Romeo and Juliet - The National Ballet of Canada

Mailing Address 

The Walter Carsen Centre for 

The National Ballet of Canada 

470 Queens Quay West 

Toronto, Ontario 

Canada M5V 3K4 

Phone 

416 345 9686 x359 

Email 

jcameron@national.ballet.ca 

Guillaume Côté as Romeo, Patrick Lavoie as Paris and Heather Ogden as Juliet | Photo by Cylla von Tiedemann 

Grades 4 to 12 

The National Ballet of Canada is pleased to 

provide this guide to assist teachers and 

students in their study of Romeo and Juliet. 

Guiding your class though some of these 

activities before, during and after the 

performance will enhance their experience, 

promoting a deeper understanding and 

appreciation of ballet. It is highly recommended 

that a selection of these curriculum-based 

activities be carried out so that students 

may receive optimal benefit and enjoyment 

from the performance. 

Study Guide 

Romeo and Juliet 

Table of Contents 

1 The Main Characters 

2 Synopsis 

3 Historical Note 

4 Pre-Performance Activities 

5 Post-Performance Activities 

6 Teacher and Student Resources 

7 Handouts

The Main Characters 

The House of Capulet 

Juliet 

Young Juliet is the only daughter of Lord 

and Lady Capulet. About to turn 14, Juliet is 

attending her first ball. Though youthful and 

innocent, Juliet, like many girls in Renaissance 

times, must choose a husband to marry. 

Though brought up as a noble and dignified 

young woman, she is also strong willed. Her 

rebellious nature propels her to fall in love at 

first sight with Romeo, a Montague whose 

family is feuding with hers. 

Lord Capulet 

The father of Juliet, Lord Capulet is the 

head of a very important Veronese family of 

the 14th century. Though a loving father, 

Lord Capulet is very authoritarian and 

demanding. He is serious and steadfast and 

will not be rebuked. 

Lady Capulet 

The mother of Juliet, Lady Capulet is a regal 

and noble woman. She was very young 

when she gave birth to Juliet and is still only 

about 28 or 30 years old. Lady Capulet is 

rather cold hearted and formal and doesn’t 

seem to understand the needs of her 

romantic young daughter. Probably forced 

into an arranged marriage herself, Lady 

Capulet is unsympathetic to what true love 

is all about. She is also very ambitious and 

calculating and wants above all for her 

daughter to marry a wealthy nobleman. 

Lady Capulet despises the Montagues, 

almost as much as her nephew Tybalt does. 

Tybalt 

Tybalt is Juliet’s cousin. He is not a very 

likeable character, for he is hot-tempered 

enjoys provoking others. Tybalt is full of 

hatred toward all the Montagues, including 

Romeo, and is always ready to start a fight. 

As his name implies, this man is tyrannical, 

cruel and powerful. Shakespeare calls him 

the “prince of cats.” 

Victoria Bertram as Lady Capulet and Heather Ogden as Juliet | 

Photo by Cylla von Tiedemann 

Nurse 

Since she was a baby, Juliet has been 

reared by her Nurse, who is not only 

motherly to Juliet, but is also her friend and 

confidante. The Nurse is a rolly-polly older 

woman who is talkative and lively and who 

loves gossip and intrigue. Loyal to young 

Juliet, the Nurse acts as the go-between for 

the lovers. 

Paris 

Count Paris is betrothed to Juliet. He is a 

young, handsome and rich nobleman. In 

Renaissance times, arranged marriages 

were not uncommon and more often than 

not the young couple didn’t even have a 

chance to meet before their wedding day. 

By marrying Juliet to Paris, her parents 

mean to assure her wealth and a position in 

society. Luckily, Juliet does have an 

opportunity to meet Paris before their 

wedding day; she dances with Paris at the 

ball and finds that he is kind, but rather dull 

and cardboard-like, with no real personality.

