Romeo & Juliet Persuasive Essay

A parent complained that Mr. Provenzano’s Freshman English classes wasted their time by making a movie about the play Romeo and Juliet. That parent also felt there was no value in the students working with fellow students from Iowa on the project. But what that parent failed to recognize was that for a lot of high school students, more kids learn by actually doing things and not just by reading and taking tests. In fact, although the students read and discussed the play, they went far beyond that traditional method of learning. They created a film that allowed them to thoroughly understand the themes that Shakespeare was trying to communicate in the play. Students also had the unique opportunity to work as a team of with students from another state. They even used the internet to discuss the project, which required a lot of writing and learning new technologies. Most importantly, they created a film that allowed them to actually feel what Shakespeare wanted people to feel. Mr. Provenzano’s students would not have had the same understanding of the play Romeo and Juliet from just reading, discussing and taking a test about it as they gained from making a movie about it, so the project was not a waste of time.

The students didn’t just read the play, they had to have an in-depth understanding of it. The script writers had to rewrite the play, translating it from old English to modern English. To create a modern day movie out of the play, the writers had to thoroughly understand what Shakespeare was saying. Because old English is so hard to understand, students had to use a translator dictionary to translate the words of Romeo and Juliet to modern English. The actors had to show that they understood the themes of the play when they performed their parts. They had to read not only the script they were given by the writers, but the original play itself in old English, to really understand what their characters were feeling when they said their lines. The prop masters had to understand the setting of the play to think of and create appropriate props for the scenes. This need for an in-depth understanding of the story could not have been achieved by just reading the play, it required active involvement from and collaboration with the students in Mr. Provenzano’s other classes and the students from Iowa.

This project was unique because students were required to work with other South students and also with English students from a different state to create the movie. This was a good learning experience for both the students in Mr. Provenzano’s classes and the Iowa students because it caused them to develop an ability to communicate outside students’ normal limits. Also, it was probably the first time many students have interacted with students from another state. Sometimes the Iowa students had different ideas from the South students, for example, they had different ideas about which props to use in different scenes. If students hadn’t communicated, the end product would have been a mismatch of ideas. For example, if the Iowa students had used guns in their fight scenes, but South students used knifes, it would not have worked. Cooperation and communication between the schools helped make the movie a success. This team work was made possible by using the technical tools that are available to allow students to communicate with each other over the internet.

The students used many modern day technologies to complete this project. Students for the first time used a communication device called a Wiki. A Wiki is sort of an upgraded blog where anyone who is part of it can update, share and gather information. Another new technology they used was Skyping. It’s a video conferencing technology where the students from South could talk literally face to face with the students from Iowa. Another thing that South students and Iowa students did for the first time was use a site called Blogger. It allowed them to make their very own blogs where they could put up information about what they did for the project each week. These technical tools helped the students communicate easily about what was done and what needed to be done to complete the project.  Using these tools was also good practice for the students’ future, because they will most likely use them to share information in their careers. Students used these tools to meet their responsibility to produce a film that was almost completely student run.

Students had a huge responsibility to complete this project, and meeting that responsibility required more work than just what would have been involved in studying for a test. They were required to create a blog and update it once or twice a week, and answer weekly discussion questions. Actors had to be prepared and arrive on time to the set, and directors had to be there on time to make sure everyone was doing their jobs. Writers had to have the script written before the filming started and there was a deadline for the completion of filming. The prop masters and costume designers had to get the props and costumes to the set when they were needed. The advertising people had to get all their work done way before the movie was finished, so that people would have enough lead time to know about the film. If anyone would have blown off their responsibility, the entire project could have failed. All this hard work was another good experience for the students to have because it will help them in the future to have successfully completed  a complex project.

The parent who complained about The Epic Romeo and Juliet Project had no reason to be concerned. This project allowed students to gain an in-depth understanding about the meaning of the play Romeo and Juliet by actively using what they read to create a student made modern day film about the play. They could not have successfully done that without a true understanding of the themes of the play that Shakespeare was trying to communicate.  This project also offered a unique opportunity to communicate and work with students from another state to create a film. The film would not have been a success without all the students working as a team. The experience using modern social media type tools was a great learning experience for all students and will most likely be used by students in their future careers. The film was made almost entirely by the students themselves, and this required them to complete the tasks they were assigned on time and completely, because other students were relying on them and the completion of the project would have suffered if anyone failed to meet his responsibility. This project tested the students’ knowledge, ability to share ideas, ability to use technology and their overall responsibility to complete their work, and all these abilities would have been wasted if the students had just read the play so making a movie wasn’t a waste of time.

