FINAL PROJECT OVERVIEW

• Group cannot exceed five members.
• Each group member must contribute to the project.
• Group must choose a theme (i.e. High School/Slang, Country/Western, 1920’s, Eastern, Medieval, etc.)
• Group must choose a full scene.
• The scene must stay within the context of the play and chosen theme.
• Every member must have equal roles/lines (approx. 10 lines per member min).
• All lines should be paraphrased in contemporary English (and/or theme slang).
• A completed (typed) scripted shall be turned in before the presentation.
• Scripts should have all group members’ names and contributions as well as project theme.
• Final projects should be turned and delivered in on the requested date.
• Presentations can be live or by other media (e.g. video).

Supplemental HANDOUT – A

Scenes for the Final Performance

The following Romeo and Juliet scenes are recommended for a final acting performance by student acting companies. Look at them carefully and choose the best scene for your group. If you have more actors than parts, divide one or more of the parts. If you have fewer actors than parts, combine two or more of the parts. If your group wishes to perform a scene not listed here, clear this with the instructor.

Here are some issues to consider when choosing a scene:

· It’s okay for more than one group to do the same scene.

· Memorizing lines is encouraged but not required. The group will make a shoe-box stage showing the set as students would like to be.

· Actors will design costumes, make a script, and analyze the characters they are playing.

· Your performance will be graded on carefully reading and rehearsal, understanding of characters, understanding of plot, understanding of language, ability to use language to portray character, well-planned movements, well-planned use of props and costumes, and anything extra you add to the production.

I.i.1-74/110 The Capulet and Montague boys fight in the streets. We are introduced to Benvolio and Tybalt. The scene also includes a pivotal monologue by the Prince, who pronounces a city decree where in continued fighting will conclude in the penalty of death to those involved.

I.iii.ff Lady Capulet, the Nurse and Juliet are gathered together to discuss a possible marriage between Juliet and the County Paris.

I.iv.ff Before the masquerade ball at the Capulet’s house, the Montague boys are talking in the streets. Romeo has a dream and Mercutio gives his famous Queen Mab speech.

II.ii.ff Romeo sneaks into the Capulet’s orchard and overhears Juliet talking about fall in love. Before too long, Romeo cannot resist speaking up and confessing his love to her. The scene ends with Romeo and Juliet vowing their love of each other. (If you choose this scene you will have to break it up. I don’t expect you to play out the entire scene.)

II.iv.ff An up beat Romeo meets up with is buddies and has a playful dialogue with Mercutio. The Nurse eventually enters to speak with Romeo about his marriage to Juliet.

III.i.35-115 Tybalt, on the hunt for Romeo, stirs up a fight. Romeo, freshly married to Tybalt’s cousin, will not fight. Mercutio, in defense of his friend, fights Tybalt. Romeo, with the intention of stopping the fight, gets in the way of Mercutio defense, which allow Tybalt to administer a fatal blow. Mercutio dies.

III.i.116-213 Romeo, enraged by the loss of his dear friend Mercutio, goes after Tybalt and kills him. Although Romeo flees, he is charged with murder and banished from Verona.

III.iii.ff A desparate Romeo flees to Friar Laurence. The Nurse comes to catch word on Romeo’s predicament. Friar Laurence calms Romeo down and gives him advice about what he should do next.

III.vi.61-272 Juliet, the Nurse, Lady Capulet and Capulet have a family battle. Juliet tries to buy time and postpone (if not cancel) her arrange marriage to Paris. Capulet becomes enraged and verbally abuses everyone. Juliet is overwhelmed and threatens suicide.

IV.v.1-110 Everyone thinks Juliet has committed suicide but the Friar knows the truth; he is trying to help Romeo and Juliet reunite by making everyone else believe Juliet is dead.

V.i.ff A messenger goes to Romeo and gives him false information. Romeo believes Juliet is actually dead, so he buys poison from an apothecary with the intention of using it on himself.

