Study Guide: Atlantic for Kids H EA TE R COMPANY

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I C T study guide: atlantic for kids H EA TE R COMPANY

Director of Education Written by Education Coordinator Designed by Marketing Manager HEATHER BAIRD FRAN TARR CECILE ORESTE Edited by Education Intern Book, Music & Lyrics by Based on the Books by ARIELLA SEGAL SCOTT ELMEGREEN ANNIE BARROWS

Directed by Illustrated by ALISON BEATTY SOPHIE BLACKALL

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I C T TABLE OF CONTENTS H EA TE R COMPANY

SECTION 1: THE PLAY Synopsis, Characters, Setting, Themes

SECTION 2: CAST & CREATIVE Playwright, Director, Author & Cast Bios

SECTION 3: YOUR STUDENTS AS AUDIENCE Theater Vocabulary, A Letter From The Cast, Getting To Know You, Expressive Characters

SECTION 4: YOUR STUDENTS AS ACTORS Ivy + Bean Scene, Character Analysis

SECTION 5: YOUR STUDENTS AS ARTISTS Story Structure, Which Witch?, Diction and Dramatization, Post Card Activity, Drawing To Write, Partner Discussions & DOE Theater Blueprint

SECTION 6: THE ATLANTIC LEGACY Atlantic Theater Company, Atlantic Acting School

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I C T section 1: the play H EA TE R COMPANY

TEACHER OBJECTIVE To introduce students to the characters, setting and story of Ivy + Bean.

STUDENT GOAL To understand that the actors will simply and truthfully create the story of the play.

SYNOPSIS The moment they saw each other, second graders Bean and Ivy knew they would never like each other. Bean is loud and wild and goofy while Ivy is quiet and full of ideas. But when Bean plays a joke on her sister, and needs a place to hide, Ivy comes to the rescue. The two become fast friends and when they join forces, they discover the joys and challenges of family, friendship and love.

CHARACTERS BEAN - loud, wild, and goofy, Bean loves to make up games and is determined to have fun with her friends on Pancake Court... and if that means she has to beat her sister Nancy in the process -- all the better!

IVY - quiet, “proper,” and full of ideas, Ivy spends most of her time reading... and learning how to be a witch. SETTING NANCY - eager to be a teenager, Nancy is always trying to dis- Pancake Court, a pleasant little cul-de-sac with pleasant tance herself from Bean and Bean’s friends, and she’s never little houses lining the way impressed with Ivy and Bean’s games or plans, which can often make her stand-offish. THEMES DAD - goofy, fun-loving, and optimistic, Bean’s father is Friendship amused by Ivy and Bean’s antics -- when he’s not saying “no Respecting your friends/family way.” Don’t judge a book by its cover The Golden Rule MOM/IVY’S MOM - Bean and Ivy’s mothers are patient and caring, but they know how to keep their daughters in check when they have to... even if they would rather laugh along.

ZUZU/SOPHIE W./LEO/ERIC - friends of Bean’s who live in the neighborhood and are always ready for the next adventure!

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I C T section 2: cast & creative H EA TE R COMPANY

