T.T405

Romeo and Juliet Costume Design

Romeo and Juliet Costume Design

After reading and analyzing the play Romeo and Juliet by William Shakespeare, students will take the role of costume designers and research their assigned time period. Students will make an organized collage of images and information of the time period. Each student will fill in Costume Design Worksheets and design five costumes. They will design one costume for each of the characters they choose from the options that are provided on the worksheet. Students will present their collages and justify their designs to the class as they are filmed.

Students will have one class period to respond to several assessment questions. Then they will have three class periods to read and analyze the play, and then to analyze the characters using the Costume Design Worksheet. Students will have one class period to research their time period and create their time period collage, two class periods to create their original costume designs, and then have two class periods to plan and present their costume designs to the class.

This assessment has five parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Costume Design Worksheet (Days 2–4)
o Part 3–Time Period Collage (Day 5)
o Part 4–Costume Design (Days 6–7)
o Part 5–Presentations (Days 8–9)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Concept

    The five costume designs have a cohesive, meaningful design concept that is appropriate for the play.

  • Color, Texture, and Pattern

    Design elements work to establish character, location, and mood of the piece.

  • Design

    The designs of the costumes show an understanding of social class, age, and historical period.

  • Costume Pieces

    All costume pieces are accounted for in the design (clothing, appropriate undergarments, footwear, hats, outerwear, etc.).

  • 1
  • 2
  • 3
  • 4
  • Designs hardly create a cohesive, meaningful design concept that is appropriate for the play.

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  • Designs somewhat create a cohesive, meaningful design concept that is appropriate for the play.

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  • Designs sufficiently create a cohesive, meaningful design concept that is appropriate for the play.

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  • Designs masterfully create a cohesive, meaningful design concept that is appropriate for the play.

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  • Design elements rarely used to establish character, time, location, and enhance the mood of the piece.

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  • Design elements sometimes used to establish character, time, location, and mood of the piece.

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  • Design elements often used to establish character, time, location, and mood of the piece.

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  • Design elements used to masterfully establish character, time, location, and mood of the piece.

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  • The costume designs show little or no understanding of social class, age, and historical period.

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  • The costume designs show a fair understanding of social class, age, and historical period.

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  • The costume designs show a good understanding of social class, age, and historical period.

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  • The costume designs show an excellent understanding of social class, age, and historical period.

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TEACHER SCORING RUBRIC

  • Dimension
  • Costume Designs

  • 1
  • 2
  • 3
  • 4
  • Little or no attempt is made to describe or illustrate costumes. Student does not explain how costumes reflect success and/or failure of the character.

    N/A at this time.
  • Only two costume descriptions and/or illustrations are provided with explanations. OR Three costume illustrations or descriptions are provided but lack explanation of how they reflect success and/or failure.

    N/A at this time.
  • Three different costumes are described and/or illustrated. Student explains how each costume shows the character’s success and/or failure. However, student’s justification of design choices lacks detail.

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  • Three different costumes are described and/or illustrated. Student clearly explains how each costume shows the character’s success and/or failure. Student’s justification of design is very detailed.

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