Different media and fate You can watch the same story with the same characters saying the same words in two different media and have a completely different experience.
How does how you watch a story affect what you are watching? Consider the difference between the original Shakespeare play Romeo and Juliet and Baz Luhrmann’s 1996 film version.
Consider the theme of fate vs. free will. The prologue to the play introduces the notion that Romeo and Juliet are “star-cross’d” and “death-mark’d.” These terms refer to fate, to the inevitability of their situation.
The speech remains unchanged in the film version, but the presentation is very different. In the play, the Chorus is a theatrical convention in which the characters are almost non-human: they always have more information than that audience. The Prologue can be read as introducing a flashback, but it can also be read as a prediction of the future, of what is going to happen.
The film version opens with a news report, a recap of events. The entire film is explicitly framed as a flashback. The words “star-cross’d” and “death-mark’d” can only be read as a form of hindsight, not prediction.
This is a subtle change. Is it an important one? How significantly does this framing change how you understand the theme of fate vs. free will?
Love and war
Another theme in the play is the tension between war and love. There is a clear conflict between the feud of the family and the way the families are united by love and marriage.
In the stage version, much of the fighting takes place off stage. In the film version, we see a great deal of fighting. More importantly, the cinematography, sound, lighting combine to make the fighting an intense, visceral experience. In this way, the war between the two families is much more present. How does that more dramatic presence help us understand the theme? Does it make the theme more pronounced, or does it have little effect? Does the kinetic and extreme action take away from any themes in the story? Instead of enhancing the experience, does it instead distract?
Perspective Taking
A very important part of literary analysis is taking perspective. You must be able to see both sides of an issue and understand how to argue for a position with which you may not agree.
You may have a strong opinion about the play and film of Romeo and Juliet. Perhaps you think the play is dull while the movie is exciting. Or perhaps you feel like the movie doesn’t do the play justice. Regardless of your opinion, you'll be required to see both perspectives.
To take on a different perspective, you should focus on the evidence. Put aside your personal feelings and look at the facts. For example, both the play and the film deal with the theme of fate vs. free will. You might immediately feel that one deals with the theme better than the other does, but the theme is indeed present in each.
To begin, start with the question, “How is the theme of fate vs. free will addressed”? Rather than beginning with a preference, begin with the assumption that the theme is there. Use a chart or checklist to take note of all the ways each version addresses the theme. Take note of the strengths and weaknesses of each point.
Click here to download a sample checklist that you might use.
Try to do this with each of the themes you have explored in the play, focusing only on the facts. Even if your initial reaction is that one version doesn’t deal with a theme at all, look for evidence. You'll be surprised how much you can find once you put aside your assumptions.
Once you have made note of the themes in each version, you're ready for the project.
Project Directions:
If you are able, break into small groups, between 4 to 8 students in each group. Groups can be in-person or using another collaborative tool specified by your teacher.
Discuss the themes of Romeo and Juliet for ten to fifteen minutes. Half of the group should argue that the film version deals with the themes better. The other half should argue that the play addresses the themes better. Both groups should use supporting evidence from both the play and the film. After fifteen minutes, switch sides – now the play students are arguing in favor of the film and the film students are arguing in favor of the play. If you are unable to collaborate, your teacher may ask you to respond to a prompt asking you to argue in a two-part essay why the film is a better representation of the themes – and then in the second part, why the play is better.
If you are working in a group, be respectful of each other’s opinions and try to build on each other’s arguments. Listen to what each person says and respond to that person’s evidence.