SCOTT ELMEGREEN (Book, Music & Lyrics) Scott Elmegreen is a playwright, composer, and lyricist whose work has premiered on Broad- way, television, and in film, as well as off-Broadway, on tour, and in regional theatres national- ly and internationally. His shows include TIANANMEN: A New Musical (in development with Stafford Arima) College The Musical (Hippodrome State Theatre; pub. Dramatic Publishing Company), Vote For Me: A Musical Debate (New York Musical Theatre Festival; commissioned by Tony Award-winning Aged in Wood Productions), Thucydides (Samuel French Play Festival winner; pub. Samuel French), Straight (under option by Tony Award-winning producer Andy Sandberg), and the children’s shows Ivy + Bean: The Musical. ANNIE BARROWS (Author of Ivy + Bean) Annie Barrows attended UC Berkeley and received a B. A. in medieval history. She was a proofreader at an art magazine and later an editor at a textbook publishing company. In 1996, Annie received her Masters of Fine Arts in Creative Writing from Mills College. She wrote several non-fiction books on topics ranging from fortune-telling to opera before turning her attention to children’s books. In 2006, the first book in her children’s series,Ivy + Bean was published. This title, an ALA Notable Book for 2007, was followed by nine others. In addition to her children’s books, Annie is the co-author of The Guernsey Literary and Potato Peel Pie Society, which was published by The Dial Press in 2008. SOPHIE BLACKALL (Illustrator of Ivy + Bean) Sophie Blackall is a Brooklyn based Australian artist. She has illustrated over twenty books for children, including Ruby’s Wish (Chronicle Books, 2003) which won the Ezra Jack Keats Award, Meet Wild Boars (Henry Holt, 2005) which won a BCCB Blue Ribbon Picture Book Award and the Founders Award from the Society of Illustrators, Big Red Lollipop (Viking, 2010) which was a New York Times Top Ten Picture Book for 2010, and the ongoing Ivy and Bean series (Chronicle Books), which has over a million copies in print. Blackall has collab- orated with many notable authors, including Aldous Huxley, Judith Viorst, Jane Yolen and Meg Rosoff. Her editorial illustrations have appeared in the New York Times and many others. ALISON BEATTY (Director) Alison Beatty is the current School Artistic Director of the Atlantic Theater Company Acting School, where she programs and produces a season of 15 shows annually with Atlantic’s conservatory acting students, as well as two Atlantic for Kids productions. Additionally, she has directed/ choreographed several Atlantic for Kids musicals, including The Hundred Dresses (NY Premiere), Miss Nelson is Missing, and Really Rosie and served as choreographer on productions of Tilly the Trickster (World Premiere), The True Story of the Three Little Pigs (NY Premiere), No Dogs Allowed (World Premiere), Strega Nona, The Big Stew, and You’re A Good Man Charlie Brown. NATE WEIDA (Musical Director) Nate Weida is a composer and writer living in Hell’s Kitchen. His last two musicals were Byuioo (2013), produced by Pipeline Theatre Company at The Gym at Judson, and The New Hopeville Comics (2009), performed at the Chernuchin Theatre. His music for Fordham Uni- versity’s production of Brecht’s Life of Galileo was performed at Lincoln Center in 2011. He is a member of and regular contributor to services at Judson Church. He currently plays in a bluegrass band called “Great Dog Almighty” and is writing an epic poem called I’s Twinkle.

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I C T section 2: cast & creative H EA TE R COMPANY

MK LAWSON (Choreographer) MK Lawson has been working as a choreographer, director, and actor in and around New York for the last five years. Over the years she has provided choreography for a number of NYU productions including Carousel, the Marvin Hamlisch tribute production of Sweet Smell of Success, and the New York premiere of The Fix. As a director/choreographer, she has staged productions of Smile, Bat Boy: the Musical, Celebration, and See What I Wanna See. MK has also directed a number of new works and concerts around NYC including works by Joshua H. Cohen, Caleb Hoyer, Will Reynolds, and Joe Iconis. MK directed, choreographed, and co-con- ceived the original revue One Step Closer: the music of Alan Menken. EMILY IDE (Nancy) Emily Ide is excited to be back with Atlantic for Kids after appearing in The Stinky Cheese- man and Other Fairly Stupid Tales. Other favorite credits include My Sweet Edible You! (Joe’s Pub), Thoroughly Modern Millie, Urinetown, Assassins, Oliver!, Finian’s Rainbow, and Swing! Swing! Swing!. BFA NYU/CAP21. www.emilyide.com

JAKE KINNEY (Dad/Eric) Jake Kinney is so excited to share the stage with such a talented cast! He is a recent graduate of NYU’s Steinhardt School Graduate Program where he received his Masters Degree and studied voice with Michael Ricciardone. While at NYU, Jake played Ben Marino in Fiorello and was featured in a new 15 minute musical (4@15). Jake performed recently for the Met- ropolitan Opera Guild as the Narrator in 2wice Upon a Birthday, a new opera for kids. Other roles performed include George in Sunday in the Park with George and Caleb in The Spitfire Grill, Jesus in Godspell, and Travis in Footloose and Selkirk McCoy in Hatfields and McCoys.

