed. What happens to delay him?

48 Benvolio makes it to Mantua before the novice and informs Romeo of Juliet’s apparent death. How do the film-makers build up the dramatic tension during these scenes?

49 What does Romeo decide to do upon hearing news of Juliet’s death?

50 What is the outcome of the confrontation between Paris and Romeo outside the Capulet tomb?

51 Create a dot-point flow chart of what happens from the time Romeo enters the Capulet tomb.

52 Upon Romeo’s death, the Friar laments to Juliet; Alas, my lady, we are overturned.A greater power than we can contradict Has thwarted all our plansHow is he attempting to console her? Do you think it is valid that he refers to them as ‘our’ plans? Think back to Juliet’s statement; ‘The Friar, alone, shall be my comfort now’. Do you think he has provided her with this?

53 The sun, for sorrow, will not showhis head. And join with all in grieving for the dead.For never was a story of more woeThan this of Juliet and her Romeo.– Prince EscalusHow do the deaths of Romeo and Juliet affect their families and the town of Verona? Do you think the reconciliation between the Capulets and Montagues is believable? Explain.

‘For never was a story

of more woe

Than this of Juliet and her Romeo.’– Prince Escalus

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Post-Viewing ActivitiesThe following activities include a range of creative, analytical, reflective and oral responses. You will find there is a certain degree of overlap in the tasks; as such, you should select the ones most suited to your students.

THE CORONER’S REPORT

Task: As Verona’s chief coroner, you have been as-signed the important task of producing a coroner’s report for the Prince in order to establish what led to the recent deaths that have plagued the houses of Capulet and Montague and ‘disturbed the peace’ of your city. There have been mutter-ings about town that the tragedy of Romeo and Juliet was fated, while others are adamant that the untimely deaths of Romeo, Juliet, Mercutio, Tybalt, and Paris can all be clearly attributed to human nature and poor decision-making rather than ‘the stars’.

You need to gather as much evidence as you can from the film to explain what happened and why it happened. You will need to consider to what extent the two lovers contributed to their own demise and that of the other characters; and to what extent forces out of their control determined their fate.

• ProvidestudentswiththefollowingsampleIntroduction and structure guide, SEE ITEM 1, to help them with this task.

Freeze Frames

There are several alternatives for this task:

1 Divide the class into five groups. Randomly allocate one of the five Act Summaries to each group and give them 20 minutes to devise a single ‘frozen’ pose that presents the most important action of their specific act. Each student in the group must be involved in the ‘freeze frame’. When all groups are ready, have them arrange themselves in order and call out ‘Act 1’, with each successive group posing their ‘freeze frame’ in order.

2 Divide the class into five groups and allocate each of the five Act Summaries to each group. Each group then devises a single ‘frozen’ pose that presents the action of each Act. When it comes time to perform, each group presents

THE CORONER’S COURT OF VERONA

Chief Coroner’s Report into the deaths of Romeo Montague and Juliet Capulet (and associated deaths of

Mercutio, Tybalt and Paris)

While it may be popular belief that there has ‘never been a tale of more woe than that of Juliet and her Romeo’ the facts of the matter are less subjective. Over a period of three nights and three days, one Romeo Montague and one Juliet Capulet met, fell in love, were married, spent their wedding night together and then took their own lives. In between all of this, the aforementioned Montague boy was present during the killing of known friend Mercutio and was apparently responsible for the revenge killing of Tybalt and the subsequent killing of rival Juliet-suitor Paris.

The purpose of this investigation is to establish the reasons why these deaths occurred and to either prove or disprove the belief that these fledgling lovers were the victims of ‘fortune’.

The Case in Favour of Fate:

The following evidence and arguments have been used to suggest that the young lovers were the victims of fate (as were those who also perished):

The Case Against Fate:

The following points can also be made to suggest that the dead youths have only themselves and human nature to blame for the their untimely deaths:

(Use the following paragraph to decide which viewpoint you favour, or you could suggest that the tragedy was a combination of fate and human nature)

To conclude this report, it is clear that …

ITEM 1

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their five ‘freeze frames’ to the class. 3 Divide the class into five groups and randomly

allocate one of the five Act Summaries to each group. Each group devises a series of ‘freeze frames’ (no more than five) to represent the main action from their specific Act. They perform their freeze frames in front of the class, with students having to guess which Act they are witnessing.

• Foreachalternative,studentsmustensurethey can explain what their 'freeze frame' represents.

Act summaries for freeze frames:

ACT 1 We meet two rival families, the Montagues and the Capulets. The Prince of Verona is tired of their quarrelling and threatens anyone who causes another brawl with death. Romeo Montague is upset because Rosaline, the woman he loves, is not inter-ested in him. Benvolio persuades Romeo to attend a masked ball at the Capulets’ house in the hope he will find someone else to shift his affections to. At the ball, Romeo instantly falls in love with Juliet, daugh-ter of the Capulets. Tybalt, Juliet’s cousin, spots Romeo at the party and plans to take revenge on him for attending.

