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Parliament Square by James Fritz

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Parliament Square by James Fritz by James Fritz Parliament Square Registered Charity: 270080 Education Pack 2 Introduction This includes political context, Parliament Square is a powerful production photography, discussion examination of the consequences of points and exercises that have been being alienated from a political system. devised to unpack the play’s themes and What does it take to provoke change? stylistic devices. In line with the national Will our quest to change society take us curriculum, Parliament Square would be to dark places? a suitable live theatre production for PARLIAMENT analysis. It will also provide an invaluable These are questions that the winner resource for students who are focusing of the Judges’ Award in the 2015 on new writing and theatre productions Bruntwood Prize, James Fritz explores based on politics and activism. in Parliament Square. The resources, research and information in this study The play will provoke students to ask pack are intended to enhance your pertinent questions, think critically, and understanding of Parliament Square develop perspective and judgement. and to provide you with the materials If you have any further questions please SQUARE to assist students in both the practical don’t hesitate to get in touch with study of this text and in gaining a deeper Holly Smith on 020 8743 3584 or at Cross-Curricular: Drama and Theatre Studies, Art & Design, understanding of this new play. [email protected] Music, English Language, English Literature, Politics and PSHE Key Stages 4 & 5 Contents Introduction 2 Classroom Exercise 4: Types of 10 Change Synopsis 3 Political and Social Context 11 Classroom Exercise 1: Reflecting on 4 the production Interview: James Fritz, Playwright 12 Classroom Exercise 2: Building New 6 Worlds Resources and links 13 Classroom Exercise 3: Performing 7 Protest Interview: Jude Christian, Director 8 Esther Smith (Kat). Photo: Helen Murray Synopsis 3 “The world’s crying out for someone to do this” PARLIAMENT SQUARE Catherine, Parliament Square A young woman called Kat leaves her family behind one day, andtravels to London to commit a dramatic and selfless act of protest in Parliament Square. Moved to take a stand by the state of the world and all that she has seen in the news, Kat decides to take drastic personal action and set herself on fire, as a scream against the injustices of the world. The play explores Kat’s internal struggle in deciding to commit this act and then the repercussions of her decision on both herself and those around her. The wider themes of the show provoke CREATIVES & CREW audiences to consider what acts of Joanne Howarth (Mum). Photo: Helen Murray protest are and what they mean. What can one individual do to effect change? Playwright James Fritz And where do we choose to draw the line between absolute commitment and Director Jude Christian dangerous obsession? Designer Fly Davis CAST (in order of appearance) Lighting Designer Jack Knowles Voice/Jo Lois Chimimba Ben and Max Kat Esther Smith Sound Designers Ringham Tommy Damola Adelaja Movement Jennifer Jackson Doctor/ Jamie Zubairi Director Announcer/ Friend/ Assistant Amy Hailwood Stranger/Taxi Director Driver) Kelly Hotten Casting Directors Jerry Knight- Physio/Colleague/ Smith CDG & Ticket Vicky Richardson Woman/Friend) Joanne Howarth Stage Manager Sophie Tetlow Mum Seraphina Beh Deputy Stage Hannah Phillips Catherine Manager Jamie Zubairi (Doctor) and Esther Smith (Kat) clasroom exercise #1 4 Reflecting on the production Each group should write their chosen area of the production as a heading on their flip chart paper. Each group then Curriculum links: Drama, Art & Design, has five minutes to brainstorm thoughts Music and comments around their assigned areaof the production, noting them in a Time: 20 minutes spider diagram on their flip chart paper. Materials: Flipchart paper and pens After five minutes each group must pass their paper onto the next group and Use this exercise to get your students repeat this process until every group responding to work that they have seen has commented on all areas of the onstage. This tool enables students to production listed by the class. respond to any piece or dance, theatre or live performance that they have seen. These sheets can then be photocopied and handed out. You could also put Organise the class into groups of 4 or the sheets up in the classroom for 5 and give each group a large sheet of inspiration when discussing the paper and some pens. production. Write the name of the production on the whiteboard, then assign each group an area of the production to explore including: • The set and staging • Directing • Costume • Music and Sound • Acting • Themes of the play Damola Adelaja (Tommy) and Esther Smith (Kat) 5 classroom exercise #2 6 Building New Worlds Curriculum