the overview:
Victor Hugo, world-renowned poet, playwright, and novellist, once said "Music expresses that which cannot be said and on which it is impossible to be silent." Words speak to us, but music, itself, reaches down into the depths of our souls and awakens emotions left indifferent from mere words. This explains then why music accompanies the most dramatic moments in films and plays; the action or dialogue from the characters could not possibly match the power of music. Opera-goers, even when they do not know the language, may find themselves in tears because of the passion, the unutterable emotion often limited by the spoken word.
the assignment:
Fitting for one of the world's most classic and passionate tales of romance and loss, we will create a soundtrack for Shakespeare's Romeo and Juliet. You may work either by yourself or with one partner; your assignment expectations will vary based on the number of people. Individuals will need at least five songs in their soundtrack; partners will need a total of at least ten. The maximum number of songs for either combination is fifteen.
You will have the entire period Friday, 30 November (1/2 day) to do your initial planning. We will be in the lab on Monday, 3 December for researching / printing and back in the classroom to finish up this project on 4 December. The project is due at the end of the period Tuesday, 4 December. This project will not be accepted late.
Five parts make up the requirements for this project. Each part will have its own point value, discussed below.
* list of songs
Students should compile a list of songs to be included in the soundtrack. The master list should include the title of the song, in quotes, the artist, and the correlating act and scene. Each song should be matched up with a specific moment in the play. This master list values 10 points.
* explanations
Students should explain the correlation between the song and the act/scene. Students should write a minimum 5-sentence explanation for each song. (1) Explain which act and scene it connects to and the musical genre. (2) Identify at least one literary device present in the song. (3) Include a quote from the play (including citation) and explain how it appears in the song. (4) Include a quote from the song and explain how it appears in the play. (5) Provide an additional connection, linking overall tone, mood, theme, etc. Partners should each complete 5 explanations. Students may either handwrite these explanations or type them. This element values 50 points. (sample)
* lyrics
Students should print out the lyrics of the songs either directly from a website or by reformatting them in a word processing program (such as Microsoft Word). Songs which link thematically to Romeo and Juliet might have explicit lyrics. However, you may not use songs with more than two obscenities (total, throughout the entire song) and those words must be blacked out / whited out before turning in the final product. Lyrics which do not comply with these criteria will receive zero points. Lyrics will earn 10 points.
* CD cover / spine / back cover design
Students should design the cover, spine, and back cover for their compilation. Students may design it however they like, using clip art or hand-drawings. The artwork should be in color. The front cover should have the name of the album and the name(s) of the compiler(s). The back cover should have a short summary of the play and very short bio(s) of the compiler(s). The album should be attractive and visually appealing to consumers. Previously published album designs will receive no credit. This creative element values 20 points. (See resources section below for links).
* CD design
Students should design the CD, itself. Again, the artwork should be in color, whether created digitally or by hand. The CD should have the name of the album, the compiler(s), and the list of songs with their artists. It should also be visually appealing to consumers. Previously published CD designs will receive no credit. This creative element values 10 points. (See resources section below for links).
NOTE: You do not need to turn in an actual, burned CD but you may if you desire. Please keep in mind that we do not want to encourage or break any copyright laws while completing this project.
the content:
Individuals will need at least one song to represent each of the five acts of the play; partners will need at least two songs per act. Partners should divide up the work so each person needs to find a song for each act.
You will need to find direct quotes from both the play and the lyrics to show a correlation between the two. Citations will be part of your grade for this project.
Soundtracks should reflect an eclectic mix, or one derived from a variety of music influences. Possible genres include: country, oldies/classic, rap, metal, alternative, female artists, rock/pop, easy listening/adult rock, rhythm & blues, and ***previous soundtracks. Partners' mixes should include at least four of the listed musical styles; individuals need at least two. You will need to identify genres as part of your explanations.
*** Although previous soundtracks are an option for a musical genre, you may not use any songs previously used in Romeo and Juliet productions, dramatic or film. This includes the sample provided by the teacher for this project.
extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.
the value:
total of 100 points, broken down into the following 5 elements:
Victor Hugo, world-renowned poet, playwright, and novellist, once said "Music expresses that which cannot be said and on which it is impossible to be silent." Words speak to us, but music, itself, reaches down into the depths of our souls and awakens emotions left indifferent from mere words. This explains then why music accompanies the most dramatic moments in films and plays; the action or dialogue from the characters could not possibly match the power of music. Opera-goers, even when they do not know the language, may find themselves in tears because of the passion, the unutterable emotion often limited by the spoken word.
the assignment:
Fitting for one of the world's most classic and passionate tales of romance and loss, we will create a soundtrack for Shakespeare's Romeo and Juliet. You may work either by yourself or with one partner; your assignment expectations will vary based on the number of people. Individuals will need at least five songs in their soundtrack; partners will need a total of at least ten. The maximum number of songs for either combination is fifteen.
