For this unit, we were attempting to answer the question of How can we create animated shorts that use “The Taming of the Shrew” to explain the social, cultural, intellectual, and emotional settings that shaped people’s lives and actions in the past?
To answer this, we need to we first need to answer some other questions:
Why “The Taming of the Shrew”?
What period are we representing?
What was the social, cultural, intellectual, and emotional setting of the chosen period?
What type of people’s lives are we analyzing?
WHY THE TAMING OF THE SHREW
What defines a classic
To find out why “The Taming of the Shrew” we looked at what made the story a classic that we still research today. So we looked at what makes a classic. Using the definition provided by thoughtco.com, we started by analyzing another classic story that we read over the summer. For this, I read “The Great Gatsby.” After we read these books, we did a short review and then analyzed if they were a true classic accords to the thoughco definition.
This gave us an understanding of what we should be looking for in the taming of the shrew so that we could complete our second milestone, where we wrote an essay on if “The Taming of the Shrew” is a classic or not.
The story of the taming of the shrew
WHAT TYPE OF PEOPLES LIVES ARE ANALYZING?
understanding the story
After establishing this, we finally to a look at the story we were going to be recreating. To introduce the play, we watch a version by Bard on the beach. Viewing it as a modern interpretation help me with my understanding as it was more familiar than the original. This also allowed me to see the change that was possible to represent different time periods as we read the original. This also allowed us to see any land mines that we may encounter. One of the land mines was the over extenuated version Kate that they had bard on the beach version, they made kate get to the point in which we couldn’t root for her at all because she was creating the problems in their version. Compared to the original where you can tell the source and the reason for actions.
Another part of the bard on the beach version that helped influence our version was the ending. To make the play more presentable to a modern-day audience, the bard on the beach writers decided to librate Kate by the end of the film. This allowed us to think about if kate would get liberated in our version.
To continue analyzing the story, we wrote the aforementioned essay on if “The Taming of the Shrew” is a classic or not. For the essay, we choose a subject from the thoughtco article to do a deep dive into why the play does or doesn’t meet that requirement.
What was the social, cultural, intellectual, and emotional setting of the chosen period?
What type of people’s lives are we analyzing?
At this point, we were assigned groups and periods to cover. My group (PARKER, WILLA, HANNAH) was appointed to the 1950s. We had a decent understanding of the time, and the roles played through different genders and an understanding of the primary events of the time due to previous projects from last year. To get the necessary information on the period, we made short videos on what Is the Historical Perspective on Women in the 1950s?
https://www.youtube.com/watch?v=uT_zkdzMtho&feature=youtu.be
THE PRODUCT
After all of this, we could finally create our animation. Reimaging act III to be placed in the 1950s
We started by editing the original script of the play, attempting to add some slang of the time and to make the interactions between the character more adapted to the period. In this process, we decided that having Bianca to be thought cooking instead then Latin to fit the period better.
For our animation, we choose to create claymation to give a distinct style to our video. For this, Parker creating the characters to keep a consistent style and then handing them off to me for them to be animated.
final after recording all the voices and compiling them, we had the completed video.
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