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Teacher ActivitiesAt The Rep, we know that theatre is an important part of every classroom. When students see a play they are not only experiencing art, but the math, science, history and literature that go into creating each production. We encourage you to make theatre a part of your curriculum by using the activities listed below. Questions and activities centered on Communication Arts, Social Sciences and Fine Arts have been developed by The Rep's education department to address your state's learning goals. Any material found here or in our accompanying study guides may be reproduced for use in the classroom. As always, we appreciate your making live theatre a part of your classroom experience!COMMUNICATION ARTS1. There are many different genres of literature, theatre, movies--all kinds of entertainment. With the class, list as many genres as you can think of (romance, comedy, mystery, etc.). Now divide the class into groups and assign each group a genre to research. Have the groups answer several key questions about their genres. What is the history of this style and how has it evolved? Are there specific artists, actors or writers who are famous for their work in this genre? What are the critical elements that define the genre? Is there a lead character necessary or is a group of characters more appropriate? How is this genre typically dramatized? What is the beginning, middle and end of a novel or play written in this style? Is it possible to change the elements of this genre and keep the overall theme? Once the groups have answered these questions about their genre, have each group collectively compose a scene which adheres to their definition of the genre. The groups should present their genre research and then read their scene aloud to the class. As a class, analyze each group's story. Did they follow the rules they made to effectively represent their genre?2. Every play, like every person, has a story to tell. Many plays focus on events the playwright has experienced in his or her own life. Discuss with the class the elements of a good story (e.g. creates an emotional response, the main characters learn or grow, a clear theme is present, the setting is well-chosen...etc.). Ask each student to think of an event they have experienced that would make a good story. Have the students write their story making sure to include all of the necessary elements. 3. Some artistic works are adapted from the work or life of someone other than the playwright. Discuss with the class what is necessary when creating something based on an experience that is not your own. (Interviewing and questioning subject, unbiased review of the person's life, separating fact from fiction, choosing a character the audience will want to hear about...etc.) What will you need to know to portray this event? For homework, have the class conduct an anecdotal interview with a friend or family member. Ask them to take notes as they listen. In class, have the students each relate the stories they heard. Afterward ask them to explain what new information they learned about the world through this story. What value does storytelling have to the teller? What importance can it have for the listener? What is its impact on society and history? 4. After seeing the performance, ask students to choose two characters who had a relationship of some sort (siblings, enemies, friends, etc.). What is the nature of the relationship? Is it a healthy one? What characterizes a healthy relationship? What does each character contribute to this relationship? How is each character's life influenced by the other? Ask each student to create a Venn Diagram of the relationship between their characters and the impact of this relationship on the play's outcome. 5. Discuss perspective with the class. From whose perspective is the play you saw told? Why do you think the playwright chose to tell the story from this character's perspective? Instruct the students to choose one of the other characters in the play and write a synopsis of the play from his or her point of view. How has the change in perspective changed the meaning of the play? 6. Using the internet or local newspapers, find reviews of the play you saw. If this is a classic play, or one that has been performed before, you can also find reviews from other theatres. Have your students examine these reviews and discuss the elements of the play that critics liked or disliked. What might have influenced the critic's evaluation of the play? Is the specific production or the overall script being criticized? If using a review from another theatre, were the elements discussed in the performance at The Rep? Now have the students write their own reviews. Encourage the students not to let the other reviews color their interpretation, but to express their honest reactions and responses. You may also further discuss their reviews and ask what the class would have done differently had they produced this play. 7. After seeing the play, discuss with the class what they think will happen in a specific character's future. Assign the students to write an essay, a scene or a short story which furthers the plot of the play. After sharing their writings, have students discuss how the future changes based on point of view. What happens to the other characters based on this character's future? 8. In every play characters have back-stories known only in the playwright's mind. Instruct the students to choose one character from the play and imagine what their life was like before the time of the play. Have each student imagine that they came across their character's diary from 5, 10 or 20 years before the time the action takes place. Assign each student to write several passages from their character's diary revealing events which may have influenced they way this character evolved. (Expand this activity with Fine Arts question #6) SOCIAL SCIENCES1. One very important aspect of a play is the setting. It is crucial that the set, costumes and props for a play accurately represent the time period in which the play is set for the illusion to be achieved. What is the setting of the play you have seen? What is the time period? Have the class research the setting of your play. Make sure they gather information on the specific social, governmental, personal, cultural and historical nature of this time and place. Now have the class research the same setting if it was updated to take place in modern time. What would change? What would remain the same? How might these changes in setting influence the action and outcome of the play?2. In plays, movies, music and literature there are often fictional characters created. These characters are created for the purpose of providing an artistic outlet for the creator's views or for entertaining the public. Oftentimes, these fictional characters are so beloved, so revered, so captivating, that we begin to believe they are more than a creation--they are real. Many of these fictional characters (Sherlock Holmes, Harry Potter, Superman) have become so real in the culture of the world that they actually influence change. People may change their views, way of thinking or even their appearance to mirror that of these characters. Discuss this with the class and ask them for examples of fictional people who have been a catalyst for change in culture and society. What are the negative and positive impacts of this? Has this character gone beyond fiction so that people believe it to be a factual resource? Discuss the difference in reality and fantasy. How are each useful? What are the limitations of each? 3. Many plays focus on social themes such as civil rights, racism, poverty or government. Discuss the social themes in the play you saw. What is the playwright saying about this situation? What does the class think? Is the situation still the same as when the play was written? Is this theme still as important in society as it was at the time the play was written? What has changed? Now ask each student to create a collage from magazine photographs, newspaper headlines, drawings or any other items they would like, that shows how and if this social theme has progressed. 