Adaptations of a Scene-Reflection Assignment

Assignment 8

Assignment 8-2: Response Essay

The most critical concept in this lesson is that an action or idea is considered good or bad based on an individual’s or group’s perception. An action considered good by one person might be termed bad by another. Social standards are the main determinants of whether an action is good or bad. This context is expressed in relativism theory. Relativism is a philosophy that no single framework justifies an action, value, or belief to be perceived as right or wrong. Thus, relativists claim that values and beliefs are justified or considered truth based on the practice. For this reason, individuals should be allowed to embrace and believe in things that seem wrong or false to others. Adaptations of a Scene-Reflection Assignment

The concept that made the least sense to me in this lesson is relativism, allowing individuals to do what they believe is good. Sometimes, what a person considers morally upright or good might expose others to potential harm. For instance, a person might decide to cause physical harm to another as a way of revenge for a loved one. In this case, the target and others might be exposed to suffering. Therefore, despite the action being considered by the individual as good, it is not morally upright.

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The part of this lesson I would like to know more about is the criteria for justifying an action. This knowledge is essential since it would guide individuals on factors to be considered in determining if an action considered good or the truth would expose others to potential harm or suffering. Consequently, according to them, individuals will avoid taking actions that will harm others even if they are good. For example, a person will avoid killing another as a way of revenge if the person’s death will expose his or her children to suffering. Thus, immoralities associated with relativism will reduce significantly in society.

This lesson relates to an incident that occurred in an organization. The manager would fire the company’s current staffs, who were highly experienced and competent, and recruit new graduates who needed to gain experience. Other key stakeholders, including board members, staff, and clients, were unhappy with this idea. Adaptations of a Scene-Reflection AssignmentThe organization’s current employees claimed it was unfair to fire someone who had worked there for several years without notice or compensation for inconveniences caused by immediate termination. Board members were also concerned that the action would destroy the company, making most investors withdraw their shares. Additionally, the client felt that new graduates needed to be more competent to give value for their money through high-quality services. On the contrary, the manager justified his action by claiming that the company was becoming bankrupt due to a substantial bad debt. Thus, hiring cheap laborers on a contract basis was the only way he would prevent the corporation from being declared bankrupt since it would reduce operating expenses significantly. Relativism is evident in this incident, where the idea that the manager considers good is viewed as bad by other key stakeholders, including employees, clients, and board members.

Reflection Paper 8: Impact of Lessons Learned from the Course

The course was educative and highly informative. First, I learned how to read, understand, and interpret various literature pieces. Therefore, I can assist the target audience in understanding a particular piece of literature by interpreting it for them. Secondly, the course was educative on various sources of information and different reasons for reading. Thus, I can read different materials depending on the motive for reading. For instance, I can read a novel for fun, while a magazine or newspaper is led to access specific information. Adaptations of a Scene-Reflection Assignment I also required reading skills such as skimming during the course. Additionally, I understood that reading technique depends on an individual’s motive for reading. Furthermore, I learned that one should read a piece of writing severally for better understanding and interpretation. The first time the reading should be loud to enhance understanding. An individual should highlight critical areas and establish relationships while reading for the second time. The third time reading should be silent to enable the reader to capture unclear details during the first two readings. Therefore, I will apply the reading skills acquired during this course in my personal and professional life.

Furthermore, several components of the course changed my understanding of literature. Currently, I view literature as a reflection of society. Most pieces of literature work are based on incidents that are happening in the community. For instance, Hamlet by Shakespeare portrays a clear picture of the world that we are living in. One good example is the killing of Hamlet’s father by Claudius reflects the high rate of homicides in modern society. Therefore, individuals can understand contemporary society better by reading and interpreting various literature materials. Additionally, literature is the most effective way of educating the target audience about incidents happening in modern society. Furthermore, the course changed how I view literature. Currently, literature is the most effective way of expressing one’s thoughts, feelings, and opinions. Messages communicated through literature reach the target audience and change their thinking or perception of a particular issue. Adaptations of a Scene-Reflection Assignment

