Julius Caesar – Film Assignment

The class was broken up into four groups to focus on a particular character in the film—Caesar, Brutus, Cassius, and Antony. While watching the film, each group should pay attention to the following:

(1) The actor’s gestures and voice – How do they add or detract from the character as

you imagined him in the play? What characteristics does this actor emphasize or diminish?

How did the actor’s voice—loud, soft, and so on—add or detract from the character? How does

this actor interpret the character differently or the same as you would have?

(2) The way the film makers kept the visual focus on the actor during speeches –

How do camera angles, close-ups, camera movements, and so on add or detract from the

character as you imagined? How does keeping the camera on the character heighten emotion or

suspense? What does taking the camera off the character do?

(3) The effect on the character of background music and physical background of

the set – How did the music and sets add or detract from the character?

Your group needs to answer these questions throughout the film. After the movie, answer the

following question:

What adjectives best describe the effect that your character had on the movie?

All groups should also think about the following:

How did this film version differ from Shakespeare’s play script?

How did the following two choices add or detract from the movie?

1) The film makers chose not to shoot the movie in color.

2) The film makers chose simple and functional clothes as costumes. The producer has

said, “we tried to give the impression at all times that our actors were men wearing clothes, not

characters wearing costumes.”

The above information should be compiled into a five paragraph essay, as outlined in class, and is due November 19th, 2010. If you have any questions, please contact me via this blog, which I will respond to immediately, or the next day in class.

Fun Fact #38

In the few signatures that have survived, Shakespeare spelled his name “Willm Shaksp,” “William Shakespe,” “Wm Shakspe,” “William Shakspere,” ”Willm Shakspere,” and “William Shakspeare”--but never “William Shakespeare.

Sonnet of the Day #63

Against my love shall be, as I am now,
With Time's injurious hand crush'd and o'er-worn;
When hours have drain'd his blood and fill'd his brow
With lines and wrinkles; when his youthful morn
Hath travell'd on to age's steepy night,
And all those beauties whereof now he's king
Are vanishing or vanish'd out of sight,
Stealing away the treasure of his spring;
For such a time do I now fortify
Against confounding age's cruel knife,
That he shall never cut from memory
My sweet love's beauty, though my lover's life:
His beauty shall in these black lines be seen,
And they shall live, and he in them still green.

Sonnet of the Day - #27

Weary with toil, I haste me to my bed,

The dear repose for limbs with travail tired;

But then begins a journey in my head

To work my mind, when body’s work’s expired.

For then my thoughts, from far where I abide,

Intend a zealous pilgrimage to thee,

And keep my drooping eyelids open wide,

Looking on darkness which the blind do see.

Save that my soul’s imaginary sight

Presents thy shadow to my sightless view,

Which, like a jewel hung in ghastly night,

Makes black night beauteous, and her old face new.

  Lo thus by day my limbs, by night my mind,

  For thee, and for myself, no quiet find.

William Shakespeare explores the Seven Wonders of the World:

A fun activity using Photoshop

Homework for today:

~Website/Video Links

~Photoshop tutorial

~Video upload

~Prepare Powerpoint Jeopardy

~Getting pictures for the Blog

Curriculum Connections:

Sylabus

Course Syllabus:

Introduction to the Unit: Many students dislike Shakespeare, and most will admit it's because “Shakespearean language” is not their own. It is dry, funny-sounding, aloof, dead, stupid, boring stuff on a page--a page which looks more intimidating than the last Calculus test they took. But Shakespeare was never meant to be read; his plays are just that: plays. Dramas to be given flesh and blood on a stage (or in a classroom). This unit attempts to address a few of the bard's tragedies and histories to utilize the internet, film, and student presentation to bring Shakespeare back to life in the twenty-first century. (The next unit will address Shakespeare's sonnets as well as other British poetry)

