We examined how the play illustrates both a tragedy of character and a tragedy of Fortune. We first noted how Paris' death best exemplifies the role of Fortune or chance. We further discussed how Friar John's quarantine which prevents him from notifying Romeo that Juliet is in fact alive is also evidence of the role of Fortune. By contrast, I placed on the board Friar Lawerence's comments connecting the tragic fall of Romeo and Juliet to his observations about "stumbling" . We noted Romeo and Juliet representing emotional irrationality while the Friar represents rationality.
We continued to practice locating and identifying metaphors, similes , and personification in the play's dialogue. I reviewed the definition of imagery and explained how these figurative devices create imagery. Aiden then completed a brief comprehension exercise on Act IV and drafted a short characterization paragraph discussing Juliet's character development. We further reviewed Aiden's study guide homework and discussed Romeo's defiance of 'the stars' as a defiance of Fortune.
We first studied Juliet as an icon or representative of Western romantic love by noting the degree of sacrifice she makes in the name of love. I then addressed the definition of archetype and explained how the story of Romeo and Juliet has served as a model for many other stories and plays such as West Side Story . Next, we worked on locating and writing about Shakespeare's use of imagery in describing Juliet's feigned death and Shakespeare's use of dramatic irony in Act IV. I assisted Aiden in writing about imagery and explained how metaphor ,simile, and personification create imagery.
Today we studied characterization ,ie. how to write an essay discussing character. Using Juliet as our subject , on the board I placed an outline : personal history, change or development , and last values . We first analyzed Juliet's transition from an obedient girl to an independent woman who disobeys her father, and is insightful enough to manipulate both Paris and her father so that they do not discover that she has upset the social order by secretly marrying Romeo. We then explored how Juliet values unconditional love more than life and obedience. I addressed how Juliet's values have come to represent idealized love in the culture of Western Civilization .
During our first segment ,we worked on rewriting sentences to avoid the awkward "is when "construction. We then studied Act 4's first scene and noted both elements of tragedy- Fortune and character flaw. In this regard, we discussed the repetitive use of the word "haste" and discussed its representation of emotional decision making which contributes to play's tragic outcome. We then noted how the Friar's complex plan to save Juliet from marrying Paris relies on chance or Fortune. Aiden did well in recognizing the poetic techniques of metaphor and personification in the scene's poetic passages.
During most of today's session Aiden completed a quiz on Act III. We then reviewed his homework questions on Act III and discussed Lady Capulet's response to Juliet's refusal to marry Paris.
We studied Juliet as a developed character who has the bravery and strength to outright disobey her father's edict to marry Paris. Aiden did well in discussing and identifying the use of dramatic irony in Juliet's speeches as well as in dissecting Capulet's extended metaphor comparing Juliet's tears to a ship at sea. We further analyzed Capulet's violent emotional reaction to Juliet's refusal to obey by comparing Capulet's emotional volatility to Romeo's and Mercutio's.
We first compared how the character of Capulet interestingly is similar to Romeo's . Both act in "haste" tragically and appear driven by emotion rather than reason. In this regard, we studied Friar Lawrence as a contrasting figure who represents philosophical rationality or stoicism rather than what he describes as Romeo's "brutish " haste. We then studied the very poetic dialogue between Romeo and Juliet as Romeo departs Verona due to his banishment. Aiden did very well in identifying the metaphors, the items compared , as well as the use of personification. Aiden further did very well in identifying the use of foreshadowing within this dialogue.
We continued studying the play as we listened to a dramatic performance of the critical scenes wherein Juliet is informed of Romeo's banishment and Romeo learns of his banishment. We discussed the importance of the scene wherein Friar Lawrence urges Romeo to take comfort in rationality (philosophy) in light of Romeo's almost hysterical reaction to his banishment. In this light, I explained an interpretation of the play that suggests that emotional haste ,as much as Fortune, dictates the lovers' tragic fate. Through listening to the dramatic performance ,we were better able to appreciate the Shakespeare's ongoing use of rhyming couplets throughout the character's speeches , a technique characteristic of Shakespeare's earlier plays.
Today's session focused on Juliet's soliloquy as she awaits Romeo on her wedding night and on the slaying of Mercutio as an inflection point of the play that puts in motion the events leading to the play's tragic ending. Regarding the soliloquy, we studied the text and discussed to whom or to what Juliet is addressing . I explained how the metaphors refer to night that Juliet longs to arrive. Aiden then worked on drafting in writing an explanation of how the death of Mercutio is pivotal to the play. Last, we listened to a dramatic presentation of the final scenes of Act II as I find that students benefit from hearing Shakespeare's language rather than just reading it.
