Performance Assessment: Performing and Analyzing a Scene of Romeo and Juliet
Assignment
To work with a group or as an individual to interpret, rehearse, and perform a scene from Romeo and Juliet as well
as to provide an actor’s or director’s notebook for this scene that analyzes your character and the overall scene.
A limited amount of time will be given in class to prepare as this assignment will be your outside project for
the unit. Any time given in class must be used effectively: it’s important to have fun, but it’s equally
important to remember this is serious business.
Individuals will prepare a monologue and groups will prepare a scene. All selections must be approved by the
teacher, and all members have equal responsibility. If you have difficulty working with others or arranging
schedules, I suggest you choose an individual monologue.
Creative Options:
Decide the time period: are you using the original text, the modern text, or are you rewriting the
text to fit into another time period/setting?
Re-write OPTION
If you choose to do a re-write then you will need to create a script of a modern version of the
scene. In your modernization you will examine and analyze the Shakespearean language and then
compose a modern day dialogue for the scene. You will also place the scene in a new modern (or
futuristic) setting. You may bring in props and costumes that will enhance your performance and
help the audience visualize your scene.
Examples of scenes and modern interpretations:
•Act I scene v: Capulet ball: In a modern setting you could have Romeo and Juliet meet at
prom (Maybe they attend rival high schools and Romeo sneaks in)
•Act I scene III: Lady Capulet and the Nurse could be talking to Juliet in a hair salon
Act I scene I: Chauffeurs are in the Galerias parking lot and start fighting with machetes.
Keep in mind that all modernized interpretations must be school appropriate and should reflect the
important events and information of the scene.
Roles/Director
If there are not enough acting roles for each person in the group, those group members without an acting
role should take on the role of a director and/or a stage hand. This individual should help the actors
position themselves on stage, take attention towards stage directions, give advice on how to portray
emotions/dialogue, and set up the scene for the class before it is performed. Everyone should contribute
equally! You are also responsible for the Director’s Notebook.
Due
On the day your group presents your scene, you must hand in:
Company Report (group)
Actor’s Notebook (each actor)
Director’s Notebook (individual director)
Script if modernized
Steps
1. Read your assigned scene several times to become familiar with it and to clarify meaning.
2. Confirm who will play which roles. Remember, in Shakespeare’s time men played all roles, so do
not allow gender to dictate your casting choices.
3. Decide how you are going to perform your scene: videotaped or live on stage.
4. Decide the time period: are you using the original text, the modern text, or are you rewriting
the text to fit into another time period/setting?
5. Complete the
Company Report
as a group.
6. Complete the
Actor’s Notebook
for each character portrayed (the character you are going
to portray)
7. The Director needs to complete the
Director’s Notebook
taking the group ideas into
consideration for props, costume pieces, and background music that will enhance the
performance.
8. Begin the rehearsal process—
a. Say the lines naturally and clearly, with emphasis.
b. Move with purpose. Use appropriate hand gestures and facial expressions. Look at and
interact with the other actors. Avoid turning your back to the audience.
c. Discuss personalities of characters and what actors should do to portray those
personalities. Suggest character’s motives for each other and work on voice inflection
(subtext) to make the scene seem believable.
d. Use props, costume pieces, and background music as soon as possible.
e. Pay attention to your distance from one another, your position on stage, the pace of
your speech, and the volume of your voice.
9. Remember, the goal is to perform an interpretation of a scene to which everyone in the group
contributes. The test of the group’s success will be how well you work together to create a
polished performance.
10. Possibly ask another group to watch your dress rehearsal and provide feedback on how you
might improve your performance.
Group Work
Act / Scene Characters / Roles
1.1 Director:
Sampson: Gregory: Abram: Benvolio Tybalt: Citizen: Lord Capulet: Lord Montague: Prince:
1.3 Director:
Lady Capulet Juliet: Nurse:
1.4 Director:
Romeo: Benvolio: Mercutio
1.5 Director:
Romeo: Juliet:
Act / Scene Characters / Roles
2.1 Director:
Romeo: Juliet:
2.2 Director:
Juliet: Nurse:
Act / Scene Characters / Roles
3.1 Director:
Mercutio: Benvolio: Tybalt: Romeo: Prince:
3.2 Director:
Juliet: Nurse:
3.3 Director:
Friar Lawrence: Romeo:
Nurse:
3.5 Director:
Act / Scene Characters / Roles
4.1 Director:
Friar: Juliet: 4.3 and 4.5 Director:
Juliet: Nurse: Lady Capulet: Lord Capulet:
Act / Scene Characters / Roles
5.1 Director:
Romeo: Balthasar: Apothecary:
5.3 Director:
INDIVIDUAL – MONOLOGUE
Individual Monologue selections
:
Friar Lawrence Act II scene iii
Mercutio’s Queen Mab speech
Juliet (honeymoon night) Act III scene ii
Juliet (just before she drinks the potion)
Friar scolds Romeo Act III scene iii
Directions
Individually you will complete a promptbook. The promptbook will serve as a reflection of
this assignment and help you analyze your process and Shakespeare’s text.