MELISSA MAHONEY (Bean) Melissa is a recent graduate of the Atlantic Acting School and a soon to be graduate of New York University’s Tisch School of the Arts BFA Drama program. At the Atlantic Acting School, she played Joan in Melancholy Play, Jacques in As You Like It, and Ellen in The Actor’s Nightmare. She is a founding member of The Joust Theatre Company, and played Myrrha in their inaugural production of Metamorphoses. Other recent credits: Political Snorts ’13 and Books Cook! (NYU Tisch, dir. Liz Swados), Exploded Shakespeare: As You Like It (Grey Room Theater Company).

SYDNEY MATHEWS (Zuzu) Sydney Matthews is thrilled to be returning to Atlantic, after appearing in Bekah Brunstetter’s “Run” in 10x25. Recent Off-Off Broadway: Byuioo (Pipeline at Judson), Set in the Living Room... (Theater Reconstruction Ensemble at Soho Rep), Savage/Love (DeFacto at HERE). Regional: Urinetown (Pennywise, Fabrefaction), The Wedding Singer (Linda, Fabrefaction), An Evening with Andrew Lippa and Friends (Segerstrom Center for the Arts). Proud member of Pipeline Theatre Company, and Theater Reconstruction Ensemble. BFA: NYU/ Tisch School of the Arts - Atlantic and Viewpoints. IVY + BEAN I 5

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I C T section 2: cast & creative H EA TE R COMPANY

LAUREN PENNLINE (Ivy) New York credits include Much Ado About Nothing (Smith Street Stage), The Thirteenth Commandment (Libra Theater Company, winner New York Innovative Theater Award), Anti- gone, The Tempest (Perchance to Dream Theatre), Twelfth Night (Riverside Theater), Trojan Women, Missing Pieces (New York Stage and Film). Regional credits include The Secret Garden (Wordplayers Theater), Parade, Guys and Dolls, The Life of Galileo, The Who’s Tommy (Clarence Brown Theater). Training: University of Tennessee, British American Drama Acade- my, Stella Adler Studio. For my nephew, Luca.

MCLEAN PETERSON (Mom/Sophie W.) McLean Peterson is a recent graduate of New York University’s Tisch School of the Arts. Recently, she played Wendla in Spring Awakening and Rosalind in As You Like It at Atlantic Stage 2. McLean is a founding member of The Joust Theatre Company and its Director of Development. She loves pickles and loathes writing in the third person.

DAN TRACY (Leo) OFF BROADWAY: Clown Bar (original cast); OFF-OFF BROADWAY: Clown Bar (World Pre- miere, New York Times Critics’ Pick, NYIT Award nominee for Best Ensemble), BYUIOO; RE- GIONAL: Much Ado, All’s Well, King Lear, Two Noble Kinsmen (Hudson Valley Shakespeare), eight productions with Nebraska Shakespeare, four productions with Broadway Dreams Foun- dation; FILM: Seed Sprang… (Sean Manzione), Signs (Ke Ke, New York Film Academy). Pipe- line Theatre Company ensemble member. BFA in Musical Theatre from Creighton University. Thank you to Mom and Dad for everything important.

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I C T SECTION 3: YOUR STUDENTS AS AUDIENCE H EA TE R COMPANY

Action The events that move along the story of the play THEATER VOCABULARY and which influence the characters within the play.

Characters Individuals the audience learns about from TEACHER OBJECTIVE their actions and reactions. To be able to discuss theater through a common, shared vocabulary. Ensemble A group of performers working together to create a complete production. STUDENT GOAL To understand that the most effective way to discuss theater and new ideas is through a shared vocabulary. Dialogue The exchange of speech between two characters which reveals the feelings of the character as well as the story of the play.

Monologue A speech by one actor on stage which is intended to reveal the inner thoughts of the character the actor plays.

Character Arc The change produced in a character by the events and other characters in the play.

Musical Theater A twentieth century creation where writers and musicians collaborate to create a play which fea- tures song, dance and drama.

Mood The overall feeling the play evokes.

Prop Objects used by an actor to enhance their character. For example, wine glasses at a bar for drinks.

Set The constructed environment of a play within which the action takes place.

Lighting The effects used to illuminate the stage, set and characters.