The House of Montague 

Romeo 

As his name implies, Romeo (romeo = 

romance) is a romantic. Almost 20 years 

old, Romeo is a rather idle young man with 

no true purpose in life. The aristocratic son 

of Lord and Lady Montague, Romeo is not 

only a romantic, but also rather moody and 

melancholic. He is very introspective and 

spends his time moping about Verona. 

Romeo lives lost in a dream world and, like 

the true idealist, is in love with love. When 

we first meet Romeo, he is flirting with 

Rosalind, but his attraction to her is nothing 

but a diversion of the moment and is lost 

when he sets eyes on Juliet. He is suddenly 

intoxicated by a love that transforms this 

handsome and passionate youth into a man 

filled with tenderness, generosity and love. 

But Romeo’s passion and high-strung 

energy prove dangerous and bring him 

much sadness through the deaths of his 

best friend, Mercutio, and his bride, Juliet. 

Lord Montague 

The father of Romeo, Lord Montague is an 

older man, wise and calm. Though for many 

years his family has been feuding with that 

of the Capulets, Lord Montague is not a 

violent man and he would much rather see 

peace in Verona. 

Lady Montague 

The mother of Romeo and wife of Lord 

Montague, Lady Montague is calm, quiet, 

regal and dignified. Unlike the haughty and 

domineering Lady Capulet, Lady Montague 

is peace-loving. 

Keiichi Hirano as Benvolio, Piotr Stanczyk as Mercutio and 

Guillaume Côté as Romeo | Photo by Cylla von Tiedemann 

Mercutio 

Mercutio’s name is very revealing of his 

character. As William Shakespeare notes in 

his play Love’s Labour’s Lost, “the words of 

Mercury are harsh.” And like his namesake, 

the Roman god Mercury, Mercutio is wild, 

witty, impulsive and quick with his tongue. 

Above all, Mercutio is Romeo’s best and 

truest friend. All of Mercutio’s wonderfully 

spirited energy causes him to be rather 

volatile and fiery, which gets him into 

trouble. He seems flippant and light-hearted 

about everything, acting as if nothing is very 

serious, yet he has a heart of gold and is a 

loyal friend. 

Benvolio 

Benvolio’s name also gives a clue to this 

man’s nature, for he is truly a do-gooder. 

He is benevolent, wise, moderate and 

peace loving. It is Benvolio who is 

constantly cautioning his friends Romeo 

and Mercutio and acting as a pacifist in 

their quarrels with Tybalt.

Duke of Verona 

A stately older man, the Duke rules over the 

people of Verona and represents law and 

order. He does not take sides in the family 

feud, but even this upholder of justice 

cannot stop the bloodshed in Verona, which 

he calls a “cankered hate.” 

Friar Laurence 

Friar Laurence is a Franciscan monk. The 

Friar lives a good and simple life of prayer 

and meditation. He is a calm, affectionate 

and wise holy man, who takes no side in the 

feud of the Montagues and Capulets and is 

therefore a friend and confidant to all. The 

Friar would like to see an end to the feud 

and is therefore willing to marry Romeo and 

Juliet in the hope that their love will end the 

bloodshed and hatred in Verona. Friar 

Laurence, like many monks of his day, is a 

scholar, scientist, philosopher and medicine 

man, a healer who works with herbs. He 

truly represents the spiritual nature of a torn 

community. 

Guillaume Côté as Romeo, Peter Ottmann as Friar Laurence and Heather Ogden as Juliet | Photo by Cylla von Tiedemann

Synopsis 

Two households, both alike in dignity, 

In fair Verona, where we lay our scene, 

From ancient grudge break to new mutiny, 

Where civil blood make civil hands 

unclean... 

Act I 

Scene 1: A Street in Verona, Italy 

The scene is set in the early Renaissance, 

about 1400. Romeo, son of Lord Montague, 

is infatuated with Rosalind and flirts with her 

in the courtyard. The city begins to awaken 

and the townspeople open the market for 

trade. But all is not peaceful. The city’s two 

most powerful families, the Capulets and 

the Montagues are feuding bitterly. Playful 

teasing soon turns into a brawl as members 

of the opposing families draw swords and 

begin to fight. Romeo joins his friends, 

Mercutio and Benvolio, and the three become 

involved in the brawl. The riot is quelled by 

the arrival of the Duke of Verona, who 

decrees the death penalty if either family 

disturbs the peace again. 