You will have the entire period Friday, 30 November (1/2 day) to do your initial planning. We will be in the lab on Monday, 3 December for researching / printing and back in the classroom to finish up this project on 4 December. The project is due at the end of the period Tuesday, 4 December. This project will not be accepted late.
Five parts make up the requirements for this project. Each part will have its own point value, discussed below.
* list of songs
Students should compile a list of songs to be included in the soundtrack. The master list should include the title of the song, in quotes, the artist, and the correlating act and scene. Each song should be matched up with a specific moment in the play. This master list values 10 points.
* explanations
Students should explain the correlation between the song and the act/scene. Students should write a minimum 5-sentence explanation for each song. (1) Explain which act and scene it connects to and the musical genre. (2) Identify at least one literary device present in the song. (3) Include a quote from the play (including citation) and explain how it appears in the song. (4) Include a quote from the song and explain how it appears in the play. (5) Provide an additional connection, linking overall tone, mood, theme, etc. Partners should each complete 5 explanations. Students may either handwrite these explanations or type them. This element values 50 points. (sample)
* lyrics
Students should print out the lyrics of the songs either directly from a website or by reformatting them in a word processing program (such as Microsoft Word). Songs which link thematically to Romeo and Juliet might have explicit lyrics. However, you may not use songs with more than two obscenities (total, throughout the entire song) and those words must be blacked out / whited out before turning in the final product. Lyrics which do not comply with these criteria will receive zero points. Lyrics will earn 10 points.
* CD cover / spine / back cover design
Students should design the cover, spine, and back cover for their compilation. Students may design it however they like, using clip art or hand-drawings. The artwork should be in color. The front cover should have the name of the album and the name(s) of the compiler(s). The back cover should have a short summary of the play and very short bio(s) of the compiler(s). The album should be attractive and visually appealing to consumers. Previously published album designs will receive no credit. This creative element values 20 points. (See resources section below for links).
* CD design
Students should design the CD, itself. Again, the artwork should be in color, whether created digitally or by hand. The CD should have the name of the album, the compiler(s), and the list of songs with their artists. It should also be visually appealing to consumers. Previously published CD designs will receive no credit. This creative element values 10 points. (See resources section below for links).
NOTE: You do not need to turn in an actual, burned CD but you may if you desire. Please keep in mind that we do not want to encourage or break any copyright laws while completing this project.
the content:
Individuals will need at least one song to represent each of the five acts of the play; partners will need at least two songs per act. Partners should divide up the work so each person needs to find a song for each act.
You will need to find direct quotes from both the play and the lyrics to show a correlation between the two. Citations will be part of your grade for this project.
Soundtracks should reflect an eclectic mix, or one derived from a variety of music influences. Possible genres include: country, oldies/classic, rap, metal, alternative, female artists, rock/pop, easy listening/adult rock, rhythm & blues, and ***previous soundtracks. Partners' mixes should include at least four of the listed musical styles; individuals need at least two. You will need to identify genres as part of your explanations.
*** Although previous soundtracks are an option for a musical genre, you may not use any songs previously used in Romeo and Juliet productions, dramatic or film. This includes the sample provided by the teacher for this project.
extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.
the value:
total of 100 points, broken down into the following 5 elements:
- list of songs with artist and correlating act and scene number
individuals: 5 songs min. OR partners: 10 songs min. -- 10 points - 5 sentences per song to explain connection, either hand-written or typed -- 50 points
- printouts of lyrics with obscenities blacked out -- 10 points
- CD cover / spine / back cover design -- 20 points
- CD design -- 10 points
resources:
Sample CD soundtrack explanations: http://www.geocities.com/missyfeller/english9h/rjsoundtracksample.pdf
Online CD labeler: http://www.readwritethink.org/materials/cd-dvd/
Blank CD (for printing and designing by hand): http://www.readwritethink.org/lesson_images/lesson861/cd-dvd-label.pdf
Blank CD (for printing and designing by hand): http://www.readwritethink.org/lesson_images/lesson861/cd-dvd-label.pdf
Blank CD insert (for printing and designing by hand):
Blank CD with guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_label.pub
http://www.geocities.com/missyfeller/english9h/CD_label.pub
Blank CD without guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_label_blank.pub
http://www.geocities.com/missyfeller/english9h/CD_label_blank.pub
Blank CD insert with guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_insert.pub
http://www.geocities.com/missyfeller/english9h/CD_insert.pub
Blank CD insert without guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_insert_blank.pub
Indiana State Academic Standards met by this project: 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.4.1, 10.4.3, 10.4.7, 10.4.8, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.3
http://www.geocities.com/missyfeller/english9h/CD_insert_blank.pub
Indiana State Academic Standards met by this project: 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.4.1, 10.4.3, 10.4.7, 10.4.8, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.3
1 comments:
Geez! It would have been awesome if last years 9H class had done this! Man...dang! This seems super cool.
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