Lastly, completing this course has impacted my Christian walk and ministry since literature impact the Christian worldview significantly. Literature has been used to shape the world since creation. Specifically, God began his creation story by describing His creativity. Therefore, as Christians, we should embrace literature to enhance our understanding of God’s work and intention for His creation, especially humankind. Furthermore, literature enhanced my perception of the world’s image as immoral. Therefore, as a Christian, I should turn to the Bible for encouragement and strength for me to cope with the immoral world that we are living in. Literature also depicts inhuman actions that are happening in contemporary society. For instance, Claudius killing Hamlet’s father is an excellent example of moral decay in modern society. Hence, as a Christian, I must fight immorality and rebuke unfair treatment to achieve equality among community members. On the other hand, literature is highly influential and plays a significant role in molding people’s behaviors. Thus, as a Christian, I should be careful not to embrace the false reality and immorality promoted through literature. I should focus on maintaining my Christian principle with my heart and mind on the Holy Spirit. Additionally, I should pray to God to give me the gift of discernment to help me differentiate between the good and evil things demonstrated in the literature. Adaptations of a Scene-Reflection Assignment

Assignment 7

Assignment 7-1: Adaptations of a Scene-Reflection

Adapting and acting the play out enhanced my interpretive and acting skills. I learned that interpreting a play is a comprehensive process with various components. It involves communicating the story using a different style and language that the targeted audience understands better. Therefore, interpreting a play enhances the target audience’s understanding and ability to interpret it. For instance, individuals who participated in adapting Act 3, Scene 1 understood it, and they can interpret it to another audience. The process of play interpretation should start by defining theatrical interpreting, which involves translating musical or spoken play being performed into sign language. This component of play interpretation allows deaf audiences to feel and experience the play’s performance.

Secondly, I learned that interpreting a play performance involves describing what happens at the begging and throughout the play, including stage direction. Act 3, Scene 1 starts with the main actors entering the room. Stating that the actors had entered the room alerted individuals involved in the adaptation that the play was about to start. Additionally, Act 3, Scene 1 incidents were described to the participants to enable them to understand various roles. The participants, including six friends, were allowed to pick the roles that each of them felt were the most convenient. Additionally, the participants were informed about further stage directions, such as where GUILDENSTERN and ROSENCRANTZ left the room. Adaptations of a Scene-Reflection Assignment This information was important since it informed participants taking the role of the two characters that they should leave the room at this point. The interpreter also emphasized the incident when GERTRUDE left the room and how POLONIUS instructed OPHELIA where to walk. This informed the participants on the most appropriate stage direction.

In addition to interpretive skills, role-playing enhanced my understanding of the acting process. I learned that successful role play significantly depends on effective characterization, achieved via gesture, movement, and appropriate use of instruments. Characterization requires an actor to transform into another person and demonstrate the other person’s character completely. During the play, participants were informed about the main actors and their characters to enable them to select their roles. Every participant selected the role that they were comfortable playing. The participants were informed that role selection should be based on the ability to transform into a particular character naturally and unconsciously. For instance, the person taking the role of Gertrude should be concerned with other people’s problems. Gertrude shows genuine concern about Hamlet’s condition and hopes that Ophelia will heal Hamlet, “So shall I hope your virtues, Will bring him to his wonted way again” (3:1:45). Additionally, external characterization was achieved through physical action and consumption. The participants dressed in costumes similar to their selected characters and mimicked their physical actions, including walking, to bring out the desired effect. Therefore, all participants played their roles perfectly through appropriate characterization, leading to a successful play adaptation.

My interpretive decisions significantly impacted how the scene was performed. The participants demonstrated appropriate movements and actions based on my explanations for stage directions. For instance, I emphasized where GUILDENSTERN and ROSENCRANTZ were instructed to leave the room. Furthermore, my explanation of the play’s characters enhanced participants’ understanding of the play’s characters. As a result, participants transformed into those characters and played their roles perfectly, resulting in excellent performance. Adaptations of a Scene-Reflection Assignment

Assignment 7-2: Quick Write Response Essay

Some significant concepts were learned during this lesson. First, I learned that an actor’s ability to adapt to a particular play depends on the interpretation. Individuals can play out perfectly by including stage movement and various actions upon understanding the play during interpretation. Secondly, I learned that character determines the ability to play the role of a particular actor well during play adaptation. Characterization involves transforming to adapt various aspects of a particular actor, including gesture, movement, movement, dressing code, or instrument. In other words, characterization involves completely eliminating an individual personality, ego, or character and identifying oneself with a particular character to depict similar reactions during the play. Therefore, characterization enables an individual to mimic a particular actor, presenting the play’s theme and message. Adaptations of a Scene-Reflection Assignment

The aspect of this lesson that made the least sense to me involves engaging friends or family members in the play. Someone’s associate might need to improve in acting despite being interested in participating in adapting the play. Such individuals might not demonstrate the qualities of characters in the play. Therefore, the play’s theme and message might need to be communicated as intended despite interpreting the play to them. In this case, adapting the play and acting it out might not improve the learner’s interpretive and acting skills.