Sound Noises and music used in the play.

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I C T a letter from the cast H EA TE R COMPANY

Dear Kids,

Hey! Thanks for coming to see Ivy + Bean, The Musical. My name is Melissa, and I portray the role of Bean.

I am so excited to be doing a show at the Atlantic Theater Company, since I was a student here for three years. When I heard about this show from director Alison Beatty, I was so excited; I knew I had to audition. I loved the idea of getting to play someone as wild and goofy as Bean. I also knew I loved doing children’s theater because I had just finished a show called Books Cook, where we took popular children’s books and adapted them for the stage.

After I auditioned for Ivy + Bean, I got a callback, where I was asked to sing, dance, and perform short scenes from the play in front of the creative team. What really helped me through that process was making sure that I was having fun and showing them what I would bring to the character of Bean. I knew that if I did those two things, I would be happy with my audition, no matter what the outcome was.

I was so happy when Alison asked me to join the cast. Ivy + Bean has been one of the most fun rehearsal processes ever, not just because the play is so funny, but because everyone is so supportive and respectful of everyone else’s ideas. As a result, no one is afraid of making mistakes or asking questions. We are always laughing, on and off the stage. I love the feeling of being able to play and discover new moments on stage with my cast mates. I also love getting to play someone like Bean, who has such an incredible imagination.

I hope you guys enjoy the show, and I look forward to meeting all of you!

Sincerely, Melissa Mahoney

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I C T getting to know you (grade 3) H EA TE R COMPANY

TEACHER OBJECTIVE To guide students to an understanding of how there is always more to learn about a person thus deepening the students’ connection with the characters Ivy + Bean.

STUDENT GOAL To gain insight into how having a conversation with someone can help you learn more about that person and yourself.

Bean was reluctant to meet her new neighbor, Ivy, because she thought she would be boring! But first im- pressions are not always correct.

Step One Pair students up to conduct an interview of each other using the following questions: • What is your full name? (first, middle, and last) • When is your birthday? • Do you have any pets? If so, what kind of pets are they, and what are their names? • Do you have any brothers or sisters? If so, what are their names and ages? • What is your favorite [animal, book, ice cream flavor, food, sport, color, place]? • What is your favorite subject at school? Why? Step Three • What do you want to be when you grow up? They should write the answers to the above questions in the • What kinds of things do you do after school and on week- voice of their character, inventing plausible responses if they ends? (sports, family activities, read and play games) don’t know the answer. • What is something about you that hardly anyone knows? Step Four Have them perform their character interviews in front of the AT A LATER DATE: class. Ask students with particularly insightful and inventive responses to explain how they came to their conclusions, based on the text. Step Two As a follow up, engage your students in a character role-play Correlates to Common Core Reading Standards for Literature: activity. After seeing the play Ivy + Bean, ask students to pair Key Ideas and Details, 1-3.1, 1-3.3 up again and to decide who will play Bean, and who will play Ivy.

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I C T getting to know you (grades k-2) H EA TE R COMPANY

TEACHER OBJECTIVE To guide students to an understanding of how choices we each make defines who we are.

STUDENT GOAL To gain insight into how similar and unique each student is among their peers.

Bean was reluctant to meet her new neighbor, Ivy, because she thought she would be boring! But first im- pressions are not always correct.

Step One Step Six Have students group together in different parts of the room Ask one student from each group to report why the group based on... picked the activity they did.

-If you’re wearing sneakers/ slip on shoes/ boots Step Seven Have students group together in different parts of the room Step Two based on... Once students are in each group, ask them to share why they picked those shoes today. -If you have older brothers or sisters/younger brothers or sisters/ don’t fit into these categories. Step Three Ask one student from each group to report why the group Step Eight picked the shoes they did. NOTE: Could also be done with Once students are in each group, ask them to share how it shoe color. feels to be in their position in their families.

Step Four Step Nine Have students group together in different parts of the room Ask one student from each group to report how their group based on... feels about their place in their families.