Time Allotment: Five Weeks Texts: Norton's English Literature, H&B's Reading for Writers, Orgel's Vocab List; Macbeth, Much Ado About Nothing (Folger's Additions) Teaching Aids: Folger Library's Shakespeare Set Free series; Ross McDonald's Shakespeare Reread; Davis and Salamone's Teaching Shakespeare into the Twenty-First Century Unit Structure : Week Nine/Ten: Macbeth (online text; texts also available in class) “Shakespeare in the Bush” (RFW p.61) Excerpts from Polanski and Orsen Wells's films Mon: Meet Shakespeare; Intro. to language and structure Tues: “All Hail, Macbeth” Weds: “There to Meet with Macbeth” Thurs: “Blood Will Have Blood” Fri: “Look Like th'Innocent Flower” Mon: AP Writing: Macbeth Soliloquy Tues: “There's Daggers in Men's Smiles” Weds: “Ride You This Afternoon?” Thurs: “Helly Is Murky” Fri: “Out, Out Brief Candle”: Assign. 1 due Week Three: Henry IV Part I (online text ; N. p. 482) Mon: “What Happens in Henry?" Tues: “A Shaken Kingdom” Weds: “The Blood on Henry's Hands” Thurs: “A Usurper's Shaken World” Fri: “Speech Explication" Mon: Henry IV on Sleep Deprivation : AP Writing Week Eleven/Twelve: Group Shakespeare Projects Tues/Weds: Macbeth Presentations Thurs/Friday: Henry IV Presentations Mon-Fri: Excerpts from Kenneth Branaugh's Henry V, Ian McKellen's Richard III; Looking for Richard Read Review of Looking for Richard Mon: Unit Test on Macbeth, Henry IV, Richard III TOP Group Projects; Writing Assignments: *Due Fridays: Assignment 1 is due Friday of Week One, etc. *Vocabulary Requirement: Chart one word in Macbeth and one in Henry IV Part I. Make a list of all the different connotations of this word/image and turn it in on the Friday we finish each play. You may access several online sources to help you trace the word in the play (Trace a Line). The most used words in Henry IV are arms, blood, brother, counterfeit, etc..; try to find a word that changes meaning by the end of the play. *Writing Prerequisites: a. clear thesis (read “The Thesis” by Sheridan Baker RFW p. 142) b. logical organization (read “How to Write Clearly” RFW p. 142; “WritingSuccessful Paragraphs“RFW p.234) c. correct grammar (see Strunk and White Online) d. sound sentence structure (see Strunk and White Online) e. interest (read “How to Write Narration” RFW p. 270 “How to Write a Description” RFW p. 300) *Essay Grading: AP rubric will be used whenever applicable. Relating AP Essays: 1990 Henry IV. II: Sleep; 1992 Elizabeth to her Troops Evaluation: 30%: AP Essays in Class; 30%: Group Projects and Writing Assignments; 20% Unit Test 10% Quizzes and Reading Comprehension; 10% Attitude and Participation TOP

Group Shakespeare Projects You may work in a group of no more than 3 people. To prepare, follow the DIRECTIONS below: 1. Choose one scene from Henry IV or Macbeth. No two groups may choose the same scene; they will be given out on a first-come, first-serve basis. 2. Reread the entire act of the play from which your scene was taken. 3. Give the class a brief summary of this scene including a character sketch; plot synopsis; and the general tone and mood of the scene. Include discussion of one of Harold Bloom's ideas (Shakespeare: The Invention of the Human) as it relates to your scene . CHOOSE 4 OR 5 4. Find a version of the scene on video (from Pine Crest video library : Mr. Williams, Blockbuster, Broward County library). Analyze the director's choice of tones, themes, styles, actors/actresses, costumes etc.. of your scene. OR 5. Practice acting out the scene with your group--when performing for the class, be ready to discuss the actors' motivations, moods, situations, and purposes. 6. Analyze the mood, situation, motivation, purpose, style, syntax, diction, imagery, tone, etc.. of one particular monologue or dialogue in the scene. On the day of your presentation: 1. Give the class a brief summary of the act. 2. Act out the scene (or show the scene) you are presenting. Before acting it out, discuss the character(s)' mood, situation, motivation, and purpose. 3. Analyze the dialogue or monologue's tone, diction, syntax, theme, imagery, irony, and any other literary techniques you may find.