Sharing our heritage Join us for the 2019-20 Season as we explore the themes of our heritage, belonging and finding connections to one another through the arts. As we journey through this season of educational programming, take a moment to discover what your heritage means to you. Welcome | 3 From lesson ideas and professional development Standards & About| 4 workshops to backstage tours, allow us to partner Lesson Plans | 5 with you to provide students with exciting In the Spotlight | 7 educational opportunities! What is Next? | 10 For questions contact the education sales My Journal | 11 department at (920) 730-3726 or Student Showcase | 12 [email protected]. Resource Room | 13

1 Community Partners

A note from our Series Title Partner – Amcor

"The music, the voices, and the dramatic action of the performances presented through the Amcor Education Series, all help to animate the lessons our K-12 students are taught every day in the classroom. Amcor supports the Fox Cities Performing Arts Center's Education Series because live performance expands our understanding of textbook learning and helps us imagine the world beyond the written page. We believe every child should have the opportunity to experience the wonder of history, adventure, human drama and other cultures, coming to life right before them on stage. The Education Series performances spark a child's imagination and ignite the desire to know more."

2 • When entering the Fox Cities Performing Arts • Be prepared to arrive early – You should plan on Center, remember to show respect for others arriving to the Center 15-30 minutes before the show. and your environment so everyone can fully Allow for travel time, parking and trips to the restroom. enjoy and participate in the experience. • Security – All bags entering the building are subject to • During the performance, the performers can see search and prohibited items will not be allowed. Teachers and hear you, so give them your full attention. and chaperones are discouraged from bringing bags; Unlike a video, we can not rewind and replay a however, necessary backpacks, or bags may be searched scene if we miss it. and tagged before being allowed in the theater.

• Applause is the best way to express how much • We ask that students leave their backpacks at you enjoyed the performance! school for Amcor Education Series performances, however if students do bring them, they are • Important things to remember: subject to search and will need to be checked at the registration table in the lobby upon entry. • Student backpacks, gum, beverages (including water bottles) and food are • Know your needs – To best serve the needs of you and not allowed in the theater. your students, please indicate if you have individuals who require special services or seating needs upon making your • Cell phones should be turned off reservation. and stowed. • Seating – Seating is based on a number of factors • Note that recording or taking photos in including when the reservation is made, size of group, the theater is strictly prohibited; students’ ages and any special seating needs. however, photos may be taken in the lobby. • Please see our complete list of policies at foxcitiespac.com.

• It’s a long way down – please do not • Questions about your show reservation? Contact our drop items off balconies. education sales team at [email protected] or call (920) 730-3726. 3 Get to know poet Emily Dickinson like never before as actress Ginger Grace paints an inspiring biographical portrait of this famous and eccentric woman in this one-woman show. Poetry and prose are woven together to reveal Dickinson’s deep sensitivity, lively intelligence and wicked PHOTO sense of humor. In Dickinson’s own words, “Every small town must have its local character, and for Amherst, that’s what I am.” The audience is invited into the life and times of Emily Dickinson as the poet is celebrated with heart, humor and radiance. Emily’s secrets combine with wondrous creativity as her poems take shape in radical form—shocking to the fashions of her time.

To assist you in your planning, the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

ENGLISH LANGUAGE ARTS • RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements. • RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, stages, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in film). • Rl.8.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. • RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. • Sl.7.2: Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

SOCIAL STUDIES • SS.Hist4: Wisconsin students will evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and/or author’s point of view (Historical Methodology). • SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology). • SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).

THEATER • RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work. • CONNECT: Students will relate prior knowledge and personal experience with theater to cultural and historical contexts. 4 OBJECTIVE: Students will practice identifying characteristics of authors and the influence they have on the author’s written work.