Suggestions for monologue
1.
Appearance:
Dress in clothing which suggests character. Think about adding accessories,
hairstyling, personal props that you believe your character would use.
2.
Environment:
Plan a simple environment to suggest place and its significance to your character.
3.
Introduction:
Walk with confidence to center stage; introduce yourself and your piece (title and
character); add one sentence to explain the events of the monologue if needed. Feel free to
smile! Tame unnecessary movements and gestures—consider keeping your hands at your sides.
4.
Point of Focus:
Don’t look at the audience. It is best to place the character(s) you are talking to
downstage of you; look at them 10% of the time, see the images yourself 90% of the time by
looking just above the spectators’ heads.
5.
Movement
: Keep it purposeful; generally speaking, less is more. Use a movement radius of no more
than five to seven feet.
6.
Dynamics:
find and reveal the monologue’s structure (beginning, middle, and end) or emotional
shape (peaks, valleys, and climax). Be aware of, and frame when necessary, the key or evocative
words/images.
7.
Conclusion:
Take a brief moment at the end to transition out of the world of monologue. Say
“Thank you” and exit with confidence.
Promptbook – Monologue (use another paper if you do not have sufficient space)
1. What do you think are the key purposes of your scene? That is, why do you think Shakespeare
included this scene in the play? In what way(s) is it important to the story?
2. Describe the character from your scene. What are his/her personality, attitude, and emotions?
3. Describe some of your gestures, movements, voice, and facial expressions that you plan on using to
capture what you identified in #2. Be sure to explain why you are using them. Point to specific lines
from the play.
4. Copy out TWO significant lines from your scene spoken by your character. Why are these lines
significant?
5. What does your character want in this scene?
6. What is your character/s motivation for doing what he or she does?
7. What obstacles stand in his or her way?
8. What happens when your character confronts these obstacles?
9. Are there any distinctive elements in your character’s way of speaking? (Is his or her language
elaborate, plain, musical, or what?)
Romeo and Juliet Performance
:
Company Report
(complete this as a group)
(use another paper if you do not have sufficient space)
Company Name: _________________________Act:___ Scene:___ Line(s): _______
After you have read your scene as an acting company, answer the following questions together—
1. What happens in your scene? Outline the basic events.
2. What do you think are the key purposes of your scene? That is, why do you think Shakespeare
included this scene in the play? In what way(s) is it important to the story?
(Keep these purposes in mind as you make decisions about blocking and characterization.)
Romeo and Juliet Performance
:
Actor’s Notebook
(for EACH character)
(use another paper if you do not have sufficient space)
Be sure to answer each of the following thoroughly.
1. Describe the character from your scene. What are his/her personality, attitude, and emotions?
2. Describe some of your gestures, movements, voice, and facial expressions that you plan on using to
capture some of what you identified in #1? Be sure to explain why you are using them. Point to
specific lines from the play.
3. Copy out TWO significant lines from your scene spoken by your character. Why are these lines
significant?
4. How do you plan on performing the lines you identified in #3? Think about movement, gestures, voice,
and so on.
5. Describe one significant interaction between your character and one other character. How are you
planning on performing this interaction?
6. If you had no limitations on cost or time, describe the costumes, props and sets you might use for
your scene. Please remember, though, that it is a stage production, not a film.
Director’s Notebook
The Director’s Notebook Includes—
• A diagram of the set: include a sketch of the set from the audience’s perspective.
•
One paragraph explaining the motivation of one character and how they will assist in
illuminating a theme. Go into detail of how they should be thinking/acting. Offer descriptions
of their movements, facial expressions, and tone of voice.
• A list of props
Romeo and Juliet Performance: Scoring Guide
Acting Company: ______________________________
Members:
Group Performance
__/5
Preparation
: on time, all items ready to be submitted, ready for performance
__/5
Stage Set:
resembles the design, matches time period
__/5
Props/Costumes
: Used and used well, matches time period
__/10
Clarity to Audience
: who's who, what's going on (introduce cast & scene)
__/15
Acting - Line delivery
: projection, showing understanding through tone, language reflects the time
period
__/15
Acting - Physical
: showing understanding through blocking and body language
__/55
Group Performance Total
(*If there is unequal participation in the group, an individual rubric will be used)
Group Planning
__/10 Director’s notebook: set design, character motivation, prop list, introduction
__/10 Individual Character Line Break-down: the company's lines with paraphrasing, and some delivery and
blocking notes for each character (may be on notecards or script paper)
__/5
Company Report: one per acting company
__/10 Actor’s Notebook: one per character portrayed
__/35 Group Planning Total
Scene Rubric
2
3
4
5 Points
Memorization Not memorized Mostly memorized with a few gaps and line drops.
