Transcript ROMEO & JULIET MUSIC VIDEO

ROMEO & JULIET
MUSIC VIDEO
A Collaborative, Multimedia,
Problem-based Approach to
Issues of Communication in
Relationships
INTRODUCTION
Do you dread teaching Shakespeare to
35 Grade 10 students?
Do you wonder what the “Boring Bard”
has to offer modern students?
Have you ever considered “forgetting”
that Shakespeare is a required part of
the curriculum?
THEN THIS
IS FOR YOU!
AN EXCITING PROJECT
Imagine bridging the gap between
Shakespeare and your students.
Imagine Grade 10 students eager to
get to English class.
Imagine the entire class working
together to produce a music video.
THE ANSWER?
PROBLEM BASED
LEARNING
PROBLEM BASED LEARNING
Problem based learning involves a compelling
problem that captures student interest. Learning
is achieved as students develop solutions to the
problem, while the teacher acts as a facilitator or
director for the learning. Solutions involve
structure imposed by the teacher so as to
provide both unity and success (class website).
BOTTOM LINE:
PROBLEM BASED LEARNING CAN BE FUN!
THE PROBLEM
How can tragedy in
relationships be avoided?
OVERVIEW OF ACTIVITIES
Students will use a collaborative
approach to investigate problems in
Romeo and Juliet’s relationship. By
representing these familiar problems in
a music video, and by writing a paper
that discusses possible solutions, this
activity will foster an awareness of
difficulties in relationships and will help
students develop solutions to these
problems.
It is assumed that this would be an end of semester project and
that students would already have learned different camera
angles and film techniques, and how to create a storyboard.
HOW TO MAKE IT HAPPEN
When I first began to develop this project I was teaching
(Groundwork)
in a school
that had access to individual student
computers, video cameras, video projectors, and movie
editing software. I also own my own video camera and
editing software
am willing
to do some
the editing
1. Beforevideo
this assignment
is evenand
mentioned
in class
myself.
Theneeds
important
is that the
important
work
to bething
doneto
byremember
the teacher.
assignment can, and should be adapted to the resources

First,
an assessment
of available
technology
needsand
to be
available.
I will present
my original
conception
performed
and adaptations need to be made to suite
provide adaptations.
resources and individual student needs.

Second, the class needs to be divided (on paper) into
groups of similar strengths, as the finished product
design
suits my
class of 36 students:
depends My
upon
equivalent
contributions
from each6 group.
groups of 6. Vary the number of students in

Use past performance as an indicator, and place at least one student
as needed,
but I would
notand
exceed 5
in eacheach
groupgroup
who is strong
in leadership,
organizing,
or 6 inideas.
a group
(I am inclined
to thinkforthat
representing
This student
will be an “editor”
the group.
Choosesmaller
at least one
other strong
studentclasses
to work with
the be
editor
groups
in smaller
would
theand
fill out the group with students of varying strengths who will work
ideal).
well together.
HOW TO MAKE IT HAPPEN
(Groundwork)

Third, a day or two before you introduce the project to the
class, meet with group editors and describe their role to
them. Explain that they will be required to lead the group
in problem solving and in keeping on task. Make sure they
understand what is required for both the assignment and
as editors.
If they properly understand their roles, the
project will be very successful, and the
instructor will be able to manage a large class.
HOW TO MAKE IT HAPPEN
(Week 1)
2.
Here is the handout to use with this project. It
After Romeo outlines
and Julietthe
hasspecifics
been studied
the class,and
of the by
assignment
introduce theprovides
project as
it is described
the Overview.
a rubric.
Use it toin
introduce
the An
ideal situation
is if the problem
at hand (How
can tragedy
in
assignment
to the students.
Remember
to
relationshipsgenerate
be avoided?)
already
brought
up in
somehas
energy
andbeen
excitment
as you
class and students have shared experiences or advice on
describe
the expectations.
the topic. This
will encourage
student ownership of the
problem, and serves to engage
themHANDOUT
in learning.
STUDENT