MATERIALS: PHOTO • Picture of Emily Dickinson (visual aid) • Emily Dickinson’s Biography • Dickinson Poems Worksheet (Pg. 6) • Computer access Ginger Grace as Emily Dickinson • Writing Utensils Ginger Grace toured nationally opposite Rich Little in • Paper “The Presidents”, playing all the First Ladies from Jackie Kennedy to Hillary Clinton. She has toured the ACTIVITY: country since 2002 with The Belle of Amherst by William • Guiding Question: How does knowing the background of an author Luce, and recently created a new interactive affect the way you interpret their written work? performance piece, “Inside Emily Dickinson: Her • Show a picture of Emily Dickinson. Ask the students if they know Poetry & Her Life.” who she is. After saying who, ask if anyone knows any background Her recent work includes “The First Ladies knowledge on Dickinson. Coalition”, written and performed by Ms. Grace and • Give out biography worksheet. Ask students to use their close- directed by Austin Pendleton. reading skills to identify different important qualities and She has worked extensively in New York and characteristics of Dickinson’s personality and her life. Regional Theater, playing leading roles in plays such • When students are finished, discuss what they have found. as “Cat on a Hot Tin Roof”, “Doubt”, “Who’s Afraid • Examples: Family oriented, isolation, lonely, longing for of Virginia Wollf”, “Elektra”, “Dancing at Lughnasa” happiness, confidence in identity, not publicly recognized. and “A Midsummer Night’s Dream.” • Give the students the copy of Dickinson’s poems. Independent film work includes “Frat Star” (playing • Have students close read the first poem, looking for the opposite Chris Elliott), “6-Minute Mom” (Vancover characteristics and themes identified by the class. Internation Film Festival), “SHEER”, “Wedding • When students are finished, discuss what they have found. March”, “Wish You Were Here” and “It’s All • Have the students do the last two poems independently. Relative.” • Bonus Activity: If you have time left, or the next day, have the Ms. Grace is a member of the League of Professional students reflect on their life in about three paragraphs. From their Theatre Women, Playwrights Gallery, Stage Struck reflections, instruct the students to write a two-stanza poem in the and Women Stage the World, organizations which style of Dickinson. Have those who feel comfortable share with the advocate for the power of women’s voices to be class when finished. heard in the theatre—and the world!

Tips for Reading Emily Dickinson Poems: 1. Consider the title a. Does this signify a possible main topic, theme, important character or idea? b. What do you already know about that topic? 2. Read it through once a. Try to identify the general topic or what you think it might be about. b. What do you already know about that topic? 3. Identify unknown words or phrases a. Look them up. b. Re-read the sections they came from to see if they are any clearer. 4. Look for literary devices a. What devices do I see? b. What do these tell me about the poem? 5. Re-read the poem a. Does it make more sense to me? b. Does it mean more to me? When considering the theme, also consider what you know about the poet’s life in your analysis. 5 Name:______Dickinson Poems “I’m Nobody! Who are you?”

I’m Nobody! Who are you? Themes: Are you – Nobody – too? Then there’s a pair of us! Don’t tell! they’d advertise – you know!

How dreary – to be – Somebody! How public – like a Frog – To tell one’s name – the livelong June – To an admiring Bog!

“Pain has an element of blank;”

Pain has an element of blank; Themes: It cannot recollect When it began, or if there were A day when it was not.

It has no future but itself, Its infinite realms contain Its past, enlightened to perceive New period of pain.

“My life closed twice before its close”

My life closed twice before its close- Themes: It yet remains to see If Immortality unveil A third event to me

So huge, so hopeless to conceive As these that twice befell. Parting is all we know of heaven. And all we need of hell.

6 OBJECTIVE: Students will utilize their close reading techniques to discern why an author’s purpose differs by texts and identify various literary devices.

MATERIALS: • Literary Devices Worksheet (Pg. 8) • 3 Dickinson Poems: “I heard a Fly buzz—when I died”, “The Brain—is wider than the sky—” and “Much madness is divinest sense” (Pg. 9)

ACTIVITY: • Pre-Knowledge: The day before, review literary devices with students. Literary devices that will be utilized in the activity are similes, metaphors, alliteration, hyperboles, onomatopoeia, personification, imagery and oxymorons. • Guiding Question: What can be done to make your writing sound more interesting? • Ask your students what they believe the purpose of poetry is. How is this different than the purpose of a newspaper article? • Ask them to name some differences or specific qualities of each off the top of their head. • Hand out copies of 3 Dickinson Poems. Have students try to identify the literary devices being used in the different poems.

EMILY DICKINSON was born in Amherst, MA on December 10, 1830. Emily and her two siblings (William and Lavinia) were well educated at Amherst Academy in different subjects, especially in sciences. Emily continued her studies at Mount Holyoke Female Seminary; however, it would appear Emily clashed with the beliefs taught at the seminary and only remained there one year before moving back home. When Emily moved back home, she took up basic household duties but she began to find unexpected visitors exhausting. Eventually, Emily just started to stay in her room. While Emily was alive, she only shared her poetry with a select few people. She even sewed a pocket into her simple dress so she could always carry a pencil. The main topics of her poems were death, immortality, grief and nature. After Emily’s death in 1886, Lavinia found a chest containing all of Emily’s poetry. Lavinia and Mabel Loomis Todd, a friend of her brother’s, worked tirelessly to get Emily’s work published. The first selection of poetry was published in 1890. Emily’s niece would continue to publish her aunt’s work into the 20th Century.