Scene 2: The Capulet’s Garden 

Juliet, the young daughter of Lord Capulet, 

plays with her Nurse. Her mother joins them 

bringing Juliet the dress she is to wear that 

evening to her first ball. Excited, Juliet 

dances about with her dress, but stops 

suddenly when she realizes that her carefree 

childhood is coming to an end. 

Scene 3: The Foyer of the Capulet’s 

Palace 

Elegant guests arrive at the ball. Although 

not invited, Romeo, Mercutio and Benvolio 

boldly make their way into the foyer, 

cloaked and masked as revellers. 

Scene 4: The Capulet’s Ballroom 

Juliet shyly arrives at the ball and is 

introduced to Count Paris, to whom she is 

betrothed. While Juliet is dancing with Paris, 

she and Romeo see one another for the first 

time and fall in love. They steal a few 

moments together away from the guests 

until Tybalt, Juliet’s cousin, recognizes 

Romeo and challenges him to a duel. Lord 

Capulet stops the disturbance. 

Scene 5: Juliet’s Balcony 

Later the same night Romeo hides in the 

Capulet garden and overhears Juliet 

professing her love for him. Romeo reveals 

himself to Juliet and the young lovers swear 

their eternal devotion. 

Act II 

Scene 1: A Street in Verona 

Verona is celebrating a festive holiday. 

Juliet’s Nurse finds her way through the 

crowd in search of Romeo to give him a 

note from her mistress. Juliet has agreed to 

meet Romeo secretly in Friar Laurence’s 

cell where they can be married. 

Scene 2: Friar Laurence’s Cell 

Friar Laurence marries the young lovers, 

hoping that this will end the feud between 

their two families. 

Scene 3: A Street in Verona 

The festivities are interrupted by Tybalt, who 

is intent upon resuming his quarrel with 

Romeo. Romeo, however, is aware that 

Juliet’s relatives are now his own, and so he 

avoids a duel with Tybalt. Mercutio, 

appalled at his friend’s apparent lack of 

spirit, accepts Tybalt’s challenge on 

Romeo’s behalf. In attempting to stop the 

fight, Romeo inadvertently causes 

Mercutio’s death. Shocked out of his 

peaceful resolution, Romeo kills Tybalt, 

avenging his friend. Lady Capulet witnesses 

the death, and grieves passionately over her 

dead nephew.

Act III 

Scene 1: Juliet’s Bedroom 

Romeo, banished from Verona for killing 

Tybalt, has remained for his wedding night 

with Juliet. At dawn, he is forced to leave. 

Juliet’s parents enter with Paris and inform 

her that she is to marry Paris the next day. 

In desperation Juliet hurries away to seek 

advice from Friar Laurence. 

Scene 2: Friar Laurence’s Cell 

Reluctantly, Friar Laurence gives Juliet a vial 

containing a sleeping potion that will induce 

a death-like coma. He will send a message 

to Romeo, telling him what has happened, 

and he will return to rescue her from the 

family vault. 

Scene 3: Juliet’s Bedroom 

Filled with fear and doubts, Juliet forces 

herself to drink the potion and falls 

unconscious on the bed. In the morning 

Juliet’s bridesmaids arrive to present her 

with flowers. Lady Capulet and the Nurse 

are unable to wake Juliet and presume she 

is dead. 

Heather Ogden as Juliet and Guillaume Côté as Romeo | Photo by Cylla von Tiedemann 

Scene 4: The Capulet Vault 

Juliet is laid to rest in the Capulet Vault. 

Romeo has heard of Juliet’s death, but has 

not received Friar Laurence’s explanatory 

letter. He hurries to her tomb and finds Paris 

there. In desperation Romeo kills Paris. 

Believing Juliet to be dead, Romeo takes 

his own life. Juliet, recovering from the 

potion, is horrified to find Romeo dead 

beside her. Unable to live without him, she 

joins him in death. 