3.
Encourage them to begin thinking about decisions they will be
making about music, filming techniques, etc.
To get the project off to a positive start, show some examples
of music videos (anything off a music channel’s countdown
will be current and popular). Take the opportunity to discuss
various techniques used in the videos. Ask students how
certain feelings are conveyed. This should provide a solid
base of learning for the students and should also create
some very positive energy in the class.
HOW TO MAKE IT HAPPEN
(Week 1)
4.
If group leaders and groups have been chosen
Once the project
hascan
been
sufficiently
well, things
really
go smooth. explained,
allow the students to move into their groups and
begin searching their texts for the events they will
be representing.
5.
Once students have a good idea what scenes
they will include in the video, have each group
share their ideas with the class. This is so the
appropriate music can be chosen.
HOW TO MAKE IT HAPPEN
(Week 1)
Choosing the Music
6.
The list of songs to choose from can
The music will be chosen by the students. Present a list of
also be student generated. Have
about 5 songs to the students. Play each song twice and
students bring songs to you for
provide a copy of the lyrics. The students will listen to each
consideration and make the list of 5
song to decide which one they think will work best for the
songs from their suggestions.
music video. To cast a vote, each student will write an essay
explaining why that song should be chosen.

Votes can be calculated two ways: either count each student’s
position as one vote, or consider weighting votes according to the
grade assigned to each essay (e.g. 5-A, 4-B, 3-C, 2-D, 1-F). I believe
this method reinforces the idea that those who learn to
communicate more effectively usually have more say in society.
HOW TO MAKE IT HAPPEN
(Weeks 2&3)
7.
8.
Traditionally, storyboards are done by
A neat
to
Collect essays after hand.
a couple
oftechnological
classes, andtwist
allow
the activity would be to create the
students to continuestoryboards
with their in
research
or program (a
a computer
storyboards.
photo editor, a drawing program, or
even PowerPoint).
By now groups should be working somewhat
As the
students
engaged,
take
independent from
each
otherare
and
the teacher
to instruct
andthe role
should be able time
to step
back individuals
and take on
groups. Help students see problems
of facilitator. Allow
students to continue with their
they encounter and facilitate the
storyboards, filming
and
at their Also,
ownsit
pace
solutions
to essays
these problems.
(about 2 weeks).
back and observe pure learning
taking place.
HOW TO MAKE IT HAPPEN
(Week 3)
During the process, especially in this last
9. By the end
of the
third
week
allfinish
students should
week,
some
students
may
everything,
oressays.
may not have
immediate
be working
on their
I would
use this time
access
needed resources
(e.g. the
video
to edit their
rawtofootage
and produce
the
finished
camera). Consider introducing readings
project. (e.g. poetry, short stories or essays) to the
project that will be looked at upon its
completion (i.e. the next unit). Students
10. Finally, allow
the classtoto
view
thecompleting
finished
with “nothing
do”
can be
product. these
Havereadings.
them complete the project by
responding to the finished video in their journals
and by answering the question: How can tragedy
in relationships be avoided?
ADAPTATIONS
Because this project is designed with a specific class in mind, the
following suggestions may help to adapt the project to your own
class:
Instead of producing a music video with live actors, groups
could use images from the internet and images they create to
produce a PowerPoint presentation with music
The large number of students involved in one project could
become a problem. You may consider splitting the class in
two and have students produce two separate videos
If time is a problem the music essay could easily be left out
and students could simply vote by raising their hands.
If a SmartBoard is available, it would be very fun and
interesting to edit the video as a class
Return to Groundwork
EDUCATIONAL STRENGTHS
OF THIS PROJECT
The preceding project takes a lot of instructional time
from a class; however, it is so rich in learning that it is
worth it.
What Makes it Rich?
Because it includes:
 Learning across the curriculum
 A variety of problems for students to solve
 Effective integration of technology
LEARNING ACROSS
THE CURRICULUM
Part of the richness of problem-based learning
is found in the inclusion of objectives across
many subject areas. This contributes to a wellrounded education and helps students to make
connections between what is learned in the
classroom and what is experienced in life.
Cross Curricular Links
Problem Solving Strategies
As students develop a solution to the problem posed in
this project, they will encounter other problems along
the way. Such problems will include:
•What music is best?
•Which scenes should we use?
•How can we achieve the effect we want?
•How can we achieve unity as a class?
•How can we divide the labour?
•What type of shots/angles should we use?
•How does the video camera work?
•What makes a music video great?
Problem Solving Strategies
