11/4/2022 0 Comments Romeo and juliet with sidenotesIn films we look at music, costumes and facial expressions, in play-texts we look for specific literature techniques and words to discover the message of the author. Likewise, play-texts require to be re-read to capture Shakespeare’s message. It is best to take note of one thing at a time because directors have a purpose and they have a message to say in every detail of film. Films require multiple replays because pictures are truly worth a thousand words. Overall, due to the nature of the film, my annotations for the film are mostly from the visual interpretations of the director of Shakespeare’s lines. Character facial expressions have an effect on the intensity of the situation and reinforce the emotions from the words being spoken. The former being more modern, where we see polo shirts, dresses, suits, and the latter being in the Elizabethan era. For example, the 19 Romeo & Juliet are in two completely different times. #ROMEO AND JULIET WITH SIDENOTES MOVIE#Costumes play a role in movies so we can get a sense of the era the movie is in. This was to show the intensity of the feud between the two families. The opening scene of Luhrmann’s Romeo + Juliet had a very dramatic musical entrance. Music, in context of the situation, is noted or the lack there of because this creates the mood and represents how the director is interpreting the scene or a few lines. Some directors paraphrase Shakespeare’s words and some combine Shakespeare’s words and modern English in a few lines. I write notes on scenes on what I believe the director has interpreted differently than me. I would reply scenes because sometimes I am reading the words and miss the visual representations of those words and/or character. When Shakespeare movies, I put on the subtitles as I tend to miss some words. I would not know what is the standard measure of success when it comes to annotations, but I feel I have done a good job when I am able to follow the plot and take in the ‘emotions’ of the character speaking. I may miss a lot of things, but once I get into the flow I was able to make mental connections with what Shakespeare is trying to say. But as I ‘pick apart’ Shakespeare’s words, I have gained a greater appreciation for his work. For example in King Henry V act 3, scene 1, lines 6-8 Shakespeare creates the image of a ferocious tiger with the words: “sinews”, “blood”, and “rage.’ In Romeo & Juliet act 1, scene 1 where the prince breaks up the first fight between Capulet and Montague, the words: “beasts”, “rage”, “bloody”, and “disturbed” (was used twice) provide an image of how vicious and monstrous the feud between the two families are.Ĭoming from a science background, I have little experience in English literature. In the flow of the play, sometimes I notice words that are ‘related ’ in a way that they aid in the imagery or the message being said by the character. I still continue looking for footnotes and writing side notes, but it would be time consuming if I were to stop every few lines. I would take it a few lines at a time, but the amount of times I stop and reflect lessen once I get into the flow of the play-text. Once I have a better definition of most of the words, I would paraphrase the lines into modern English at the same time, taking into account which character said it and what position that character is at in the play. First, I would look for footnotes because there are words that I don’t understand and some words may have a different definition in the context. For play-texts, I would read a few lines then stop and reflect on what I read.
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