-If your favorite thing to do is playing sports/art or music/ reading a book. Step Ten Have all the groups together in a big circle and ask students how they learned about each other in a different way from Step Five this activity. Once students are in each group, ask them to share what they love about the activity they chose. Correlates to Common Core Reading Standards for Literature: Key Ideas and Details, 1-3.1, 1-3.3 IVY + BEAN I 10

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I C T EXPRESSIVE CHARACTERS (grades k-3) H EA TE R COMPANY

Step One TEACHER OBJECTIVE Group students into pairs and have them stand throughout To guide students to an understanding that facial the classroom. expression and body language tell the story of an individual’s mood and thoughts. Step Two Establish in each pair a student A and a student B. Have STUDENT GOAL Student A and B stand facing each other. To gain insight into the effective use of facial expression, body language and focus when creating a charac- Step Three ter or telling a story. Instruct student A to slowly and silently act out being tired. Instruct student B to mirror student A’s movements. Step Four After a few moments, have student B slowly and silently act Quizzical out being unhappy while student A mirrors this movement. Mischievous Step Five After a few moments, have student A slowly and silently act Dreamy out excitement while student B mirrors this movement. Excited Step Six After a few moments, have student B slowly and silently act out being surprised while student A mirrors this movement. Step Seven Surprised Have all of the pairs come together and discuss how it felt to act out these expressions. When you see the play, look out for the moments when Ivy and Bean make these facial expressions!

Pleading Confused Correlates to Common Core Speaking and Listening: Compre- hension and Collaboration, 2-1.1, 2-1.3

Scared Curious

Worried Tired

Thrilled Sad Happy Thoughtful

Unhappy #FOUNDATCIVY + BEAN II 1111

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I C T section 4: YOUR STUDENTs AS Actors H EA TE R COMPANY

Ivy A SCENE FROM IVY + BEAN No. Those are hard. I wish I had a dead frog. Bean Bean Hey, wait a second—what about that dancing spell you Hey, wait a minute! Cast a spell on me?! What did I were telling me about? Could you put it on Nancy? ever do to you? Ivy Ivy So she’ll dance for the rest of her life? How is that Oh. Sorry. But my mom just keeps saying what a nice going to get you out of trouble? girl you are. She’s always telling me I should play with you. It’s driving me nuts! Bean It won’t. But it would be really funny Plus, it’s hard Bean to be bossy when you’re dancing, We could be helpful That’s what my mom says about you! But you’re not after all! nice at all! You’re a witch! Ivy You’re not very nice either! You were doing that ghost thing in the bush! The part about the icy fingers was good. Bean Thanks. Ivy What were you doing in there, anyway? Bean Waiting for Nancy. That’s my sister. I was going to play a trick on her… but it’ll never work now. Ivy That’s too bad. Why did you want to trick her? Bean Because she’s a total pain in the kazoo! And I just figured if I could bug her until she freaked out, maybe she wouldn’t be so bossy anymore. I was being helpful! Ivy That is helpful. Bean But all it did was get me in trouble. You don’t have a going-back-in-time spell, do you? IVY + BEAN I 12

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I C T CHARACTER ANALYSIS H EA TE R COMPANY

IF YOU’RE PLAYING IVY IF YOU’RE PLAYING BEAN

Here are your “tools” for understanding your character: Here are your “tools” for understanding your character: What is my character literally doing? What is my character literally doing? As an example you might say “Ivy is trying to find out why As an example you might say, “Bean is telling Ivy about her Bean was hiding in the bushes.” plan to trick Nancy.”

Now can you think of another idea of what your character is Now can you think of another idea of what your character is doing? doing? What does my character want? What does my character want? As an example you might say, “Ivy wants to be included.” As an example you might say, “Bean wants to have someone on her team.” Has there been a time in your life when you needed to be included? When? Has there been a time in your life when you needed someone to be on your team? When? What is the action I’m going to play? As an example you might say, “I want you to get someone to What is the action I’m going to play? do me a favor.” As an example you may say, “I want you to get on board with me.” The As-if Now can you think of a time in your own life when you needed The As-if someone to “do you a favor”? Your little brother or sister? Now can you think of a situation in your own life when you might need someone to “get on board with you?” Your little brother or sister?