Creating
Sub Goals
Test
the Extremes
External
Restructuring
Portrayal
Reasoning
Breadth
To Ihelp
students
through
these
problems,
InsightFirst
Going
with
the
natural
structure
of the
assignment,
some sub
suspect
as
students
engage
in
the
more
creative
aspects
Restructuring
A
large
part
of
will
this
occur
project,
as
students
and
directly
move
from
from
the
activity
English
to of
As
students
explore
and
represent
Romeo
and
Juliet’s
Students
goals
have
will
already
naturally
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created
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for
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the students.
first
approach
In
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The
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will
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For
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As
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Arts
curriculum,
focus
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Instead
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relationship,
they
will
tend
to
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or
as
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hypothesis
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of
assignment.
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students
still
have
thinking
assignments
of
thethat
overall
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each
problem.
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Also,
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information
textual
research
to
such
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and
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which
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regards
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the
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big
problem.
and
emotions
Also,
they
as
students
may
have
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to
do
their
own
they
must
synthesize
given
evidence
and
determine
various
this approach
sections
with
of the
more
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difficult
tasks
such
as
shooting
question
techniques
about
that
relationships.
work
well.
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suspect
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also
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test
students
the
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experienced.
waiting
for
available
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will
resources,
help
students
a
natural
to
internalize
restructuring
their
possible
solutions.
They
may
also
engage
in
reasoning
to
video
footage,
writing
essays
and
completing
their
journals.
problem
solving.
begin
as
they
to
reflect
develop
in
their
useful
journals.
mental
schemas
They
may
as
wonder
they
learn
what
about
may
learning,
occur
and
ideas
willthem
evolve.
to engage
in members
higher orders
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help
divide
upwill
thehelp
tasks
as certain
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None
of
these
activities
can
be
completed
from
start
to
finish
human
would
have
relationships
happened
through
to Romeo
insight.
and Juliet if . . . They may
thinking.
have
certain
skills.
without
first
reaching sub
along
the way.asThe
also
place
themselves
in angoals
extreme
situation
theygoals
Some
of
the
problem
solving
strategies
may include,
daily entries, and learning
wonder
aboutoutlines,
their ownplanning,
relationships.
how
to work
a video
they
will
usecamera
include the following:
Integration of Technology
This project obviously uses a large
amount of technology. For example:
Television
Computer
Video Editing Software (or PowerPoint)
Video Camera
VCR
SmartBoard
Integration of Technology
Is the use of technology
necessary?
By using technology, some
Technology can be used as a
students by
will using
find success in
What
doofthe
students learn
form
classroom
an English class, where they
They engage
in strategies
with
the
management:
in
this
case,
it? the novelty
have previously failed boring
technology
that help
them
of it
will to
help
The learn
use ofhow
technology
is assignments.
a
They
towriting
synthesize
the
abstract
information
students stay
on part
task.of the English
major
Technology
communicate
provides
in aways that
necessary to answering the question:
curriculum.
And
finally,
there
is something about
framework
are
that captures
How can tragedy
beinfluential
avoided
inin our society.
technology
that
facilitates
student
interest. By
enjoying
relationships?
collaboration.
Maybe
school,
students can learn
a it is all the
problem
solving
that is necessary in
lot more
than just
the subject
using it, or maybe the recording of
matter.
digital information makes sharing
ideas easier.
SEE YOU ON
VIDEO HITS!
RESOURCES
The following were helpful in creating this
cross curricular activity:
Problem Solving With Computers. http://classes.uleth.ca/200201/educ4762ol.html.
Marlo Steed. April, 2002.
Alberta Learning. http://www.learning.gov.ab.ca/default.asp. Gov AB. April, 2002.
Romeo and Juliet. http://chemicool.com/Shakespeare/romeo_juliet/. April, 2002.