Post #6

For the project Romeo and Juliet that we were doing in our school, my job was Prop Master. I was tasked with coming up ideas for props and getting or making the props for Act 3, scenes 1 through 5. In Act 3 me and my co-Prop Master, Hunter, came up with a total of 5 props. They were as follows:  a ring, a diary, a fake retractable stage knife, fake blood and a large Catholic cross necklace. The ring was used in scenes 2 and 3 for Juliet. The original diary was not used, but Juliet did use a bigger binder (to hind her script in). We used the fake knife in scenes 1 and 3. In scene 1 it was used to kill Mercutio and in scene 3 Romeo was going to kill himself by stabbing himself, but he didn't because it would have been the end of the story. The fake blood was for scene 1, but we ended up not using it. The Catholic cross was for use by the friar and we did use that. In total, only 3 of the original 5 props were used, but 4 out of the 5 concepts were used. Also as part of my job, I showed up to make sure they were using the props correctly. Also, for Act 1, scene 5 I helped set up the cafeteria to make it look like a big party. Even though I hadn't planned on it, I dressed up like one of the party goers and was an extra. In all, I had alot of fun.

5th Post

Hi, if this is your first time reading this blog, you should know that my name is Adam. As the title suggests, this is my 5th post. Because my job is prop-master for Act 3, since we started filming I haven't had much to do lately. The last thing I really did was helping to film Act 3, scene 1. We filmed that in front of South High School. The reason I went was to bring my prop of fake blood. I even manufactured this ingenious blood bag where I used one of those zip lock bags, and filled it with fake blood just how they do in the movies. Unfortunately, Mercutio didn't want to get fake blood on him. I told him that was why I brought an old shirt for him to wear. But he didn't want to do it. So I ended up throwing the blood bag into the trash can in front of South. I just wish that we weren't filming at South, because I would have liked to have seen what it would have looked like if I threw it against a tree and it exploded. But on school property I couldn't do that. Anyway, so I ended up hanging out for an hour while they were filming scene 1. It was taking them a long time to film the scene and I wasn't needed so I left. Later that same week our class found out that the whole time we spent there was for nothing because the camera didn't record any of it. Thanks for reading.

4th post

OK, by now anyone who actually reads this blog knows my name is Adam. We have finish filming act 1 & have started filming act 3 & it is going great. I help out with act 1 scene 5 by moving almost all of the table in the caffiteria by myself to clear a space to use as a dance floor. Thats all I really planed on do for that scene but I ended up get myself suckered into being an extra in the dance scene. I had to throw together a costume and everone thought the mask I use was creapy, not creaper creapy but more silent, emotionless creapy. Yesterday we filmed act 3 scenes 2&4 at the nurses house & it took forever just to get start. We film scene 4 first because lady capulet had to be some were, it took almost 15 tries because Paris & lord capulet kept messing it up. Luky for us that Juleit & the Nurse nail there scene in only a few tries. All in all it was fun & I'm glad I was part of it. Well thats all I have to say thanks for reading.

3rd blog

Hi, it's Adam again. If you don't know yet, I'm co-prop master with Hunter for 5th hour Mr. Provenzano's class. When I last blogged, I told you how me and Hunter came up with the idea of a retractable stage knife for the part where Tybalt stabs Mecuito. I also told you about the ring and the diary for Juliet's scene. We're still doing those ideas, but we also added some new ones. One is fake blood for the fight scenes. The second one is for Act III, Scene 3. It's a Catholic cross necklace for the friar. That's all I have to say for know, and again, if you have any ideas post comments on my blog or Hunter's blog. See the pictures of the props we have so far.

2nd Post

Hi, its Adam signing in. I finally get to do something in my job as prop-master. Me and Hunter got the scripts for act 3 scene 1&2 on Wednesday, and we thought they were pretty good. So far what we thought of was pretty simple. We thought that for the scene where Tybalt stabs Mercuitto we use a fake knife, like one of those stage knifes where the blade folds in on its self. Hunter thinks he can get one at one of those party stores. For the scene were Juliet gives the speech to herself the writers came up with the idea that she could be talking aloud while writing in a diary. then all will need is a ring for the part were Juliet gives her Nurse her wedding ring. Thanks for reading and if you have any ideas for props please contact either me or Hunter, and again thanks for reading.

1st Post

My name is Adam. Along with Hunter, we are the Prop Masters for 5th Hour's Act 3 of Romeo and Juliet, the play we are co-making with another English class from Iowa. I am very excited about doing this play. Not only are we the first people ever to do it between two classes in two different states, but I'm also psyched that I can do something that I think will be fun (and easy) for this assignment. One reason I think this assignment will be easy for me is because I can't do anything until the writers and directors decide what they want to do. So that means I pretty much get to sit around for the first couple of days. I think it will be fun because I like the idea of the writers and directors telling me what to get, but the Prop Masters get to decide what the props look like and how they work. I want to thank all the kids that are going to be working on the assignment with me because I know that with the help from students at South and in Iowa, that we will get this done and do a good job.