4. Though there may be more than one, every play has at least one underlying theme. With the class, define theme and list the main themes in the play you saw. (Some common themes include man vs. man, man vs. nature, man vs. gods and man vs. self. These can be used as examples for the class.) Now have the students each choose another book, movie or play that also dealt with this theme. The students should write a short essay discussing the way each format handled the theme differently. What did each author have to say about this theme? What was the overall message he or she wanted the audience to understand? FINE ARTS1. There are many skills involved in being a successful actor. Knowledge of history, languages and entertainment as well as various physical talents are often required to win a part. Ask the class to research the career of a favorite actor. What special talents might this actor have needed to portray his or her character? Now have each student choose a specific talent his or her actor uses (foreign language, sword fighting, acrobatics, martial arts) and research this feat. Where did this talent originate? Why is it used in entertainment? How would a person go about learning this skill? How much training and research are required? Once the students have done their research, have them present their findings to the class. Students should present not only information on their unique skill but provide a safe demonstration.2. The work that goes on behind the scenes to produce a play is every bit as important in creating the final product as the work that is happening on stage. Directors, designers and technicians create the world that you see on stage with very little instruction from the script or playwright, and each person's work must mesh exactly with the others' to create an accurate world. Instruct each student to choose a behind-the-scenes area of the theatre (costumes, sets, props, etc) and research the contribution this department makes to the finished product you saw. For example: the costumes for a production are suggested by the time period, conceived by a costume designer and created by the costume shop. What would be different about the play you saw if the costumes were done differently? Part 2: Once everyone has compiled their information, make a list on the board highlighting the task of each department. Discuss how each department works with the others to create the world of the play. Using the information the class has gathered, ask each student to now develop his or her own unique design for the play. The students may choose any time period or place they desire, as long as their final designs include all of the necessary elements working in sync. 3. While actors create their individual characters for a play, it is the director who decides how he or she wants each character to be portrayed. Subtle changes in the way a word is said or the look on a person's face can dramatically alter the meaning of a statement. For example: "I didn't know you were going to be here!" Divide the class into groups, giving each group a different short, generic scene. Each student should read their scene and make notes on their individual interpretation of the scene. With one student in each group acting as the director, have each group act out their scene for the class. Now instruct the groups to switch directors. With a new director choosing the action and emphasis of the scene, has the meaning changed? What changes did the director make to influence this new outlook? 4. Theatre is an interesting artistic medium because it employs other artistic skills in its creation. Ask the class to think about the play you saw. Was there music or dancing involved? What other art forms did they notice? What importance did these other art forms have in the play? How might the play have been different if these were not present? Why do you think the director or playwright chose to include these other art forms in his or her presentation? (Tip: As an example, play a scene from a movie silently and then with the background music to highlight the difference and importance of art forms working together.) 5. Unlike movies or TV, theatre is performed live, right in front of the audience. Where movies filmed in Hollywood can take months or even years to film, a play is done in its entirety in just a few hours. There is little possibility in the theatre for grand special effects or venue changes so any change in setting or time must be accomplished through action, lighting, props, scenery and costuming. Discuss these differences with the class. What in the play might have been changed in the process of becoming a movie or TV show? How did the director and designers show the passage of time or indicate different locations? Have the students choose a favorite movie or TV episode and convert it to a play. Make sure they include all the elements of the story and do not break any of the limitations of the stage venue. 6. An actor's main job is to pretend to be someone else. In order for this to be believable for the audience, an actor must know as much as possible about his or her character, from the way they feel about others to their favorite drink. Sometimes this information can be found with research about the history and culture of the time a character lived in, but sometimes the information must be created from what the actor believes about his or her character. Assign each student a character from the play you saw or from a book you've all read. Have each student create their character by researching and inventing everything needed to portray someone. When their research is complete, have the students become their character for the class. The student should be able to answer questions from others (as the character) about his or her life and provide solid evidence as to why this was chosen. (Expand this activity with Communication Arts question #8) 7. Discuss dramaturgy with the class. Using the play you saw, have students create an outline of the research materials they would need if they were the dramaturg for this production. What research materials would you need to provide the actors and director? What terms in the play require definition? What images, photos, video or audio research would be helpful? Assign each student a different research area on which to find information for this play. (For example, in Of Mice and Men, the dramaturg might need information on California history, the dust bowl, migrant workers, mental disabilities, friendship, dreams...etc.) Together, compile a file of information the class would present to their cast. 8. Watch a film or read a short story or novel based on/inspiring the play you saw. Discuss the differences, limitations and benefits of different artistic media. What can you do in a movie that you cannot do on stage? What are the benefits of having a live audience in a theatre? List on the board other artistic media. Instruct the students to choose a scene, theme, moment or character from the play. Using music, drawing, painting, dance or any other artistic medium, have each student create an artistic expression of their chosen topic. Each student should present his or her creation to the class and ask for analysis. Does the class understand? Why or why not? Allow the students to explain their motivation and intent. |
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