...never was a story of more woe 

Than this of Juliet and her Romeo

Historical Note 

First performed at La Scala in 1958 and 

revised in 1962, John Cranko’s Romeo and 

Juliet is among the best-loved and mostadmired 

ballet adaptations of William 

Shakespeare’s great drama of star-crossed 

love. Behind every movement, gesture, duet 

and interlude, the poetry of Shakespeare is 

whispered throughout Romeo and Juliet. 

Cranko’s ballet is one of the happiest 

marriages of literature and dance. 

Cranko himself mounted his ballet for The 

National Ballet of Canada in 1964 and the 

work quickly became a signature piece for 

the company. Similarly, the title characters, 

so vividly created and emotionally compelling 

have over the years proved to be defining 

and signature roles for many of the 

company’s finest male and female dancers. 

The television film of that production, made 

by Norman Campbell and starring Veronica 

Tennant and Earl Kraul, won the Prix Rene 

Barthelemy at Monte Carlo in 1966. 

Romeo and Juliet was re-designed to 

spectacular effect by Susan Benson in 1995 

and it is this current production that the 

company dances today. Set to Sergei 

Prokofiev’s dramatically powerful score, the 

work remains an unforgettable and 

incomparable embodiment of the yearning, 

ardour and innocence of adolescent passion. 

Romeo and Juliet was the first ballet performed 

by The National Ballet of Canada at Toronto’s 

O’Keefe Centre (now the Hummingbird Centre) 

on April 21, 1964. It was the first large-scale 

20th-century ballet, as well as the most 

lavish to enter the company’s repertoire, 

and was deliberately chosen to suit the 

large stage of the O’Keefe Centre. In 2006, 

Romeo and Juliet will mark the National 

Ballet’s final performances at the Hummingbird 

Centre before moving to the Four Seasons 

Centre for the Performing Arts. 

Xiao Nan Yu as Juliet and Patrick Lavoie as Romeo | Photo by 

Cylla von Tiedemann 

For further information about Romeo and 

Juliet please download the “Ballet Notes” 

for this production: 

http://www.national.ballet.ca/education.php?acti 

vities/balletNotes 

To learn more about The National Ballet of 

Canada please go to the following page on 

our website: 

http://www.national.ballet.ca/about.php?nboc

Pre-Performance Activities 

1 Dance 

Personal Experience 

Through discussion or written response, 

reflect on the following: 

> What kinds of dancing have you done 

before? 

> When do you dance and why? 

> Have you ever made up a dance? 

> Have you danced solo? 

> Have you danced in a group? 

> Explain the meaning of the following 

phrase “universal language of dance.” 

2 Dance and Drama 

What is Dance? 

Through discussion or written response, 

reflect on the following: 

> What are some plays or live theatre 

productions you have seen? 

> Have you seen ballet performed before? 

> How is a story told through dance? 

> What is a ballet? What makes it 

different from other dancing? 

> Compare and contrast: How is telling a 

story through ballet the same/different 

from a live theatre play? A movie in a 

theatre? A television show at home? A 

book? Which do you prefer? Why? 

> Who decides how the dancers tell the 

story? 

> How do the dancers learn their parts? 

Visit the National Ballet’s website to help 

your students find the answers to these 

questions and more: 


vities 


Audience Etiquette 

Students should discuss audience etiquette 

before attending a live performance. 

Why do these rules exist? Relate accepted 

classroom management rules to appropriate 

audience etiquette. Consider a quick 

demonstration asking a few students to 

perform a short skit while the rest of the 

class misbehaves. Follow-up with a class 

discussion. 

Some important things to remember: 

> Turn off all cell phones and pagers 

before the performance starts. 

> No cameras or other recording devices 

are allowed in the theatre. 

> Remain seated throughout the 

performance so that everyone can see. 

> Remain quiet so as to not distract the 

dancers and fellow audience members. 

> Clap politely at the end of the 

performance. 

