Hamlet Creative Project

Choose one of the following projects to respond creatively to Hamlet. Your work will be counted as two quiz grades. (See the back of this sheet for the grading rubric.) You may work with a partner if you wish.

1. Rewrite Hamlet’s “to be or not to be” speech, and put in a different verb. For instance, “to diet or not to diet,” “to study or not to study,” “to marry,” “to buy,” etc. and alter the details of the soliloquy to fit your new first line. Your speech should be at least one full double-spaced, typed page (font size = 12). **EXTRA CREDIT will be given to those who deliver their speech in class!

2. Memorize one of Hamlet’s significant soliloquies and give a dramatic reading for the class.

3. Dr. Seuss meets Hamlet. Rewrite a significant scene in Hamlet as if you were Dr. Seuss. Your scene should be at least one full double-spaced, typed page (font size = 12). Note: you may want to re-name characters to make it rhyme accordingly. See example below:

FOX, Prince of Denmark
KNOX, FOX's friend and fellow student
GHOST of FOX's father, former King of Denmark

SLOW JOE CROW, King of Denmark

“I do not like the crow,” said fox.

“He is a liar,” said his friend Knox.

“I do not like him on the throne,

in bed with mom, or in my home!”

“You do not like him here or there,

so kill him with your bodkin bare!”

“I will, I must, oh, if I can…

’tis my duty as a man!”

4. Write a new ending to the play. Your scene should be at least one full double-spaced, typed page (font size = 12).

5. Create a poster for your own film adaptation of Hamlet. What actors would you choose to play each part? Note: you may do a straightforward adaptation of the play, or put a spin on it: “Hamlet in the ’hood,” “Disney Does Hamlet,” or Hamlet from any particular character’s perspective. Your poster must include a one-page typed (double spaced) explanation of your casting choices and any other pertinent information on how you would direct the play (setting, scenery, costumes, lighting, as well as how you would stage particular scenes).

6. Create a Pinterest or Tumblr Mood Board for Hamlet. Using Pinterest or Tumblr, create a visual response to the play that responds to main characters, setting, ideas, quotes, etc. from the play. DO NOT USE movie stills or book illustrations of the characters; rather, find pictures or quotes that suit the play and then respond to them in writing. For example, you might find a picture of a moody dark castle and write about why it looks like Elsinore to you, or find an inspirational quote that would be good advice for Hamlet or Ophelia. Minimum 20 pictures.To see examples, go to: Submit your board by printing the URL on a piece of paper to turn in when the projects are collected.

7. Video a scene (or scenes) from the play. You may work with a partner (or partners) if you wish. Your scene must include appropriate costumes, props, and scenery. You do not have to memorize lines, but it must be evident that you are familiar with the lines… Don’t bury your head in the book! You must include a one-page typed (double spaced) “director’s statement” on how you and your group decided to direct the play (setting, scenery, costumes, lighting, etc). This project must be approved in advance by your teacher.

Creative Project Rubric

PURPOSE
&
FOCUS / MEANING / CREATIVITY
ORIGINALITY / EXECUTION & EFFORT

5
91-100 /
  • Establishes and maintains a clear purpose; shows clear & meaningful intent
  • Insightful or provocative in nature
  • Demonstrates profound thought
/
  • Provides excellent interpretation of the text indicating complex understanding of the text and its themes
  • Elucidates text meaning
/
  • Imaginative and original in form or content
  • Creative and unique
  • Impressive response to (or handling of) assignment criteria
/
  • Project is richly developed in words, images, direction, etc.
  • Shows thoughtful consideration of topic through creative medium
(prose, poetry, art,
film, etc.)
4
81-90 /
  • Purpose and focus are clearly established
  • Shows thoughtful consideration of assignment purpose
/
  • Provides thoughtful interpretation of the text indicating good understanding of the text and its themes
/
  • Creative handling of topic
  • Shows use of imagination/intellect
/
  • Fully developed ideas
  • Shows full consideration of topic through creative medium (prose, poetry, art, film, etc.)

3
71-80 /
  • Purpose and focus must be inferred – not clearly visible
  • May be confusing or lack certain assignment specifications
/
  • Provides basic interpretation of the text indicating understanding of the text and its themes
/
  • Attempts to use creativity with uneven success
/
  • Development of project is adequate but
limited in depth
  • Details are not always clearly elaborated

2
61-70 /
  • Focus/purpose is not fully clear
  • Lacks clarity
  • Neglects important assignment criteria
  • Generally lacking in purpose
  • Shows poor use of time
/
  • Meaning not fully clear or relevant
  • May show some inaccuracies in reflection of text
  • Does not illuminate readers’ understanding of text
/
  • Shows lack of creative thought/interpretation
  • May be dry or repetitious
  • Creative effort may be misdirected, silly, or irrelevant
/
  • Thinly developed
  • Details lack elaboration
  • Important details are omitted
  • Shows minimal effort

1
60 or below /
  • Purpose and focus are not apparent
  • Unclear, convoluted, or lacking in thoughtful consideration of assignment
  • Ignores assignment criteria
/
  • Does not in any way illuminate the text
  • May be inaccurate, silly, or lacking in thought
  • Shows no meaningful interpretation of the text
/
  • Lacks creativity, originality or imagination
  • May appear rushed or ill-planned
  • Creative effort may be inappropriate
/
  • Not developed
  • Details are minimal, inappropriate, random, or non-existent
  • Lack of effort shown