Project #35907 - mecbeth



Essential Question:

How do the connections among form, purpose, audience, and production options aid in the creation and design of media works?

During this investigation, you will develop an understanding of camera shots. and advertising appeals. Later, during the "Assignment" section of this module, you will combine your knowledge of camera shots with your preparation to read/analyze poetry grammatically to 'attack' parts of Macbeth in a way that will allow you to understand it a bit more easily.

Cinematography Terminology

Viewing Macbeth

In module one you established a realtionship between the specific literary elements in "The Veldt" and "Unpopular Girls" and their effects. In this module you will create a similar chart for the version of Macbeth you are viewing.

First, give a brief description to your teacher of the version. Is it a recording of a play or a cinematographic version. Provide the producer, names of actors in main roles and the year it was made. Also give the country in which the recording/film was recorded and produced.

As you watch your video recording of Macbeth, try to situate yourself so that you can comfortably pause the recording. As you view you will be asked to do two analytical tasks:
As you view the film try to read along in your book and complete the chart found in Activity One - Step by Step. Simultaneously notice what the camera does in KEY passages of the play.
    KEY passage do ONE or MORE of the following:
    -develop conflict
    -develop character
    -develop plot
    -develop theme
    -have stylistic resonance (allusions, imagery, symbols, double entendre (innuendo), comic relief or distinctive timbre/tempo/rhyme)

 Activity One- Step By Step



Step 1: Ad Campaign



Step 2: Viewing Macbeth

Complete the chart. You will have about 17 entries in the chart when you are done; that is not to say there are only 15 KEY passages - but 15 is a fair amount to notice (about 3 per ACT). The chart will ask you to record the lines in the play using correct notation (Act, Scene, Line), name the particular manner in which the producers chose to use the camera and correlate the effect of that choice to the significance of the passage in the play - giving one of the reasons stated above (in number 1

Analysis of Viewing Experience


Camera Shots


Correlation to Literary Significance


Activity Two- Investigation Chart

Chart is to be sent to your teacher for evaluation in the Assignment Dropbox for this lesson

Select THREE of the key quotations you used in your investigation chart and complete the following. Each one of the three you select should be KEY for a different reason (eg. develops character, develops theme, has stylistic significance)

  1. Identify the speaker.
  2. Give the context within the play (when in the plot does it occur?)
  3. Give a translation of the speech into modern English.
  4. Give a detailed grammatical analysis of the differences in grammatical structure between the Shakespearian and modern English. Use an etymological dictionary to clarify any anomolies in diction (the use of words by Shakespeare that we do not use any more / confirmation of connotation vs denotation esp. in Shakespeare's time). Try to arrive at an explanation for the different connotations, or the evolution of the denotations of selected words and for the demise of certain words or forms of words.
  5. Give an analysis of WHY the quotation is a KEY quotation. Be very specific. Analyze the quote within its specific context and analyze its importance to the WHOLE play.



 Teacher Checklist

Has the student effectively used the storyboard organizer?

Has the student paid attention to the conventions of media form and genre and used them appropriately?

Are the student's ideas creative and original?

Has the student used visual and auditory elements effectively to convey ideas?

Has the student communicated the themes or messages clearly?

Has the student used visual and auditory elements effectively to achieve the intended purpose/effect?

Has the student described the needs, wants, interests, and values of the target audience?

Has the student used appeals to capture the target audience's interest?





Part 3


Subject English
Due By (Pacific Time) 07/21/2014 04:00 pm
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