Name and block: _________________________________________

Hughes
Byng

Romeo and Juliet​ -- Alternate Modality Project (MEN8 - BA)

Task​:

Students will work collaboratively AND independently in groups to represent their

assigned ACT from ​Romeo and Juliet.​ They must devise a way to present the key
scene they are provided; we will be using important events in each ACT.
Focus on​:
● THEME - one of the play’s overarching themes.
● the key characters in the Act,
● the central conflict in the Act
● and 3 key quotations from the scene (cited correctly by Act, scene, and line or
lines). These Three (3) quotations are a mandatory part of your Artist Statement.

Purpose​:

1. The purpose of this project is to engage students in a close reading of a section

of text.
2. Students are responsible
a. For clearly explaining how the action of their scene relates to an
overarching THEME in the play, ​Romeo and Juliet.
i. To be able to state and defend a THEME in the play, ​Romeo and
Juliet.
3. This project offers students the opportunity to demonstrate their understanding of
their assigned act in the modality/artistic focus of Byng Arts Studies. (e.g. visual
arts, band, strings, theatre, media, choir, ​etc​).
a. This method is intended to allow students to work in a modality that makes
sense to them as learners, thus, deepening their understanding of the text.
4. Metacognition:
i. met·a·cog·ni·tion
/ˌmedəˌkäɡˈniSH(ə)n/Submit
noun PSYCHOLOGY
awareness and understanding of one's own thought processes.
 ii. noun Psychology.
higher-order thinking that enables understanding, analysis, and
control of one’s cognitive processes, especially when engaged in
learning.
(from Dictionary.com)

Requirements

Projects ​MUST​:

1. Be based on the written play of ​Romeo and Juliet​ ​not​ a film version of the play.
2. Use language from the original script (Shakespearean text).
3. Artist Statement Explaining HOW and WHY their work shows an analysis of
an overarching theme in the play.
a. Each student is responsible for completing a detailed artist statement; see
How to Write an Artist Statement (on my blog).
b. Include 3 quotations from the scene and indicating their importance to
their section of the project, the act itself and, as appropriate, the play.
c. Without you present, a viewer MUST be able to understand the project
and follow it as you have intended it to be followed ​based on your Artist
Statement​.
i. Artist Statement must be typed​ in Georgia 12 point font, single
space or space and a half; must be one full page.
4. ALL projects that involve a performance must be filmed so that there is a
permanent copy of your presentation of the project for my records. This will also
assist in the marking process. Filming it is your responsibility; I suggest you film
a dress rehearsal.
5. If you wish, you may film and edit your “presentation” and show the class the
filmed version rather than perform live. This will function as both your final and
filmed version.
6. The project will be marked on the provided rubric (Coming soon! Check back to
http://msahughesbyng.com often.
7. In addition to Ms. Hughes’ marking of your work, each group member may be
asked to individually provide:
● a self assessment
● an assessment of each group member’s contribution to the
project (who did what, time spent, use of time, ​etc​) --
[participation pie format]
 ● a self assessment of the project using the provided rubric.

Following the presentations of the project, an in-class writing assessment will take
place; students will be required to write an analytical response based on the Act upon
which they have done their project.

Part I: Value of Project: ​approx. 25% of Term 1 (based on the provided project rubric)

Part II: Value of in-class writing: ​approx. 25% of term 1 (marked on 6 point scale) +
4 extra points on how student handles quotations from Shakespeare.