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I C T section 5: YOUR STUDENTs AS ArtistS H EA TE R COMPANY

“Create your own work.” STORY STRUCTURE (grade 3) In Ivy + Bean, the girls’ friendship has a memorable start. To support students in retelling the sequence of - David Mamet, American playwright events, have them trace the development of Ivy and Bean’s relationship. & noted actor, William H. Macy, founders of Atlantic Theater Company TEACHER OBJECTIVE To facilitate students’ recollections of important moments from the play.

STUDENT GOAL To remember and define specific moments from the play.

At first, Ivy and Bean

Then,

Next,

Finally,

I think Ivy and Bean became friends because

Correlates to Common Core Reading Standards for Literature: Craft and Structure, 1-3.5 #FOUNDATCIVY + BEAN II 1414

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I C T which witch? (grade 3) H EA TE R COMPANY

TEACHER OBJECTIVE To facilitate students’ recollections of an important moment from the play and assist students in a creative exploration of this scene.

STUDENT GOAL To remember and analyze specific moments from the play and to use their creativity to deepen their understanding of the scene.

Ivy has aspirations to become a witch. She has been practic- ing spells but has yet to perfect any of them. However, when she and Bean team up to cast a spell on Bean’s older sister (and nemesis) Nancy, the spell appears to have worked! Step One Provide time for students to write down what Ivy needed for her spell, how she and Bean collected worms, and what was the result of their efforts. Step Two Ask students to discuss whether the spell did really work. Step Three Discuss with students whether Ivy’s original spell was harm- ful or just humorous. Step Four Ask students to create their own spells and determine what they would need to make them successful. Encourage students to brainstorm harmless and funny spells.

Correlates to Common Core Reading Standards for Literature: Key Ideas and Details, 1-3.3

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I C T diction & dramatization (Grades k-2) H EA TE R COMPANY

Step Four TEACHER OBJECTIVE When the story is complete, assign one student to each role To develop an understanding of the relationship be- in the story. tween the written word and the action of a play. Step Five Read the story aloud from the paper while the student “ac- STUDENT GOAL tors” improvise the action and the dialogue of each character Students gain insight into how plays are constructed. in front of the entire class. MATERIALS NOTE: Encourage the students to contribute dialogue to the Large white sheets of paper, markers, the synopsis of story as it is created. Pause while the student “actors” improvise the action and dialogue in the “Acting.” Ivy + Bean, and an open space for “acting-out” the dramatization.

Step One Read the synopsis of Ivy + Bean aloud to the class. Discuss how Ivy, Bean and Nancy deal with their everyday situations. Step Two Select one of the themes from Ivy + Bean such as working together to solve problems, or not judging a book by its cover. Another possibility is to let the students create their own personal movie script of their lives. Step Three Ask the students to create a story based on one selected theme while the classroom teacher writes the story on a large sheet of paper for all the students to see.

NOTE: There should be one main good character who is on a journey or adventure with a clear goal at the end, and a character who keeps the main character from completing her journey. The main character’s friends help her complete the journey and achieve her goal.

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I C T post card activity (grades k-2) H EA TE R COMPANY

Step One TEACHER OBJECTIVE On the front of the card draw your favorite scene from Ivy Develop the student’s critical thinking skills, drawing and Bean with as much detail as possible - color, design, on a number of skills. background. Fill the entire front of the postcard with your drawing. STUDENT GOAL To draw the details from their favorite visual moment Step Two in the play and to write a personal response to the play. On the back of the card write to a friend or family member about your feelings concerning the scene on the card’s front. MATERIALS Step Three Pens, pencils, crayons and markers, copies of the Post- Address the post card to the friend or family member. Card design provided. NOTE: Small groups may arrange their post cards in the MOTIVATION sequence in which their drawn scenes appeared in the play. Discuss the play with your students, asking them to select their favorite “moment” in the performance.

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TO:

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I C T DRAWING TO WRITE (grades 2-3) H EA TE R COMPANY

TEACHER OBJECTIVE Facilitate the students’ abilities to gather details by having them write a story based on an original drawing. Encourage the students to develop their own creative insight by using these drawings as triggers for short written scenes.

STUDENT GOAL To understand recalling vivid details of an experience is a great artistic “tool.”

MATERIALS Pencils, crayons, markers, 11 X 14 Manila paper, writing paper.

