Romeo and Juliet contextualised - Plastic Love

 

We chose to stick with the theme of playing to a child demographic and so used Lego mini figures to retell the story of Romeo and Juliet.
By using recognisable Lego characters it will be a fun and interesting way for children to learn the story and we feel that all ages would be able to watch our version with interest.

Romeo and Juliet - Context notes

-Romeo and Juliet have become symbols of love, teenage struggles, resistance to authority, and doers of the forbidden!

ROMEO AND JULIET

-Zeffirelli staged a performance at the Old Vic in 1960, he removed a third of the play to make it more accessible to a contemporary audience (removing the threat of Paris?)

Set at the time Shakespeare wrote the play, 16^th Century Verona

-Shakespeare had never been to Verona so may have imagined it as a more exotic London.

-Elizabethan clothing (separate sleeves, cloaks, breeches, bodices). Similar to time play was written (Between 1591 and 1595)

-In opening the servants are differentiated by colour. Montagues (Blue) and Capulets (Orange). Visual identifier to represent the rivalry.

-Shakespearean language

-Less focus on Paris, the lack of rivalry between Paris and Romeo meant we were able to empathise with Romeo more. Would have been less likely if he had killed Paris in a duel.

SCENES:

PROLOGUE/ACT 1, SC 1 – Street fight in Verona (swords)

PARTY/ACT 1, SC 5 – Elizabethan, Capulets are hosting. Romeo is “uninvited”. Guests are masked, separate close-ups when they see one another.

BALCONY/ACT 2, SC 2 – Stone balcony, Romeo hides in bushes and then climbs up a tree.

WEDDING/ACT 2 SC 6 – Wedding in a church. Friar Laurence marries them, consummate relationship on wedding night.

FIGHT SCENE/ACT 3, SC 1 – Sword fight, Romeo isn’t present in the beginning. He tries to stop the fight, isn’t interested in the rivalry.

DEATH/ACT 5, SC 3 – Both die, like the original story. The Friar finds them. Their death stops the rivalry. Film ends with funeral procession into the Church led by the Prince and parents.   

-1968 – British invasion, using British actors

-Colour film

-Sympathetic of the characters, the Nurse has a “common” accent, more relatable to an audience

 

WEST SIDE STORY

-Set in the 1950s, made in 1961

- The creation of “teenagers” following the end of WWII. Teens begin to form an identity: became a distinct group. Teens are now able to think for themselves. James Dean (Rebel without a cause)

- Immigration Act removes racial barriers to become a US citizen (Link to Detective). Late 1940s and 50s there was a boom of Puerto Rican immigration

-Musicals were a popular film genre, contemporary dance was beginning to take form

-Jets (Polish-American)(Bright colours/pastels) and Sharks (Puerto Rican)(Latino colours). Gang warfare, Insults (Polacks/Immigrants)

-Upper West Side neighbourhood, NYC. Opening scene shows Manhattan backdrop (setting the scene: In fair “Verona” where we lay our scene)(Include a photo of the NY skyline?) Blue collar neighbourhood

CHARACTERS: -ROMEO: Tony  -JULIET: Maria  -PRINCE: Detective  -NURSE: Anita                      -TYBALT: Bernardo  PARIS: Chino  -MERCUTIO: Riff  -Doc: Friar Laurence  -SOLDIER OF PRINCE: Officer Krupke 

SCENES:

PROLOGUE/ACT 1, SC 1 – Dance fight introduces feud (contemporary)

PARTY/ACT 1, SC 5 – Dance at school gymnasium. Dance is stylistic to 50s. Tony and Maria seeing one another is “trancelike”. Segregation of Polacks and Puerto Ricans – SOCIAL/CULTURAL

BALCONY/ACT 2, SC 2 – Fire escape

WEDDING/ACT 2 SC 6 – Dress shop. Maria wears a veil (a Juliet cap holds the veil) – reference to original context), have makeshift wedding, take their vows. Kneel in from of a window (resembles church window). Consummate wedding later that evening.

FIGHT SCENE/ACT 3, SC 1 – Rumble/Knife fight (Choreographed/ Riff and Bernardo die)

DEATH/ACT 5, SC 3 – Tony shot by Chino in playground. Maria threatens to kill members of the two gangs and save a bullet for herself. She stops the rivalry, Jets and Sharks carry away Tony’s body (funeral procession). 

-Dance style used is contemporary, moving on from the “Broadway” dancing used in films such as “Singing in the rain” and “Seven brides for seven brothers”. Much more modern feel. Neoclassical ballet (combines modern and jazz, with theatre dance and ballet base).

-The music and dance have hints of rock ‘n’ roll – Elvis was massive in the 50s. The music and dance shows the rivalry rather than sword fights in OC

-All actors are American apart from the actress who plays Anita (Puerto Rican

-Officer Krupke is much more aggressive towards the Puerto Ricans

-Typical American places: Soda parlour, gymnasium, playground, fire escapes

-GANG WARFARE

-Officer Krupke song looks at social issues (teenagers are a “social disease)

-Bernardo: father-like character, protective

-Maria’s dress for the party: white (purity, virginity) with a red belt (passion, love, danger)

-Single camera

-RED LIGHTING: revenge, passion, anger, rivalry

-CINEMATOGRAPHY: colour effects and blurring around Tony and Maria when they see each other. “Magical, dream-like”. Red lighting represents love and passion, foreshadowing death?