Memorized with a few pauses to remember lines.
Completely memorized.
Mood, energy, & script
interpretation
Performance has a humdrum feel.
Interpretation of piece is confusing.
Performance is interesting but not inspirational. Interpretation is bland.
Performance is interesting and is projected in a somewhat lively manner. Interpretation is clear.
Performance is energetic, unique, and inspirational. Meaning of the script comes to life.
Blocking Actors don’t seem to know where to go. Little or no blocking was attempted.
Actors are not positioned to add interest and meaning to the piece.
Actors’ positioning is less inventive and has moments when it’s confusing.
Actors are positioned to add interest and meaning to the piece.
Movement Movement is confusing or dull.
Movement has moments lacking purpose.
There are times when movement does not add vitality to the overall piece.
Movement had purpose and creative spark. An overall unity is established.
Delivery: Clarity Actors are difficult to understand because of poor volume, rate, and enunciation.
Actors are difficult to understand at times because of poor volume, rate, or enunciation.
Actors are usually
understood with a couple of poor volume, rate, or enunciation.
Actors are clear and easy to understand at all times.
Characters and believability
Characters are not sincere and actors do not commit their body and voice to the portrayal. They don’t listen to each other.
Characters are frequently dropping in and out of sincerity and reacting to each other.
Characters have moments of dropping in and out of sincerity and reacting to each other.
Characters are sincere, and actors reveal characters through their body and voice. Characters listen and react to others.
Pace The scene drags on and on.
Gaps in the pace are frequent and noticeable.
There are times when gaps are apparent.
The pace has energy and moves the scene to the end.
Costumes Costumes are virtually non-existent or inappropriate to character
Minimal costumes used. Most don’t support characterization.
Costumes hinder movement. The character comes alive through their costumes. Personalities are reflected through choices.
Set/sense of place
There is no sense of where the actor is. The scene could be taking place anywhere.
Little is used to establish sense of place. What is present is ineffective.
Some is done to establish place. Most of what is present is effective.
The environment supports the scene and creates place for the audience.
Preparation It’s obvious no preparation outside of class time took place.
The presentation indicates that minimal preparation took place independently.
The scene indicates that a fair amount of preparation went into the performance.
The scene is polished and enthralls the audience.
Monologue Rubric
Criteria2 3 4 5 Points
Memorization Not memorized
Mostly memorized with a few gaps and line drops.
Memorized with a few pauses to remember lines.
Completely memorized.
Mood, energy, & script interpretation
Performance has a humdrum feel.
Interpretation of piece is confusing.
Performance is interesting but not inspirational.
Interpretation is bland.
Performance is interesting and is projected in a somewhat lively manner. Interpretation is clear.
Performance is energetic, unique, and inspirational. Meaning of the script comes to life.
Effective Introduction/ End
No introduction given and/or conclusion is missing a final “thank you.”
Actor is tense and forgets to present some of the necessary information. Conclusion lacks confidence.
Actor is a bit uneasy. His or her stage presence is bland. Conclusion may be rushed.
Actor is relaxed and confident while stating the title, character, and other necessary info. About the monologue. His or her stage presence has energy and spark. Conclusion is confident and final.
Movement / Gesture
Movement is confusing or dull.
Movement has moments lacking purpose.
There are times when movement does not add vitality to the overall piece.
Movement had purpose and creative spark. An overall unity is established.
Delivery: Clarity
Actor is difficult to understand because of poor volume, rate, and enunciation.
Actor is difficult to understand at times because of poor volume, rate, or enunciation.
Actor is usually understood with a couple of poor volume, rate, or enunciation.
Actor is clear and easy to understand at all times.
Clear shape / Dynamic
(exposition, climax, and resolution
No structure is present. The actor never communicates the rise and fall of the monologue.
Monologue falls short of building to climatic movement. The scene is flat.
Structure is present but lacks spark and engagement. Audience is not drawn completely in.
Actor clearly establishes to structure of the piece by building to the peak of the scene.
Climax is riveting.
Point of Focus Actor’s focus is random, giving no sense to whom the character is
speaking.
Some portions of the monologue have clear focus, establishing character.
Point of focus is present but lacks believability.
Point of focus clearly establishes to whom the character is communicating. It is consistent & engaging.
Costumes Costumes are virtually non-existent or inappropriate to character
Minimal costumes used. Most don’t support characterization.
Costumes hinder movement. The character comes alive through their costumes. Personalities are reflected through choices.
Set/sense of place
There is no sense of where the actor is. The scene could be taking place anywhere.
Little is used to establish sense of place. What is present is ineffective.
Some is done to establish place. Most of what is present is effective.
The environment supports the scene and creates place for the audience.
Preparation It’s obvious no preparation outside of class time took place.
The presentation indicates that minimal preparation took place independently.
The scene indicates that a fair amount of preparation went into the performance.
The scene is polished and enthralls the audience.
