Dramatic Conventions and Elements

PRESENTATION

The Tragedy of Romeo and Juliet (Act II, Scene II)

Dramatic Conventions and Elements

9.5(G)

9.5(A)

9.1(D)

9.7(C)

9.5(E)

9.4(F)

9.1(A)

Lesson Standards

I will use appropriate drama-related vocabulary to discuss and analyze dramatic conventions and elements.

Language Objective

Language Objective

Today, we will explore the essential components of drama and understand how they contribute to the overall impact of a play on the audience.

Learning Intention

Learning Intention

• Identify at least three dramatic conventions.
• Analyze a dramatic scene using appropriate academic vocabulary.

Success Criteria

Success Criteria

Do Now:

As you watch this clip from "Romeo & Juliet", can you identify the dramatic elements and conventions you notice? What are your initial thoughts on the emotions, conflicts, and characters portrayed?

• dialogue: the conversation between characters
• stage directions: the playwright’s descriptions of characters, sets, props, costumes, sound effects, and lighting
• script: the written text of a play, movie, or broadcast
• act: a major unit of a play; plays may be divided into several acts
• scene: a smaller unit of an act; each scene may take place in the same setting or around the same time, or may indicate a change in location or the passage of time

Dramatic conventions are rules and techniques for achieving a certain effect or style, and actors, playwrights, and the audience understand and accept these conventions. Costuming or behavior that signals a villain, hero, or “damsel in distress” is an example of a dramatic convention. *Watch StudySync Video

Define

A drama is a story written to be performed by actors before an audience. The drama may be presented as a live stage play, a movie, or a broadcast. Dramatic elements are essential components of a drama and include the following:

Model

Directions: Review the Checklist for Dramatic Conventions and Elements below. Then read the Skill Model to examine how one student used the checklist to analyze the function of dramatic conventions in Shakespeare’s The Tragedy of Romeo and Juliet (Act II, Scene II). As you read, identify the question from the checklist the student used for each annotation.Checklist for Dramatic Conventions and ElementsIn order to identify dramatic conventions and elements, note the following:

• aside: a character speaking directly to the audience, and what he or she says cannot be heard by other characters in the drama
• soliloquy: a character speaking aloud to him or herself, relaying inner thoughts and feelings that cannot be heard by other characters in the drama
• dramatic irony: the audience is made aware of something that the characters are not
• melodrama: a work (such as a movie or play) marked by the exaggerated emotions of the characters and the importance of action and plot
• suspension of disbelief: the audience’s willingness to accept as believable characters or events that would ordinarily be seen as incredible or surreal

Model

To analyze the function of dramatic conventions and elements, use the following questions as a guide:

• How does the use of the dramatic convention affect the style of the play?
• What does the dramatic convention reveal about the characters or contribute to the plot that could not be achieved without that convention?
• How does a dramatic convention help convey a theme?
• How does the dramatic convention build certain emotions in the audience, such as suspense or excitement?

*Watch StudySync Video

Romeo says “it is my love!” but wishes “she knew she were,” so he is speaking without Juliet hearing. The soliloquy reveals that Romeo is in love but conflicted about when to say so. It also adds suspense: does she love him too?

Skill Model

Analyzing dramatic conventions and elements can help you understand how they function to reveal conflict, emphasize moral dilemmas, and build tension and suspense. Let’s look at how one reader analyzes a dramatic convention in The Tragedy of Romeo and Juliet (Act II, Scene II) to show how it reveals internal conflict and contributes to the plot.

The reader notices that Romeo declares his love for Juliet aloud, but she is unaware of his feelings. The reader understands that Romeo’s words are not heard by Juliet, and concludes that Romeo is delivering a soliloquy. This dramatic convention often shows a character’s feelings and inner conflicts. In this soliloquy, Romeo reveals both his love for Juliet and the conflict he feels about when to tell her. The reader also highlights how this soliloquy adds suspense to the plot, causing the audience to wonder, along with Romeo, how Juliet will respond—will she say she loves him, too? The reader continues reading and notices another dramatic convention in The Tragedy of Romeo and Juliet (Act II, Scene II): an aside, or when a character speaks directly to the audience without being heard by the other characters. Asides are often noted in the stage directions in parentheses and italics.

The reader notes that Romeo’s aside, which is signalled by the stage directions, shows that he is experiencing a moral dilemma: Should he continue to spy on Juliet, or should he speak up and let her know that he is there, especially now that he has heard her declare her love for him? By speaking directly to the audience, he implicates us in his moral dilemma. We, too, feel guilty for listening to her private thoughts without her knowledge.

Skill Model

As shown by the parenthetical and italicized stage directions, Romeo is delivering an aside. He asks the audience whether he should continue to spy on Juliet or to speak, thereby involving us in his moral dilemma.

Romeo’s emotions are expressed in extreme, exaggerated terms: Juliet’s lack of favor is more dangerous than twenty swords, and he would rather die now than live longer without her love. This gives the play a melodramatic feel.

Skill Model

The reader continues reading to analyze a third dramatic convention at work in the scene.

Skill Model

The reader notes that Romeo’s emotions are expressed in extreme terms—he says that an unfavorable look in Juliet’s eye is more dangerous than twenty of her kinsmans’ swords, and that he would rather die now than live any longer without her love. Both of these sentiments are exaggerated, intended to convey the strength and intensity of his love. The reader notes that the craziness of Romeo’s love gives the play a melodramatic feel, especially to a modern audience that is unused to speaking in such highly exaggerated terms about love. But melodrama is appropropriate for the play’s plot, which revolves around an intense, forbidden love between teenagers, and the extreme actions that are taken to help or hinder it.

Your Turn

END OF THE PRESENTATION

THANKYOU!