V.iii.ff Romeo, overwhelmed with grief goes to Juliet’s tomb, finds and kills Paris, and then thinking Juliet is dead, commits suicide. Juliet awakens to see a dead Romeo in her arms, and then she too commits suicide. Friar Laurence is too late, and so sets the tragedy.

SUPPLEMENTAL HANDOUT – B

PROPMPTBOOK – COMPANY REPORT

After you have read your scene allowed, answer the following questions:

1. What happens in your scene? Outline the basic events.

2. What do you think are the key purposes of your scene?

(Keep theses purposes in mind as you make decisions about blocking and characterization.)

3. What are your reactions to this scene?

SUPPLEMENTAL HANDOUT – C

PROPMPTBOOK – CHARACTER REPORT

No matter how big or small the part, every actor needs so know the answers to the following questions:

· What does your character want in the scene?

· What is your character’s motivation for doing what he or she does?

· What obstacles stand in his or her way?

· What happens when your character confronts theses obstacles?

· Were there any distinctive elements in your character’s way of speaking? (Is his or her language elaborate, pain, musical, rushed, or what?)

· What is your character thinking during the scene? (How does he or she react to the other characters and events?)

SUPPLEMENTAL HANDOUT – D

DIRECTOR’S NOTEBOOK

In perpetration for its performance, each group will keep a director’s notebook in which it will record insights about the delivery of lines, costuming, characterization, staging, music, and set and prop choices.

Required Contents of the Notebook

Script: Copy your scene and cut, trim, and paste each page onto a larger piece of plain paper. Cross out any lines you intend to cut. Make sure you have room in the margins to enter the following pieces of information to indicate how the scene will be played:

· Vocal pauses, stresses, and inflections

· Tone of voice

· Gestures and facial expressions (those that are explicit in the script as well as those that are not)

· Notes or diagrams of actions and movements

· Definitions of words or phrases you do not understand

Costumes: Design two costumes: (1) the conceptual costume (the one you would wear if money were no object), (2) the actual costume (the one you will improvise for this performance). You may draw these, construct them form magazine cuttings, or simply write out a detailed description explaining your choices (styles, materials, colors, etc.), but tell about both your conceptual and actual costumes. (In the director’s notebook, there should be costume descriptions from each actor.)

Character Analyses: Write an analysis for each character that appears in the scene. As you prepare these analyses, question yourself about the characters’ motivations in the passage or scene. Also consider what you know about the character up to this point in the play. The following question should help to guide you:

· What does each character want?

· Do the characters’ objectives change in this scene, if so, when and why? Do tactics change, if so, how and why? What obstacles stand in each character’s way? What happens when objectives meet obstacles?

· What is distinctive about the way the characters speak? (For example, who uses plan language? Elaborate language? Puns? Riddles? Sarcasm? Why does the character speak this way?)

Staging: Plan the staging. Draw the set. With script in hand, read the scene and make notes on movement. These actions will anticipate the movements the performers will make during your performance. Mark your scripts as you plan the movements.

Set and Props: Plan a simple set using classroom furniture for the most part. If you want to add special pieces, draw them or use magazine clippings to represent them. Keep props simple. Improvise them form objects at hand. In the director’s notebook, include a drawing to the set (the director’s responsibilities) and a list of props. Briefly explain your choices.

Music: Select appropriate music to play as an introduction to your performance. If you like let the music be heard during the performance as well. The characters, action, and mood of your scene should guide your choices.

PROJECT ASSESSEMENT
Component:	Points:	Requirements:	Comments:
Promptbook	25	editing vocal pauses, stress, etc. tone of voice gestures or expressions notes on actions or movements definitions
Costume Design	20	conceptual/actual costume
Set Design	10	conceptual/actual set
Character Analysis	20	wants objectives tactics reaction to obstacles speech patterns
Company Report	15	completed form
Appearance	10	title page organization overall appearance
	100