For additional information on audience 

etiquette please visit: 

http://www.national.ballet.ca/education.php 

?att-performance 

4 Visual Arts, Language Arts and Music 

Listen, Draw and Write 

Sergei Prokofiev’s music for Romeo and 

Juliet closely follows the structure of William 

Shakespeare’s original play. Play selections 

of music from Prokofiev’s Romeo and Juliet 

(widely available on CD). Ask the students 

to draw images inspired by the music. Then, 

have them write two or three sentences 

describing what the music sounds like and 

what the music makes them think about. 

Pay attention to the musical changes and 

the moods evoked. Compare their thoughts 

with Shakespeare’s text for the same scene.

5 Dance 

Basic Ballet Steps 

Introduce the class to a small sample of 

commonly seen ballet steps. Familiarity with 

basic ballet technique will provide students 

reference points to help students enjoy the 

performance. In Romeo and Juliet you will 

see following steps: 

Pas de deux: A dance for two dancers, 

usually one female and one male 

Bourrées: Tiny rapid steps performed by 

female dancers while on pointe, giving the 

illusion of floating above the ground 

Arabesque: One leg is stretched behind the 

body either on the ground or in the air at a 

90-degree angle or higher. 

Sauté: A jump from two feet to two feet. 

When a turn is added to the jump the step 

is called a Tour en l’air. The dancer can 

make 1, 2 or 3 revolutions in the air before 

landing. 

To see examples of these and other ballet 

steps please visit the following page on our 

website: 

http://www.national.ballet.ca/education.php?mor 

e/terms 


Mime 

In a ballet performance there are typically 

no words spoken on the stage. The dancers 

must tell the audience the story (if there is a 

story) using only their body movements and 

gestures, which they execute to the 

accompaniment of music. Often mime is 

used to relay specific elements of the story. 

Divide students into groups of two or more. 

Using the gestures found on the 

accompanying handouts, students can 

create their own stories using mime and 

perform them for the rest of the class. Can 

the audience follow the story? 

Handout included 

7 Dance, Drama, Health and Physical 

Education 

Dancers as Athletes 

But ballet is just for girls…. 

When was the last time you lifted a person 

above your head and have it appear 

effortless? 

Or performed several gravity-defying leaps? 

Ballet can be enjoyed by boys, girls, men 

and women. It is very hard work and 

requires great athletic ability, coordination 

and strength. Many dancers perform a 2 1/2 

hour ballet with only a few short breaks. 

Compare and contrast qualities of 

professional dancers to those of 

professional athletes. 

Make a list of qualities that are similar 

between a ballet dancer and any of the 

following types of athletes. 

> hockey player 

> basketball player 

> football player 

> figure skater 

8 Science and Physics 

Lighting Design 

Investigate the use of light to produce 

specific effects on stage. 

> What kinds of effects are produced with 

different kinds of light? 

> What kinds of effects do different types 

of materials have when they are placed 

in front of a light source? (e.g. an opaque 

object, shadow play, objects of different 

colours and with different surfaces — 

rough, smooth, scratched, etc.) 

> How does the lighting affect the 

appearance of dancers (why must they 

wear stage makeup?)

How does the lighting affect the choice 

of materials used to make costumes 

and sets? 

> How does the extensive lighting system 

work? 

9 Science and Physics 

Balance and Weight Distribution in Ballet 

Ballet is based on the science of motion 

and balance. Try to determine the centre of 

gravity, line of gravity and axis for the ballet 

poses in the worksheet. What are the 

necessary supports for the positions to be 

possible? Allow students to come up with 

dynamic or intricate poses and determine 

what is necessary to create these poses: 

> Where is the centre of gravity, line of 

gravity and the axis? 

> What is the necessary weight 

distribution for the poses: support by 

another body, balance of arms or leg, 

position of the head? 


10 Mathematics 

Calculating Angles in Ballet 

Using photographs of various ballets, 

determine the angles used in creating 

various ballet positions. Find as many 

geometric shapes as possible. Try to create 

a dynamic or intricate composition for the 

audience and determine through the use of 

angles and geometric forms whether it is 

possible. Remember to keep in mind 

concepts like weight distribution and 

balance when creating a composition. 

