Shakespeare

and Comics
Romeo and Juliet
 01 02
Comics and
Close Reading
Performance

03
Constructing a
04
Share!
Comic
Objective
Students should be able to construct a comic to apply
their knowledge of how comics as a genre can operate
as a performance.

Standards
4. Analyze how authors use characterization,
connotation, denotation, figurative language, literary
elements, and point of view to create and convey
meaning in a variety of texts
 Using Comics as a Support tool
● Comics can be substituted for a
performance-based approach to teaching
Shakespeare” (558).
Rese ● Like performances, comics prompt students to
Repr arch: “Vi
esen sual
ta
Shak Perform tion as
engage in visual interpretation (560)—promoting
espe ance
a
Anel re in Co
: both visual literacy and construction of
ise F mics
arris " knowledge
● Overall, comics can help students better understand
Shakespeare by translating it into a language and
genre they are more familiar with, helping educators
teach the plays in a more authentic interactive way,
 Romeo & Juliet
Act 2 Scene 2: Summary

From Capulet’s garden Romeo overhears Juliet

express her love for him. When he answers her, they
acknowledge their love and their desire to be
married.

Real Lesson - Close Reading (themes, symbols, tone,

literary devices, etc.)
Romeo & Juliet
Juliet:
O Romeo, Romeo, wherefore art thou Romeo?
Deny thy father and refuse thy name,
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.

Romeo:
Shall I hear more, or shall I speak at this?

Juliet:
’Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
What’s Montague? It is nor hand, nor foot,
Nor arm, nor face. O, be some other name
Belonging to a man.
What’s in a name? That which we call a rose
By any other word would smell as sweet.
So Romeo would, were he not Romeo called,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And, for thy name, which is no part of thee,
Take all myself.
How is this comic performing?
Comics as a mode of Performance

Just like plays/performances, comics use many elements to communicate a

message and translate the language of Shakespeare through visual
representation

Comics are performing a narrative through elements such as…

Exaggerated expressions and gestures (staging)

Coloring
Speech bubbles and panel borders
Letter font, Capitalization, Size
Word Choice/Diction

Students are putting on a performance through their drawing and dialogue

rather than having to act in front of the class
Activity: Constructing Comics
Directions:
In your groups of 3-4, pull out a key moment/dialogue from your
assigned section that you think is important and create a comic!

-Each half-sheet of paper is one panel of the comic. (So one of the
squares.) On your panel, write out a comic and draw a picture to
represent it! You can represent as much or as little as you want!

-Once you are finished, you and your group will present your full
comic sheet.

Some questions to Consider when making/presenting your comic:

● Which key moment/dialogue did you choose to adapt, and why?

● What are some of the interpretive choices you made in your

performance?

● What insights does your comic offer/suggest about the original

text?

● What was your process for creating the comic?