ACT 2 After the masked ball, Romeo sneaks into the Capulet house and hears Juliet declare her love for him on her balcony. He climbs up and the two talk of their undying love for each other; they decide

to marry that next day. Romeo rushes to Friar Laurence to arrange a secret wedding, and passes news of these details to Juliet through her nurse. We see them married in Friar Laurence’s cell.

ACT 3 Romeo hears that Tybalt has challenged him to a duel. He rushes to the Castelvecchio Bridge, where Mercutio and Tybalt are quarrelling. Mercutio is killed by Tybalt, and an enraged Romeo kills Tybalt. The Prince exiles Romeo from Verona; Romeo spends one last night with Juliet before leaving for Mantua. Juliet’s parents inform her that she is to marry Paris in two days; she refuses and argues with her parents.

ACT 4 Friar Laurence gives Juliet a vial of poison that will induce a death-like state to fool her family and thus prevent her marriage from Paris. She will, however, awake later in her family tomb, where Romeo will be waiting for her. Friar Laurence sends news of this plan to Romeo via his novice. Juliet takes the poison and her nurse and family believe she is dead.

ACT 5 Friar Laurence’s novice is delayed in deliv-ering his letter to Romeo. Benvolio reaches Romeo first and believing Juliet to be truly dead, duly informs Romeo of this news. A heartbroken Romeo buys poison and returns to Verona to the Capulet tomb to be reunited with Juliet in death. Outside the tomb he encounters, and kills, Paris. Once at Juliet’s side, he kills himself; she awajes and sees him dead; she too commits suicide. The Montagues and Capulets are united in their grief and finally make peace.

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ONE YEAR ON

Write a newspaper article entitled ‘One Year On’, in which a character reflects on their part in the tragedy and how they have dealt with the events. Choose one of the following:

- Lord Capulet- Lady Capulet- Friar Laurence- Benvolio- The Nurse

CLASS DEBATE

Topic: ‘Romeo and Juliet are the only ones to blame for their own deaths.’

The Affirmative Team will agree with this statement and the Negative Team will disagree. Each team has three members, with each member speaking for no more than three minutes.

‘Who is to Blame?’: In groups, read and discuss the following character statements (SEE ITEM 2). Your task is to then cut them out and arrange the characters in order from ‘least to blame’ through to ‘most to blame’ (note: you may give some cards equal placing). You must be prepared to justify your rankings to the class.

WORDS OF WISDOM

Imagine you could give each of the following char-acters some advice in order to prevent the tragic outcomes of the film. Write down your advice in each row of ITEM 3.

ITEM 2

ROMEO. He acted too hastily throughout the film. He shouldn’t have asked Juliet to marry him so suddenly, and he should have thought

more carefully before rushing back to Verona after hearing of Juliet’s death. He also acted violently and without thinking when he killed

Tybalt and, later, Paris.

JULIET. She shouldn’t have deceived and disobeyed her parents. Like Romeo, she was too hasty in rushing into marriage. She was foolish for

following the Friar’s plan to drink the vial of poison, thus staging her own death.

THE PRINCE. He should have acted earlier to stop the feud between the two families. It was unjust of him to send Romeo away from Verona

as a punishment for killing Tybalt when the fight was Tybalt’s fault.

LORD AND LADY CAPULET. They were partly responsible for keeping the feud going. They had authority over their household, and could

have stopped the quarrelling if they wanted to. They should have paid more attention to Juliet’s wishes and listened to her opinions. They

were too hard on her when she refused to marry Paris.

LORD AND LADY MONTAGUE. Like the Capulets, they were also responsible for keeping the feud going. If they had been more

understanding, Romeo would not have felt he had to keep secrets from them.

FATE. The tragedy was not the fault of any one individual - it happened because of bad luck. It was fate that Romeo and Juliet met and fell in love, and bad luck that the letter which could have saved them didn’t

reach Romeo in time.

TYBALT. He started the fight that resulted in Romeo being banished, and he was always causing trouble. He, more than anyone else, kept

the hatred alive between the two families.

THE NURSE. She encouraged Juliet in her romantic ideas. She carried messages, and helped the lovers to meet and get married secretly. She should have let Juliet’s parents know what was going on. She advised

Juliet to marry Paris, knowing she was already married to Romeo.

FRIAR LAWRENCE. He should never have agreed to marry Romeo and Juliet in secret. He gave Juliet the poison, and he was responsible for getting news of the plan to Romeo - the news never reached him, so

Romeo thought Juliet was dead.

MERCUTIO. His attitude to quarrels and fighting made the situation worse. He saw the feud as a game and that led to his death and

Romeo’s banishment.