You can find photographs from many 

different ballet productions on our website 

at http://www.national.ballet.ca/home.php 

11 History 

Strategic Planning 

Ballet is based on strategically placing 

bodies on a stage to appeal to the audience’s 

gaze, mood or theme of the ballet. Like 

many historic battles everything is taken 

into consideration: setting, clothing, number 

of people, position of bodies, and lighting. 

How would you choreograph a battle on 

stage in a ballet? How would you stage 

particular historical events in a ballet? These 

can be course specific to include events like 

a war, discovery of land, colonization, the 

stock market crash, women’s right to vote, 

human rights issues, etc. 

12 History and Dance 

History of Dance 

Research the history of dance. 

> How has ballet evolved from its early 

days in the court of Louis XIV and 

L’Académie Royale de Danse? 

> What other types of dance exist today 

or have existed in history? What was 

the purpose of these dances? 

> Examine the European settlers’ reaction 

to aboriginal dances. 

> What kinds of dance do the students 

participate in at home or with friends? 

How do these differ from other dances? 

13 Health and Physical Education, 

Physics and Dance 

Movement and Injuries 

Examine how ballet dancers move on stage. 

> What kind of warm up is necessary to 

prevent injury? 

> What muscles and joints are used for 

particular movements — turns, dancing 

on pointe, lifting female dancers and 

jumps. 

> What are some preventative steps that 

dancers take to avoid being injured?

Consider balance, support of another 

dancer or specific areas of the body, etc. 

Research what treatments are used as 

preventative measures or when dancers are 

injured. 

These may include physiotherapy, massage 

and weight training. 

> What parts of the body are most 

susceptible to injury for male and 

female dancers? Why? 

For more information about dance injuries 

please visit the following website: 

www.med.nyu.edu/hjd/harkness/patients/injuries/ 

14 Health and Physical Education, 

Science and Dance 

Dancers and Nutrition 

In response to the common misconception 

that dancers are thin because they do not 

eat, research what kind of diet is necessary 

for a dancer to maintain their physical 

condition and energy level. Design a wellbalanced 

menu consisting of breakfast, 

lunch, dinner and snacks for a dancer. 

> What kinds of foods are necessary for a 

dancer to maintain their energy during 

long rehearsal days? 

> Does their diet change prior to a 

performance? 

> What foods, minerals and proteins are 

used to support specific aspects of 

their bodies or physical activities? 

For more information about nutrition for 

dancers please read the following article: 

www.iadms.org/associations/2991/files/dance_n 

utrition.pdf

Post-performance Activities 

15 Dance, Drama, English, Visual Arts, 

Media Arts and Communications 

Technology 

Media and Story-telling 

The story of Romeo and Juliet has a long 

history and has been told using a variety of 

different media including dramatic productions 

like William Shakespeare’s play as well as 

ballet, opera, music, film and musical 

theatre productions. 

In groups use the following creative ways to 

tell the story of Romeo and Juliet. Compare 

and contrast different versions or media. 

> Website 

> Story board for animated movie 

> Game show such as Family Feud or 

Jeopardy 

> Board game 

> Video game 

> Amusement park attraction 

> Slide show/Power Point presentation 

> News broadcast: weather, news, sports 

> Newspaper: news, editorials, obituaries, 

advice columns, entertainment 

> 1940s radio play 

16 Comprehensive Arts, Dance, Drama 

and Language Arts/ English 

Critical Response 

Write a response to Romeo and Juliet 

commenting on various elements in the 

ballet (e.g. the dancers, music, costumes, 

special effects, mime etc.) 

> What did you like and dislike about the 

performance? 

> Did you find the end of the ballet 

satisfying? 

> How does the ballet compare to 

what you had pictured before the 

performance? 

> How was it different or similar to other 

ballets or shows you have seen? 

> How did the choreographer use dance 

to show emotions or tell the story? 

