GCSE Drama: Romeo and Juliet
SCRIPTED PIECE
Explorative Strategies
still image/tableau
thought-tracking
narrating
hot-seating
role-play
cross-cutting
forum theatre
marking the moment
The Drama Medium
The use of:
costumes/masks/make up
sound/music
lighting
space/levels
set/props
mime/movement/gestures
voice
spoken language
The Elements of Drama
action/plot/content
forms
climax/anti-climax
rhythm/pace/tempo
contrasts
characterisation
conventions
symbols
ASSESSMENT CRITERIA
AO1 Responding to ideas and issues in different contexts, demonstrating an appropriate use of drama to communicate
meaning to others
AO2 Developing and exploring ideas using appropriate forms to structure them into a meaningful piece of drama work
AO3 Evaluating the effectiveness of their own drama work and the work of others and recognising the significance of
historical, cultural and/or social influences.
AIMS and
learning
objectives
Content of Lessons
Explorative Strategies/ Elements of Drama
The Drama Medium
To introduce
tragedy as a
genre
Task 1: Active Brainstorming
Students walk around the space in silence doing free association,
thinking about the themes, characters and images from the play. When
they have an image, word/phrase to contribute, they clap hands and
others gather around to listen to the idea. Nobody comments – just
listen then move on until next idea surfaces.
Background to
Shakespeare research
sheet
Watch video clip and compare/contrast treatments of the party scene
Staging blocks
Task 2: Decide what characteristics of a stage can be used to create a
party atmosphere for a play (e.g. windows projected onto the floor,
coloured lighting, seating, use of levels – i.e. theatre a place of
imagination). Create labelled diagram on A3 sugar paper.
Lighting
To examine
conventions of
Elizabethan
Theatre
Stimulus material
Video: RSC R&J; Baz
Luhrmann version
Homework
Annotate the scene for
lighting.
Task 3: Using extract from the party scene, stage still image focusing
on space and levels to establish characters, relationships and make
concrete emotional states.
Task 4: In small groups, discuss how to stage the scene. Focus on
stage set description, lighting and sound directions and opening
dialogue. Paste script onto large paper and annotate explaining how
atmosphere will be achieved. Perform in groups - still image of
opening.
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GCSE Drama: Romeo and Juliet
COURSEWORK – UNIT 2: Scripted Piece Romeo & Juliet
Content of Lessons
Explorative Strategies/ Elements of Drama
The Drama Medium
Stimulus material
VIDEO
Warm-up: What’s the time Mr Wolf?
TENSION CREATED BY TIME, PLACE and CONTEXT
Task 1: Whole class look at objects and discuss in groups what each might
suggest. Each student selects one object and creates 2 still images to evoke
a sense of romance and then of loss. Experiment with different emotional
responses to objects.
Objects associated
with love and death
(gun, candle, love
letter, flower, heartshaped box etc)
Task 2: In groups of 3, create a montage of 3 still images:
o Romeo & Juliet falling in love
o Romeo’s reaction to the news of Juliet’s death
o In the tomb.
Consider positioning and space. Use significant props to establish time, place
and context.
A3 sugar paper and
marker pens
AIMS and
learning
objectives
To explore how
anxiety, tension
and fear can be
generated by
staging devices
to establish time,
place and
context.
To explore the
way in which
symbols and
significant props
contribute to the
development of
plot and the
creation of
tension.
Dagger and white
rose
Task 3: Walls Have Ears. Whole class create four walls of tomb. Surround a
previously crafted still image of Romeo and Juliet. They then collectively
reflect back impressions of the key events that have befallen that character
through snatches and repetition of dialogue, sounds etc. Students develop
this into a soundscape by adding sound effects.
Task 4: Conversation in the dark. In pairs, create a scene that takes place
using minimal lighting. Using movements, whispers, unanswered questions,
repetition, character confusion and exclamations establish that something
terrible has happened without revealing explicitly what it is.
Task 5: Voices in the Head. Class creates corridor with Lord and Lady
Capulet at one end and Lord and Lady Montague at the other. To begin with,
the Montagues walk through the tunnel with the class voicing their thoughts
regarding Romeo’s death. Follow this with the Capulets moving through
tunnel as they approach the tomb to bury their daughter.
Task 6: Using A3 sugar paper, students sketch stage set of the final scene
featuring significant props, lighting and other theatre devices. Students will
need to consider available material, the physical scale of items and the
proximity of furniture/props in relation to each other. Notes must be included
to explain and justify decisions.
To explore how
movement can
control and
generate
tension.
TENSION CREATED BY MOVEMENT
Warm-up: Grandmother’s Footsteps
Task 1: In pairs, discuss movements or sounds which have a meaning.
Improvise a scene in which all the communication is done in this fashion. For
example, A spots something/someone whilst in a theatre/cinema/presentation
and tries to gain the attention of B.
Lighting effects
Sound effects
Task 2: Choose 2 volunteers to stand in centre of circle of students, A and B.