MOTIVATION Discuss the following concepts with your students: • Working together helps to solve problems • Words that hurt

Step One Using the art materials, ask students to draw their favorite scenes from Ivy + Bean and feel free to mix the scenes and characters together. Step Two Use the students’ individual drawings to trigger ideas for a written story about the images in their drawing. AT A LATER DATE: Step Three Have the students divide into small groups. Step Four Each student should create six lines of dialogue for their character. Have each group read their sample scene to the class.

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I C T DISCUSSIONS & doe theater blueprint H EA TE R COMPANY

PARTNER DISCUSSIONS STRAND BENCHMARKS When students have the opportunity to discuss a theater pro- Theater Making: Acting duction with others, they discover connections that they may Benchmark: Students increase their ability as imaginative not have made to the story and also aspects of the story they actors while continuing to participate as collaborative en- might have missed or misinterpreted. semble members. Students demonstrate the ability to reflect on and think critically about their own work. Having partner discussions not only brings a social compo- nent to experiencing live theater but also supports compre- Theater Making: Playwriting/Play Making hension. Use the following process to set up an effective Benchmark: Students refine their ability as playwrights to partner discussion. express point of view and personal vision. • Face your partner. Be sure you are both on the same level (sitting on the floor or at desks). Developing Theater Literacy Benchmark: Students develop skills as critics by analyzing • Decide who will go first in sharing his/her connections the critical writings of others. and insight into the story. • Place your program under a chair or behind you if you are the listener. This prevents distractions and allows you to Making Connections Through Theater be focused on listening to your partner. Benchmark: Students demonstrate a capacity for deep • Tell a little about the play. Talk about a scene or charac- personal connection to theater and a realization of the mean- ter that was interesting or funny. Also share any portion ing and messages of theater. of the play that confused you. • Share a part of the play where you changed your thinking Working with Community and about the story or about a character. Cultural Resources • Describe details and traits of one of the characters. Benchmark: Students invigorate and broaden their under- • Once you are done, ask your partner if s/he has any ques- standing of theater through collaborative partnerships with tions. theater professionals.

Correlates to Common Core Speaking and Listening: Compre- hension and Collaboration, 1-3.1A, 1-3.1D

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I C T section 6: the atlantic legacy H EA TE R COMPANY

ATLANTIC THEATER COMPANY & ACTING SCHOOL 76 Ninth Avenue, Suite 537, New York, NY, 10011 Phone: 212-691-5919

atlantictheater.org atlanticactingschool.org

LINDA GROSS THEATER 336 West 20th Street, New York, NY, 10011

ATLANTIC STAGE 2 330 West 16th Street, New York, NY, 10011

Inspired by the Group Theater, Stanislavsky, and a passion for ensemble acting, David Mamet and William H. Macy formed the Atlantic Theater Company in 1983 with a select group of New York University Undergraduate drama students. Since its inception, Atlantic has produced more than 100 plays and garnered numerous awards, including: 12 Tony Awards, 11 Lucille Lortel Awards, 15 OBIE Awards, five Outer Critics Circle Awards, seven Drama Desk Awards, and three Drama League Awards. Noted productions include: Spring Awaken- ing, Port Authority, The Lieutenant of Inishmore, The Beauty Queen of Leenane, Boy’s Life, and American Buffalo.

The Atlantic Theater Company’s mission is to produce plays simply and truthfully, utilizing an artistic ensemble. Atlantic STOCK UP ON IVY + BEAN TITLES believes that the story of the play and the intent of its play- Copies of Ivy + Bean will be sold at the Linda Gross wright are at the core of a successful theatrical production. Theater Box Office during performances ofIvy + Bean, The Musical. The Atlantic Acting School fosters new generations of actors by passing on the tools learned from Mamet and Macy and The show runs October 18 - November 9, Saturdays by preparing students for all aspects of a career in film, tele- and Sundays at 10:30 AM. Buy tickets online at vision and theater. The Atlantic offers studies through New atlantictheater.org. York University, a full time conservatory program, part-time programs and summer workshops. Atlantic for Kids offers acting classes in an after school setting as well as summer programs for children ages 4 to 18.

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