17 Comprehensive Arts, Dance, Drama 

and Language Arts/ English 

Character Description 

Romeo and Juliet is filled with interesting 

characters that have distinctive character 

traits. Choose a character and discuss what 

makes this character important to the story. 

Does the character have any unique 

qualities? Does the character’s movement 

and costume enhance their personality? 

How does the music contribute to your 

feelings about the character? 

Have the students experience what it is like 

to be different characters in the ballet. Talk 

about each character in the story as a class, 

and then have the students move as a 

specific character you call out. Allow them 

to think, move, feel and interact with each 

other as they imagine that character would. 


18 Comprehensive Arts and Music 

Orchestration 

Using a recording of the score (widely 

available on CD), listen to the instruments 

used in Romeo and Juliet. Discuss how 

different instruments produce very different 

tones and moods as well as contribute to 

characterization specifically in this ballet. 

Each student can choose a specific 

instrument to listen for. When they hear 

their instrument, students are invited to 

move in response to the music, but must 

freeze when their instrument stops playing.

19 Dance, Drama, History and Visual 

Arts 

The Renaissance 

Research Renaissance Italy, the time that 

Romeo and Juliet was set. How would the 

ballet be different if it were set today? 

Rewrite the synopsis as if the story were set 

today in Canada. All the characters should 

look and act as if they were living today. 

For more information about the 

Renaissance visit: 

www.renaissance.dm.net/sites.html 

20 Drama and Visual Arts 

Mask Making 

Make a masquerade mask that you would 

use if you were invited to the masquerade 

ball in Romeo and Juliet. Discuss why 

people use masks and what they represent. 

How much of their face it is going to cover 

and why? What are they hiding with their 

mask and what are they revealing? 

21 History, Social Sciences and Healthy 

Active Living Skills 

Like in the story of Romeo and Juliet, 

history is full of accounts of wars, feuds, 

disagreements and grudges that lead to 

civil unrest i.e. Hatfields and McCoys, the 

Acadians and the British and many more. 

Why do people hold grudges, and how 

does it effect their lives? Explain how 

forgiveness is important to relationships. 

Has anyone ever held a grudge against 

you? How did it feel? How do you try to 

solve a disagreement with someone? 

22 Drama, Language Arts/English and 

Visual Arts 

Friendship Cards 

Using an appropriate quote from the play 

Romeo and Juliet, create a friendship card 

for a classmate. Write the Shakespearean 

quote on the outside of the card and then 

rewrite the quote using today’s language on 

the inside of the card. Decorate the card as 

desired and give to a friend. 

Students can volunteer to read their card 

aloud for further classroom discussion. 

Cards can also be displayed on a school 

bulletin board. 

23 Drama and Language Arts/English 

Alternative Endings 

The ending of Romeo and Juliet is truly 

tragic. What if there was a different ending 

for the story? Create an alternative ending 

for the ballet. Write your ending in the form 

of a play clearly outlining each character’s 

dialogue. How would this alternative ending 

be depicted in the ballet without words? 

24 English, Exploring Arts, Visual Arts 

and Media Studies 

Poster Ad 

Create a poster advertising Romeo and Juliet. 

Analyze key elements of an effective poster. 

Incorporate a favourite image, scene, and/or 

character(s) to best represent the ballet to 

the public. Display the posters on a school 

bulletin board. Students can also create 

original posters for an upcoming school event. 

25 Mathematics 

Transformations 

In response to a scene in Romeo and Juliet, 

have the students freeze in a tableau that 

satisfies certain mathematical requirements. 

Share compositions with the class to determine 

whether or not all criteria were met. 

> When Juliet receives her first ball 

gown from Lady Capulet. Include one 

reflection in your tableau. 

> When all the guests are dancing in 

the Capulet’s ballroom. Include two 

translations in your tableau. 

> When Romeo and Juliet first see each 

other. Include one translation and one 

rotation in your tableau. 

> When Romeo fatally wounds Tybalt. 

Include one translation, one reflection, 

and one rotation in your tableau.