ITEM 3

Romeo:

Juliet:

Friar Lawrence:

The Nurse:

Lord and Lady Capulet:

Tybalt:

Mercutio:

Paris:

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FILM REVIEW

• WriteafilmreviewforRomeo & Juliet. Use the following template to structure your review:

Film review template

HEADLINE: Include the title of the movie (try to use a pun!)

PARAGRAPH 1: Introduce the movie by stating that you’ve just seen it and would like to give an opinion about it. Mention a couple of details that might help the reader understand what type of movie you are talking about. Ensure you mention it is a very faithful adaptation of the play Romeo and Juliet, as this may appeal to fans of Shakespeare.

PARAGRAPH 2: Summarise the plot (story). Where and when did it take place? Who are the main characters? What is the story about? Remember, do NOT include spoilers and do not tell how the story ends!

PARAGRAPH 3: Talk about the actors/actresses and discuss who did a good job and who didn’t.

PARAGRAPH 4: Talk about what you liked about the movie and what you didn’t like. Be sure to in-clude specific details and scenes. Mention the soundtrack, lighting and camera angles.

PARAGRAPH 5: What lessons did you learn from this story (theme/moral)? What do you think others will learn from it?

PARAGRAPH 6: What group of people would like this movie? Who would you recommend it to? Who would you not recommend it to? What’s the rating of the movie (G, PG, M, R, etc.)? What is your final word on the film: Is it good or bad?

RATING SYSTEM: Give the movie a score. You can do stars (*** out of *****), numbers (3 out of 5) or something totally original!

You may like to read some film reviews to help you with your own. Check newspapers or visit this site: http://www.empireonline.com.

CARLEI VS LUHRMANN – A COMPARISON

Baz Luhrmann released his modernised ver-sion of Romeo and Juliet in 1996, titled William Shakespeare’s Romeo + Juliet. Carlo Carlei’s 2013 version, Romeo & Juliet, is a more faithful and traditional interpretation of the original play.

Your task is to view Luhrmann’s version and complete TABLE 3. 13

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ESSAY PROMPTS

Students can plan and complete any of the follow-ing essay topics with reference to the film Romeo & Juliet. Students must ensure they refer to specific scenes and quotes from the film as evidence.

1 O, I am fortune’s fool!Were Romeo and Juliet ‘star-crossed lovers’ or victims of human nature? Discuss.

2 ‘Romeo and Juliet is much more than a love story.’ Discuss.

3 ‘If Romeo was less impulsive, tragedy could have been avoided.’ To what extent is this true?

4 ‘The tragic deaths of Romeo and Juliet were

partly caused by the two lovers, but also by the failure of The Friar, The Nurse and Lord Capulet to act responsibly.’ Discuss.

5 ‘Romeo and Juliet act impulsively; however it is the adults in their lives who are ultimately responsible for the tragedy.’ Discuss.

6 To what extent is Romeo & Juliet a celebration of love?

7 How important is the role of the minor characters in Romeo & Juliet?

8 Romeo and Juliet can blame no one but them-selves for their untimely deaths. Do you agree?

TABLE 3

Comment on how each film represents the following elements

Luhrmann’s 1996 version, William Shakespeare’s Romeo + Juliet

Carlei’s 2013 version, Romeo & Juliet

ROMEO

JULIET

FRIAR LAURENCE

THE NURSE

MERCUTIO

TYBALT

THE CAPULETS

THE MASKED BALL

THE BALCONY SCENE

ROMEO AND JULIET’S LOVE

ROMEO AND JULIET’S DEATHS

LIGHTING

SOUNDTRACK

COSTUME

GENERAL OBSERVATIONS

‘O, I am fortune’s

fool!’

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This study guide was produced by ATOM. (© ATOM 2014) ISBN: 978-1-74295-388-5 editor@atom.org.au

For information on SCREEN EDUCATION magazine, or to download other study guides for assessment,

visit <http://www.screeneducation.com.au>.

Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc. Sign up now at

<http://www.metromagazine.com.au/email_list/>.For hundreds of articles on Film as Text,

Screen Literacy, Multiliteracy and Media Studies, visit <http://www.theeducationshop.com.au>.

References:

Websites:http://www.biography.com/people/

william-shakespeare-9480323http://www.folger.edu/template.cfm?cid=866http://elizabethan.org/compendium/27.htmlhttp://www.shakespeare-online.com/biography/londonlife.

htmlhttp://www.william-shakespeare.info/elizabethan-theaters.

htm

Books:S. Barnes & A. Coleman, Insight Shakespeare Series:

Romeo & Juliet, Insight Publications, Melbourne, 2008.

Article:Film as Text article by Anne Cranny-Francishttp://www.theeducationshop.com.au/shop/product.

asp?pID=1884&cID=3

Violence

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