Source: www.emilydickinsonmuseum.org/emily-dickinson/biography

7 Name: ______

Literary Device Practice

Matching

1. ____simile A. Inanimate objects taking on human characteristics 2. ____metaphor B. Words that imitate a sound 3. ____ alliteration C. Comparing two unlike things using “like” or “as” 4. ____ hyperbole D. An exaggeration 5. ____ onomatopoeia E. A description emphasizing one or more of the 5 senses 6. ____ personification F. Comparing two unlike things 7. ____ idiom G. Several words in a row whose first consonant sound is repeated 8. ____ imagery H. A saying, that if taking literally, makes no sense 9. ____ oxymoron I. Opposite words put together to form a unique meaning

Name the device used in each example (device may be used more than once)

1. ______Ann is a walking encyclopedia. 2. ______You’ll catch a cold that way. 3. ______The wind moaned outside the window. 4. ______The traffic was heavy. 5. ______Henry waddled like a duck as he walked on to the field. 6. ______Six silly sisters all saw the swan. 7. ______“Meow,” the cat announced has he entered the room. 8. ______The dark night seemed to whisper its secrets to the forest people. 9. ______The darkness was filled with a cold so bitter it seemed to freeze the air. 10. ______I’m so hungry I could eat a horse. 11. ______His pointed nose, red eyes, and thin colorless lips scared the child. 12. ______I’m a chicken when it comes to getting an injection. 13. ______There was a deafening silence in the crowd.

www.qcsd.org/cms/lib04/PA01000005/Centricity/Domain/504/literary%20devices%201.pdf

8 3 Dickinson Poems

“I heard a Fly buzz—when I died” “Much madness is divinest sense” I heard a Fly buzz – when I died – Much madness is divinest sense The Stillness in the Room To a discerning eye, Was like the Stillness in the Air – Much sense, the starkest madness. Between the Heaves of Storm – ‘Tis the majority In this, as all, prevail: The Eyes around – had wrung them dry- Assent, and you are sane; And Breaths were gathering firm Demur, you’re straightway dangerous For that last Onset – when the King And handled with a chain. Be witnessed – in the Room –

I willed my Keepsakes – Signed away What portion of me be Assignable – and then it was There interposed a Fly –

With Blue – uncertain – stumbling Buzz- Between the light – and me – And then the Windows failed-and then I could not see to see –

“The Brain—is wider than the sky—” The Brain—is wider than the Sky— For—put them side by side— The one the other will contain With ease—and you—beside—

The Brain is deeper than the sea— For—hold them—Blue to Blue— The one the other will absorb— As sponges—Buckets—do—

The Brain is just the weight of God— For—Heft them—Pound for Pound— And they will differ—if they do— As Syllable from Sound—

9 Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few questions to get the conversation started!

• What did you learn about poetry and Emily Dickinson from this performance? • What was your favorite part of the performance? • Which moment do you remember most from the performance? What was happening? • How did Emily Dickinson’s poetry differ from other poets at the time? • If you were going to tell a friend about the performance, how would you describe it in one sentence? • On the following page, reflect on the show you saw. Did you like it? Why or why not? Have you ever seen something like this before? If yes, what were some differences?

10 11 12 BOOKS: • “The Collected Poems of Emily Dickinson (Barnes & Noble Classics Series)” by Emily Dickinson • “A Voice of Her Own: Becoming Emily Dickinson” by Barbara Dana • Other Poets “Like” Emily Dickinson: • Anne Carson: “Glass, Irony and God” • Adrienne Rich: “Selected Poems: 1950-2012” • John Keats: “John Keats: The Complete Poems (Penguin Classics)”

WEBSITES: • Before I Got My Eye Put Out – The Poetry of Emily Dickinson: Crash Course English Lit #8 (John Green): www.youtube.com/watch?v=R4WwhOdk_Eg • Brain Pop: Emily Dickinson: www.brainpop.com/english/writing/emilydickinson • 24 Must-Share Poems for Middle School and High School: www.weareteachers.com/24-must- share-poems-for-middle-school-and-high-school • Emily Dickinson Museum: www.emilydickinsonmuseum.org • Wisconsin Poet Laureate: www.wisconsinpoetlaureate.org • Arts Edge Kennedy Center Arts Integration: http://artsedge.kennedy-center.org

This study guide was created for you by the education team as a part of The Boldt Company Beyond the Stage education program. To download copies of this study guide or to find additional resources for this performance or view past study guides please visit: www.foxcitiespac.com and click on the education tab.

Fox Cities Performing Arts Center • Education Department 400 W. College Avenue • Appleton, WI 54911 [email protected] • (920) 730-3726 13