Teacher and Student Resources 

Websites 

www.national.ballet.ca 

www.med.nyu.edu/hjd/harkness/patients/injuries 

www.iadms.org/associations/2991/files/dance_n 

utrition.pdf 

www.renaissance.dm.net/sites.html 

Additional Resources 

Ballet Notes: Romeo and Juliet. The 

National Ballet of Canada 


vities/balletNotes 

“The Beginner’s Guide to Ballet”. The 

National Ballet of Canada 


vities/resources 

Both Sides of the Mirror: The Art and 

Science of Ballet Second Edition. Anna 

Paskevska 

Express Dance: Educator’s Resource For 

Teaching Dance Grades 7-12. Carol Oriold, 

Allen Kaeja, Karen Kaeja 

Tutus, Tights and Tiptoes: Ballet History As 

It Ought To Be Taught. David W. Barber 

Credits 

This study guide has been produced by the 

Education Department at The National 

Ballet of Canada. Activities were complied 

by Sharon Vanderlinde, Manager of 

Education, Publications and Archives 

For more information contact: 

Jennifer Cameron 

Education and Publications Coordinator 


The Walter Carsen Centre for 


470 Queens Quay West 

Toronto, Ontario M5V 3K4 

Phone 

416 345 9686 x359 

Fax 

416 345 8323 

Email 

jcameron@national.ballet.ca

Baby 

Make a cradle with arms 

and rock them to and fro 

Mime 

Come 

Arms are stretched out and the 

palms are facing up, with the 

hands gesturing a warm welcome 

In a ballet performance there are typically no words spoken from the stage. The 

dancers must tell the audience the story (if there is a story) using only their body 

movements and gestures, which they execute to the accompaniment of music. 

Often mime is used to relay specific elements of the story. 

Here is a sample of some of the mime gestures you may see on a ballet stage. 

Stop 

Hold up hand, 

palm out 

Dance 

Circle the hands 

around each other 

above the head 

To be used with 

activity #6 

Sad 

Let fingers trace tears as 

they fall down the face 

Die 

Bring arms up to the side of the 

head, then bring them down quickly 

so that the hands, fists clenched, 

are crossed in front of the body

Beg mercy 

Hold arms out, palms 

together, as if praying 

I 

Mime (continued) 

Marry 

Point to wedding ring finger 

with index finger of right hand 

Love 

Thank you 

Make a deep bow, with 

arms raised, palms to face 

You

1. 

Centre of 

Gravity 

Balancing Act 

In the following pictures determine the centre of gravity, line of gravity and axis as 

outlined in the diagrams below. Using different coloured pens or markers identify 

each of these concepts on the pictures. Indicate the necessary support systems 

and the weight distribution of the dancers. 

On a separate sheet of paper, create your own ballet position identifying the support 

systems and weight distribution. 

Line of 

Gravity 

2. 

Axis 


activity #9

3. 

Centre of 

Gravity 

Balancing Act (continued) 

Line of 

Gravity 

Visit The National Ballet of Canada’s website for more photographs: national.ballet.ca 

Diagrams from: 

Paskevska, Anna. Both Sides of the Mirror: The Science and Art of Ballet Second Edition. Hightstown: Dance Horizons, 1998 

Photos 

1. Guillaume Côté in The Contract (The Pied Piper), Photo: Andrew Oxenham 

2. Chan Hon Goh and Aleksandar Antonijevic in The Sleeping Beauty, Photo: Andrew Oxenham 

3. Artists of the Ballet in Désir, Photo: Cylla von Tiedemann 

Axis

Character Description 


activity #17 

Choose one character from the ballet Romeo and Juliet and complete the following: 

Character’s name: _______________________________________________________________________________ 

What does the character look like? 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

How does the character move? 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

Do you like the character? Why or why not? 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

Why is the character important to the story of Romeo and Juliet? 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

If you could change one thing about the character, what would you change? 

________________________________________________________________________________________________ 

________________________________________________________________________________________________ 

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Romeo and Juliet - The National Ballet of Canada

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