A’s task is to menace and then to stab B quickly. Choose two new volunteers
to be A and B. A stands at one end of the room with the rest of the students
and B stands at the other end. This time, A moves towards B more slowly,
quietly and holding the knife in an apparently less threatening way even
though A wants to kill B.
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GCSE Drama: Romeo and Juliet
Task 3: Building a sense of anticipation – Actions speak louder than words.
Two characters, A and B, who know each other are joined by another
apparently unfamiliar character, C. No words are spoken. Gradually A and B
become aware of C and show that they feel increasingly uncomfortable using
movement and actions. C leaves at one point and then re-enters. C leaves A
and B an object that provokes a strong reaction – include a word, statement,
question or exclamation at this point, if necessary.
Task 4: Show improvisions and evaluate.
To identify ways
in which
characters and
characterisation
can generate
dramatic
tension.
To explore stock
characters and
their role in
contributing to
setting and
atmosphere.
To explore
understanding
and
interpretation of
characters in
relation to
others.
VIDEO
TENSION CREATED USING CHARACTER
Task 1: Two people bump into each other who know each other from the
past.
- Improvise to establish reaction of these characters to this
unexpected/unwelcome meeting.
- Using cross-cutting and narration, introduce a narrator to link past and
present episodes.
o A warning is given by one character to another – it is not taken
seriously even though it proves to be very important
o Unexpected and astonishing news is given
o Some matter dealt with earlier rears its head again
o One of the characters reveals a new side
Pair then improvise past event. Narrator could also play silent observer, seen
or unseen.
The fight scene
where Mercutio
dies
Task 2: Role play In pairs, one student improvises Mercutio’s reactions to his
own death, Romeo’s marriage and the killing of Tybalt, giving strong sense of
Mercutio’s character in the way in which he reveals his thoughts and feelings.
Other student speaks thoughts of Romeo as he realises the consequences of
killing Tybalt. Dialogue should blend and interlock. Present a sympathetic
portrayal of one character then swap.
Alternative: Juliet’s thoughts as her father delivers his ultimatum and her
mother’s reaction to Juliet’s rebellion.
Task 3: Create a Gossip circle in which the views of a community are aired
regarding the aftermath of Romeo and Juliet’s deaths. Show the full spectrum
of views from sympathetic to highly critical. Each person in the circle
contributes one sentence, slowly building up the story. Could use masks to
unify group. Bring the characters – the objects of the gossip – into the circle
and decide on reaction. Does he/she participate? Is he/she ostracised?
- Show how the community create backdrop and setting for the
tragedy – friendly but withhold information, silent and distant, hostile
and suspicious, nervous, untrustworthy, sceptical, superstitious,
malicious – how could we use this on stage?
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GCSE Drama: Romeo and Juliet
WILLIAM SHAKESPEARE
Starting Point
What do you already know about William Shakespeare?
Take 5 minutes to recall any stored information, using your
preferred form of note making (a-mapping, headings and
bullet points or a web diagram). Use the following sections
to structure your information – Shakespeare’s Life, Genre,
Society and Culture.
Use the websites listed below to search for information on
Shakespeare’s life and times. The websites are organised into the sections that you
will need to cover in your essay. DO NOT copy and paste information – read it
through, then make notes in your own words.
Shakespeare’s Life
http://www.bbc.co.uk/history/historic_figures/shakespeare_william.shtml
(also browse through the Related Links on the right-hand side of the page)
Q.
What was Shakespeare’s date of birth?
Q.
Where was he born?
Q.
Where did he go to school, and what was it like?
Q.
What do we know about his family?
Q.
Why did he go to London?
Q.
With which theatres and companies was Shakespeare involved?
Q.
Who were Shakespeare’s contemporaries?
Q.
When did he die, and what is special about this date?
Q.
What did he leave his wife in his will?
Q.
What other interesting facts can you find out about him and his experiences as a
writer/actor/director in London?
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GCSE Drama: Romeo and Juliet
Genre
http://shakespeare.palomar.edu/
Q.
How many plays did Shakespeare write?
Q.
What three categories can we put his plays into?
Q.
Name two plays from each category.
Q.
What are the main characteristics of a Shakespearean tragedy?
Q.
What are the main characteristics of a Shakespearean comedy?
Q.
What else did he write as well as plays?
Society and Culture
http://www.shakespeare.org.uk/main/1
Q.
What important discoveries were made in Shakespeare’s lifetime?
Q.
What major historical events happened in Shakespeare’s time?
Q.
Which two monarchs were on the throne when Shakespeare was writing his
plays?
Q.
What kinds of people went to the theatre?
Q.
Why were the theatres in Shakespeare’s time nicknamed ‘The Wooden O’?
Q.
Who played the roles of the female characters in Shakespeare’s plays and why?
Q.
What other kinds of popular entertainment were there?
…and finally, write a short paragraph about how events of his lifetime
might have affected his work.
Save these notes, as you will need them for your written work later on.
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