Links: Drama, History, Session 1: Manifestos As a starting point, students can begin English Literature and Politics by completing the following three Begin by discussing with your class the statements: Time: 1 hour session term ‘manifesto’. We intend to… Resources: Pens, flip chart, paper and A manifesto is a statement where you We believe that… Classroom Space. can share your: The change we want to make is… In the future we hope to see… Use this exercise to get students thinking • Intentions (what you intend to do). about political systems, historical acts of • Opinions (what you believe, your Tips for students: protest and develop their debating and stance on a particular topic). public speaking skills. • Vision (the type of world that you Your primary goal is to make your dream about and wish to create). audience “feel” something. Parliament Square presents us with a world in which things ‘get worse’. Kat Discuss what issues are facing your Hope. Frustration. Excitement. Curiosity. wants to make a change, but her action students or their families in their local Whatever “feeling” you want to convey. changes little but her own life. area? It might be employment, housing, So how does change actually come living conditions, education or any other about? issues. Ask for some examples of what would go into their manifesto for the Various governments, nation states area. and countries have established laws and norms in society. Usually, the Now put the students into groups of 4 foundational basis of these norms is or 5 and give them each a piece of flip rooted in constitutions or manifestos. chart paper and a pen. For example, the American Constitution Give each group 20 minutes to write a which was written in 1788 included manifesto of change for their local area 7 articles including the right to bear and a name for their political party. arms. But governments and countries are not the only entities that produce Have the groups present their manifesto manifestos or constitutions. In 1972, the to each other, and then ask the groups to Native American community produced vote for which political party they most treaty asserting their rights, beliefs and agree with. contentions which they presented to the Minnesota state government in the You can extend this exercise by creating United States. a Classroom manifesto which define the rules and expectations of the classroom experience. classroom exercise #3 7 Performing Protest Ask the students what a poem looks like. Show them a way of patch working a poem together Curriculum Links: English Literature: Creative Writing using the extract from Parliament Square. For example: Time: Two 1 hour sessions The World is Crying Resources: Open space, computers/internet and pens/paper and Use this exercise to develop students creative writing skills and to interact with texts in a new way. I’m a fiery little asterisk The arts have had a huge role to play in social change and social movements across the See me on fire, a women world. Often, theatre, music and poetry are sites of the frustrations of marginalised peoples and become the songs we enjoy, the plays we discuss and even the movies we Stop the rot. watch. In the U.S, UK and indeed across the world, Hip Hop is a musical genre which is steeped in protest. Hip Hop has its origin in the project (social housing) of the Bronx, And the world gets better. Imagine that. New York, and took as its subject for social change, the appalling poverty that many black communities were living in in 1970’s New York. Just imagine that.” Facilitate a discussion on some of the concerns your students have about their local area, Ask students to devise their own stanzas or short poems using Catherine’s monologue the country or the world at large. Use this exercise to explore the political concerns of above. They can remove as many lines as they want, play with form and turn the narrative’s your students and help develop their creative writing skills. meaning upside down. Students can share some of their pieces once finished. Session 1: Found Poetry Session 2: Performing Protest Ask students to read the following extract from Parliament Square: Based off the last session, ask students to take one concept from the patch-worked poems they’ve written to produce their own original writing. CATHERINE: One of the common refrains used in the play which anchors the central theme is; “And “Because I’m here now doing this and maybe me doing this is the thing that will change the the world gets worse.” Ask the students to construct their own original poems, using world. Or maybe I’ll just change one of those people watching. Change that girl over there this line as their stimuli. These can take any form and style. They could use rhyme or not, that man over there that woman there and maybe they’ll be the ones who change something write a rap or a haiku, be serious or more tongue in cheek.
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