What I would like to know about the lesson involves criteria for determining whether a particular play can be successfully adapted and played out. Acquiring this knowledge is important since it will enable individuals to save time and resources to adapt to a play that will not be successfully played out. Secondly, I want to understand the criteria for assigning participants the most suitable roles based on characterization. In most cases, participants select their preferred role, which they might end up not playing as expected. Therefore, this lesson aspect is important since it will enable the interpreter or team leader to allocate each participant the role that suits them most, resulting in a successful playout. Adaptations of a Scene-Reflection Assignment

The lesson related to an incident I experienced in our church. Youths were expected to present a play to the church during the fifth anniversary. The youth leader had selected the play and interpreted it for them. The interpretation was comprehensive and detailed, including various play aspects, stage direction, background music, and costumes. Additionally, the youth leader assigned every member the best role based on their character. He then emphasized the role of characterization in a play. Therefore, an individual participant was expected to adopt the character of a particular character during the play. They would forego their personalities and ego and focus on becoming like the selected characters. Every participant played their role perfectly and depicted the most appropriate image of the assigned character. Consequently, the play was adapted and played out, delivering the intended message to the church members. All church members were happy and impressed by the entire process of playing out. Thus, it was evident that interpretation and characterization significantly contribute to successful adaptation and playout.

Reflection Paper 7: Character Presentation for Lesson 8

The selected theory on Hamlet’s character and circumstances is relativism. Relativism is a philosophical view that bases claims to objectivity within a particular domain or aspects of valuations. For instance, relativism about truth states that a concept or idea that is considered true by an individual or social group might not be considered true by another. Therefore, the concept of truth is a context-dependent standard, and it might need to be revised. Hamlet depicts several incidents of relativism throughout the play from the start to the end. Adaptations of a Scene-Reflection Assignment

First, Hamlet depicts relativism at the beginning of the play when he learns about his father’s death. A ghost discloses to him that Claudius killed his father. At that point, Hamlet hates Denmark and its leadership a lot. His primary goal in life is revenge for his father’s death. At this juncture, he demonstrates several incidents of relativity via his conversation with his friends. For instance, in his conversation with Rosencrantz and Guildenstern, he states, “Denmark is a prison.” His perception was influenced by his father’s brutal murder of Claudius.

Furthermore, relativism is evident in a conversation when Rosencrantz and Guildenstern visit Hamlet. Claudius had ordered the two to visit Hamlet to spy on him. During their conversation, Hamlet demonstrates relativism by stating that “good or bad” depends on people’s thinking. He told Rosencrantz, “There is nothing either good or bad but thinking makes it so” (2.2. 268-270). He further claims that the mutual concept of “good or bad” does not exist. Therefore, people’s thinking about the world that they are living in will determine if the world will be viewed as full of lies. Hamlet believes perceiving an action as “right or wrong” or “good or bad” is more important than the action itself. Hence, he considered actions without morality sense undesirable. Adaptations of a Scene-Reflection Assignment

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Hamlet also relates his life incidents and action with relativism. He wonders if he claims that arms and arrows of outrageous fortune depend on how an individual views them (3.1.57). Consequently, he is against the action based on Stoic philosophy. He constrains his passion to view the action as upright and healthy to align with his public duty of eliminating rottenness in Denmark. Hamlet later considers suicide as a potential solution to his problem. However, thoughts of what would happen to him after death revokes his desire for suicide. He states, “But that the dread of something after death, the undiscovered country from whose bourn no traveler returns, puzzles the will” (3.1.78). As a result, he endlessly contemplates the most appropriate way of resolving his miseries. He discovered that thinking greatly hindered him from taking the most appropriate action. Thus, he stopped thinking about how his motivations toward his action were valid and decided to let everything flow according to God’s will since God would provide the final solution to his problems. Adaptations of a Scene-Reflection Assignment

Relativism is the most appropriate theory to present since it gives people the freedom to think and believe in their ideas. This theory justifies an individual’s action since something is good or bad based on how one perceives it. Additionally, relativism gives individuals the right to view different things the way they want without being judged or punished. For instance, a person can view government as immoral and unfair without being judged. Therefore, relativism promotes freedom of thinking without being judged.