GNOMEO AND JULIET

-21^st Century (2011), is an animated film

-“Children’s” version, GNOMES

-Elton John is responsible for the music used in the film. (Pop culture)

-Made in England, set in England, English actors

-(Montagues – Blue) (Capulets – Red) These colours are predominant throughout the film, Nanette (Nurse – frog), Featherstone (Friar Laurence (flamingo)

-The gnomes are competing for best garden (could be commenting how “rivalries” now can be as simple as fighting for the best garden)

-“Normal” English language rather than Shakespearean – a children’s film. 21^st century phrases used: “junk in the trunk”, “oh my giddy aunt”, “boyfriend/girlfriend”, “cool”

-Juliet is a strong female protagonist (she sneaks into the garden). 16^th century women were seen to be more delicate and sensitive. Juliet is seen to do “karate” style moves (strong, fighting spirit). However Juliet is not allowed off her pedestal but goes against her father’s wishes

-Nanette makes references to “doomed love” (in style of “he loves me” - SOCIAL), Shakespeare statue comments on how Gnomeo’s romance sounds doomed – both moments foreshadow

-Comedic moments – Gnomeo gets his head stuck in the gate

-Tybalt is a flower boy – a contrast to the “aggressiveness” of his character

-Story twist – Gnomeo and Juliet do not die, and the feud ends

SCENES:

PROLOGUE/ACT 1, SC 1 – Lawn mower race (Blue and Red houses/gardens)

PARTY/ACT 1, SC 5 – Laurence Place, both seeking flower, they are camouflaged. Elton John love ballad (homage to typical love stories – SOCIAL) The fight to get flower is dance-like (the Ball)

BALCONY/ACT 2, SC 2 – Pedestal, Gnomeo hides in the bushes and then the pond. Capulet comments he’ll be sleeping with the fishes while he’s sitting with the fishes

WEDDING/ACT 2 SC 6 – Make a promise to one another at Greenhouse, stood as if at an altar, sunlight beaming through (church imagery)

FIGHT SCENE/ACT 3, SC 1 – Lawn mower race, Benny’s hat is smashed and then Gnomeo races Tybalt and then Tybalt is smashed  

DEATH/ACT 5, SC 3 – Lawnmower smashes pedestal, we believe they have died but it is revealed that they are in fact alive – HAPPY ENDING 

-Montague human sings “Don’t cha” SOCIAL, (pop culture)

-Benny does street dance/break dancing – techno music (pop culture). He uses a computer (modern technology)

-References to other Shakespearean works as well as films: 2B or not 2B, Verona Drive, Taming of the glue, Stratford-upon-Avon (setting - CULTURAL), ending is similar to Grease

-Gnomeo and Juliet resemble 21^st Century teens – cheesy chat up lines “fell down from heaven”

-Montage preparing for date, similar to modern love stories

-Lord Capulet is illiterate while Lady Montague is more eloquent (comment on social status?)

 

Romeo and Juliet (1968)	West Side Story (1961)	Gnomeo and Juliet (2011)
SOCIAL -The “seriousness” is played down for a contemporary audience: submission to her father, tomb scene is cut short, Paris doesn’t appear. -Make it more accessible to the audience. -The actors are 15 and 17, audience can relate better to the characters	SOCIAL -Musical film, Musicals were popular, 30-60s viewed to be the golden age of musical films -Teens form an identity, role models such as James Dean -Puerto Ricans established a cultural life of vitality and sociality	SOCIAL -Slang language used, 21st century. Much more accessible to audience than Shakespearean. -Film and music references make the story more accessible. -Animating the story also gives more access to children -Common theme in children’s films – inanimate objects coming to life
POLITICAL -A time of political upheaval around the world. The star-crossed lovers encouraged a rebellious mood among young people who were fed up of the wars of their elders (Cold War) -Attracted the youths: Conflict between youths and military traditions of their elders	POLITICAL -Detective’s skewed views on the Puerto Ricans. Wants the fighting to stop but is more brutal towards PRs -Boom of Puerto Rican immigration to NYC -Heavy amounts of discrimination (No dogs or Puerto Ricans allowed)	POLITICAL -Gang warfare -
HISTORICAL -Renaissance setting, costume is fitting of 16th century -A basic retelling of the story   -Zeffirelli is a Roman Catholic and so religious themes can be seen throughout the film.	HISTORICAL -All Puerto Ricans were played by Americans, except Anita , showing the racism still prominent in 1950s America -Immigration Act removes racial barriers to become US citizen   -Puerto Ricans are Roman Catholic (Maria wears a crucifix)	HISTORICAL -Shakespeare references are seen throughout, children are unknowingly being taught about Shakespeare -Film starts with a brief part of the prologue -Use phrases from original text (what’s in a name? You’re blue)