Thea 101
Final Project
Part1: Directorial Vision Statement
The piece that I selected for this formal treatment is Romeo and Juliet by William Shakespeare. I select this for a couple of reasons that are listed as the following.
First of all, Romeo and Juliet is so famous and popular all around the world, and the two main characters—Romeo and Juliet are so well-known that even people who have no idea about theatre or the original piece of work know they are tragic lovers whose families resented each other. However, on the other hand, compare to the number of people who know the two characters, there are much less people who know the whole storyline and the background of this creation, not even mentioning its artistic value and social impacts. Since such is the case, there are a lot of misunderstandings and even distortions about multiple aspects of Romeo and Juliet (for example, many people think that Romeo and Juliet are among the Four Great Tragedies of Shakespeare, which is not true). Even me, who has been taking this course in the past few months, only knew the basic storyline and a little bit about the playwright Shakespeare before doing further research for this project (for example, I thought Shakespeare generated the whole story without any basis from prior work, but this is not true). I choose this piece not only because of its popularity, but also, to more extent, because of the rich historical background, the common misunderstandings and distortions, and the unpopularity of its artistic value among the general public behind such popularity of the two characters. What I want is, by going through this process, I can have better understanding about all aspects of this piece of work than before, and I may able to make more people know more about the piece as well as eliminate some general misunderstandings and distortions.
Secondly, the storyline, conflicts, and the themes of Romeo and Juliet are really fascinating to me, and the spirits and pursuits of Romeo and
Part1: Directorial Vision Statement
The piece that I selected for this formal treatment is Romeo and Juliet by William Shakespeare. I select this for a couple of reasons that are listed as the following.
First of all, Romeo and Juliet is so famous and popular all around the world, and the two main characters—Romeo and Juliet are so well-known that even people who have no idea about theatre or the original piece of work know they are tragic lovers whose families resented each other. However, on the other hand, compare to the number of people who know the two characters, there are much less people who know the whole storyline and the background of this creation, not even mentioning its artistic value and social impacts. Since such is the case, there are a lot of misunderstandings and even distortions about multiple aspects of Romeo and Juliet (for example, many people think that Romeo and Juliet are among the Four Great Tragedies of Shakespeare, which is not true). Even me, who has been taking this course in the past few months, only knew the basic storyline and a little bit about the playwright Shakespeare before doing further research for this project (for example, I thought Shakespeare generated the whole story without any basis from prior work, but this is not true). I choose this piece not only because of its popularity, but also, to more extent, because of the rich historical background, the common misunderstandings and distortions, and the unpopularity of its artistic value among the general public behind such popularity of the two characters. What I want is, by going through this process, I can have better understanding about all aspects of this piece of work than before, and I may able to make more people know more about the piece as well as eliminate some general misunderstandings and distortions.
Secondly, the storyline, conflicts, and the themes of Romeo and Juliet are really fascinating to me, and the spirits and pursuits of Romeo and
References: Berlioz, H. (1839). Roméo et Juliette, Symphonie dramatique, Op. 17, 1ère Partie: Introduction: Combats - Tumulte - Intervention du Prince. On Berlioz: Romeo et Juliet; Les Nuits d 'ete. [CD]. New York, NY: EMI Classics. (2008) Berlioz, H Berlioz, H. (1839). Roméo et Juliette, Symphonie dramatique, Op. 17, 3ème Partie: Scène d 'amour (Adagio). On Berlioz: Romeo et Juliet; Les Nuits d 'ete. [CD]. New York, NY: EMI Classics. (2008) Berlioz, H Cohen, R. (2010). Theatre: Brief Version. New Yorks, NY: McGraw-Hill. Greenblatt, S. (2005), Will in the World: How Shakespeare Became Shakespeare, London: Pimlico Kottman, P Mabillard, A (2001). Sources for Romeo and Juliet. Shakespeare Online. Retrieved from http://www.shakespeare-online.com/playanalysis/romeoplayhistory.html. Murphy, E. E. (n.d.) Setting: Romeo and Juliet. Retrieved on April 23, 2013, from http://pages.towson.edu/quick/romeoandjuliet/setting.htm Prokofiev, S Prokofiev, S. (1935). Romeo and Juliet/Romeo und Julia/Roméo et Juliette (Scenes from the Ballet)/Juliet 's Death/Julias Tod/Mort de Juliette (2004 Remastered). On Prokofiev: Romeo and Julie. [CD]. New York, NY: RCA (2004) Renaissance Verona (n Rolfe, W. J (1907). Shakespeare 's Tragedy of Romeo and Juliet. New York, NY: American Book Co. Stone, M. (2011). Fourteenth and fifteenth centuries: English and Italian dresses. Shakespeare-online. Retrieved from http://www.shakespeare-online.com/plays /romeoandjuliet/romeocostumes.html The Wardrobe. (n.d.). The realm of Venus: Fashion and style in Renaissance Italy. Retrieved on April 23, 2013, from http://realmofvenus.renaissanceitaly.net/war drobe/wardrobe.htm