Assignment 7-1: Adaptations of a Scene
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Familiarize yourself with Act 3, Scene 1Links to an external site. from Hamlet. Read this scene carefully, and use the Oxford English DictionaryLinks to an external site. to look up any words and phrases you do not understand. Develop your own adaptation of the scene by using your imagination to make innovative interpretive decisions. Feel free to employ creative license and abandon parts of the script that do not fit your interpretation. Adaptations of a Scene-Reflection Assignment

Use these questions to guide your adaptation:
What stage directions are provided in the scene?
What are the emotions, intentions, and motivations of the characters?
What is the social world these characters inhabit?
Where does the tone and mood shift in the scene?
What important words and phrases stick out to you?

Act out in person, your adaptations of the scene with any friends or family members you can find that are willing to participate. Describe to your actors how they should portray their characters and what their motivations are. Provide specific stage instructions for your actors.

Reflect on the interpretive and acting process in two to three (2-3) pages. Be sure to provide a detailed description of adaptations and what it was like to act it out. What was the impact of your interpretive decisions on how the scene was performed?

Assignment 7-2: Quick Write Response Essay
Answer each question using complete sentences: Adaptations of a Scene-Reflection Assignment

What were the most important concepts of this lesson? Define any terms and concepts in your own words.
What made the least sense to you in this lesson?
What would you like to know more about from this lesson and why?
How does this lesson relate to something you have learned and/or experienced outside of class?
Your response in the essay should be about 500 words.

Reflection Paper 7: Character Presentation for Lesson 8
Preview the instructions for the Assignment 8-1 Character Presentation due in Lesson 8.

Which of the leading theories on Hamlet’s character and circumstances do you plan to present on and why?
INSTRUCTIONS: Your Reflection Paper is to be between 500-750 words in length (about one to two pages) following MLA format and submitted as a Microsoft Word compatible document (.doc or .docx). If you cite source material, include a Works Cited page, but do not include the Works Cited in the total requirement for the assignment. Adaptations of a Scene-Reflection Assignment

Assignment 8-1: Drama: Character Presentation
The purpose of this assignment is to create a presentation that is at least 10 slides, or 7 minutes long, that explores a leading theory on the character of Hamlet. Your presentation must explain how this theory operates in the play by analyzing two (2) key scenes, providing an original interpretation of one (1) of Hamlet’s soliloquies, and evaluating how the portrayal of Hamlet’s character in a selected film adaptation supports or detracts your theory.

Step 1: Select the medium for your presentation from the following list of free presentation software. If there is a software program you would like to use that is not on this list, contact your instructor for permission.

Google Slides
Prezi
Canva
Emaze
Microsoft Sway  Adaptations of a Scene-Reflection Assignment
Thinglink
Step 2: Determine the leading theory on the character of Hamlet that you will base your presentation on from the list in Leland Ryken’s Christian Guide to the Classics: Shakespeare’s HamletLinks to an external site. (18). You must choose one (1) theory from this list on either Hamlet’s circumstances or his character.
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Step 3: Explain how this theory works in a presentation that includes the following textual evidence:

A close reading of two (2) key scenes.
An original interpretation of one (1) of Hamlet’s seven (7) soliloquies.
An analysis of how a film adaptation of Hamlet supports or detracts from the theory.
Your presentation MUST (not-optional) include direct and cited evidence from Shakespeare’s Hamlet to support the theory. Your presentation CAN (optional, but encouraged) include creative aids such as images, audio and video clips, original artwork, and animation.

Follow all MLA in-text citation guidelines to properly format outside sources and include a Works Cited page at the end of your presentation. (See this Website to help with the proper citation in a presentation: http://libraryguides.bennett.edu/home/library-tutorials/mla-style-powerpoint-presentationsLinks to an external site. .) Adaptations of a Scene-Reflection Assignment

Assignment 8-2: Quick Write Response Essay
Answer each question using complete sentences:

What were the most important concepts of this lesson? Define any terms and concepts in your own words.
What made the least sense to you in this lesson?
What would you like to know more about from this lesson and why?
How does this lesson relate to something you have learned and/or experienced outside of class?
Your response in the essay should be about 500 words.

Reflection Paper 8: Impact of What You Have Learned
Reflect on what you have learned in the course and how your understanding of literature may, or may not have changed.

What impact does this have on your Christian walk and ministry?
INSTRUCTIONS: Your Reflection Paper is to be between 500-750 words in length (about one to two pages) following MLA format and submitted as a Microsoft Word compatible document (.doc or .docx). If you cite source material, include a Works Cited page, but do not include the Works Cited in the total requirement for the assignment. Adaptations of a Scene-Reflection Assignment