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Character Studies Conversations – “Our Town” Teacher's Guide

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Character Studies Conversations – “Our Town” Teacher's Guide Character Studies Conversations Teacher’s Guide Character Studies Productions, Inc © 2007 Character Studies Conversations – “Our Town” Teacher’s Guide Introduction Character Studies Conversations is a guide to be used as a supplement to the assigned reading of the play or viewing of the production live or on tape. The conversations with artists involved with the productions of “Our Town” will give a deeper understanding of the themes contained within the story. Learning Objectives After viewing the program the students will be able to explore different views of the action in “Our Town” through the eyes of the characters in the play. The guide is divided into two categories; Arts and Humanities. By relating the action and themes in the play to history, art, theater and even science, students will gain a greater understanding and appreciation of these topics. The pre and post discussion questions serve as conversation starters or essay questions that can be assigned. Program overview This program will focus on the relationships created by the characters in “Our Town.” It is through these relationships that teachers and students will explore the art and humanities topics listed in this guide. In this program, students meet professionals who discuss the concepts addressed in Thornton Wilder’s “Our Town.” They cite their personal experiences bringing this play to life. This program points students toward the greater cultural, social and economic forces at work that shaped the play, playwright and various productions of “Our Town.” Using this guide, you can address topics including language arts, social studies, women’s studies, science and technology, politics and media. Character Studies Productions, Inc © 2007 Page 1 Main Topics The main topics covered in this Character Studies Conversation are: Topic 1: Introduction – the basics of this classic American play. This section discusses the story and the characters that comprise Thornton Wilder’s play. Topic 2: How do all these characters relate to each other? Who are the people we are introduced to and what are their place Grover’s Corners? This section discusses the nature of the relationships that hold the people in this story together. Topic 3: Where does this story fit within this era? This section looks at the implications of setting this story in a small New England town at the start of the 20th century. This section also discusses the time period in which the play was written. Topic 4: What impact did this play have on the world of theatre and is there a universal message we can take from this play? This section shows the impact this production had not only in the world of theater, but also to other forms in the performing arts. It also discusses the impact on our national identity. You can relate the experiences of the characters to our own, people sharing the same world, the cycles of birth, love and death that seem to be so unique, but are experienced by all of us. Character Studies Productions, Inc © 2007 Page 2 Fast Facts • By the end of the first decade in the 20th century, 76,000,000 Americans lived in 46 states • By 1909, 1% of all business firms produced 44% of all manufactured goods. • The richest 1% owned 47% of national property and received 15% of the annual national product. • Between 1/2 and 1/3 of the population lived in poverty in the early 20th century. • In the 1900’s more than 1/3 of Americans lived on farms. • Only 1/3 of children enrolled in primary school and less than 1/10 of them finished high school. • 4 million laborers worked 54-60 hours a week, and half a million worked 60- 72 hours a week. • The craft union movement grew from ! million in 1900 to 1 ! million by 1904 and 2 million by 1914. • An average worker made $12.98 for a 59-hour week. • Infant mortality: in 2002, 7 out of every 1,000 babies died at childbirth. In 1902, it was 1 in 10. (Children’s Bureau Studies, 1915-1923). • The 16th Amendment to the Constitution, setting up the Federal Income Tax Act, was passed in 1909 and ratified in 1913. • The doctrine of Manifest Destiny, our duty to impose civilization and justice on backward territories, created the structure for the modern army and thus modern war. • In 1907, Oklahoma became a state. • In 1912, New Mexico and Arizona became states. • In 1902, Cuba gained its independence from Spain. • The Hay-Bunau-Varilla Treaty was signed on November 18, 1903 (two weeks after Panama's independence from Colombia). • In 1905, President Theodore Roosevelt brokered a settlement of the Russo- Japanese war. Japan gained control of Korea. • The average life expectancy in 1910 was 47.3 for white women, 46.3 for white men and 33 for African-Americans. • Only the Bible was read more than the Sears-Roebuck and Montgomery Ward catalogs. • Baseball teams became segregated during this era. Character Studies Productions, Inc © 2007 Page 3 Vocabulary basalt: The dark, dense igneous rock of a lava flow or minor intrusion, composed essentially of labradorite and pyroxene and often displaying a columnar structure. devonian: Of or belonging to the geologic time, system of rocks, or sedimentary deposits of the fourth period of the Paleozoic Era, characterized by the development of lobe-finned fishes, the appearance of amphibians and insects, and the first forests. heliotrope: A plant which turns its flowers and leaves to the sun from the Greek heliotropion, from helios "sun" + tropos "turn." hollyhocks: A tall plant native to the Middle East and widely cultivated for its showy clusters of very large, variously colored flowers. mesozoic: Of, belonging to, or designating the era of geologic time that includes the Triassic, Jurassic, and Cretaceous periods and is characterized by the development of flying reptiles, birds, and flowering plants and by the appearance and extinction of dinosaurs. Noh theater: An ancient form of Japanese theater. The Japanese Noh also antedates many developments in contemporary theater, such as no scenery, symbolic use of props and the appearance of non-actors on the stage phosphate: A soda fountain drink made by blending carbonated water with flavored syrup. pince-nez: A pair of glasses held on the face by a spring that grips the nose proscenium: The part of a theater stage between the curtain and the orchestra (i.e., in front of the curtain) or the wall that separates the stage from the auditorium in a theater. outcropping: The part of a rock formation that appears above the surface of the surrounding land. savant: Someone who has been admitted to membership in a scholarly field. shale: A rock of fissile or laminated structure formed by the consolidation of clay or argillaceous material. shoji screens: Japanese home and theatrical furnishings used as room dividers. vestiges: A visible trace, evidence, or sign of something that once existed but exists or appears no more. Character Studies Productions, Inc © 2007 Page 4 Pre-program discussion questions: Arts: 1. Where is Grover’s Corners? When does “Our Town” take place? Do you think this is important? Why or why not? 2. What does George want in his life? What about Emily? Who is smarter, Emily or George? 3. Did George make the right career choice? Why or why not? What are the hopes and dreams of the women of Grover’s Corners? 4. How did the people in the graveyard die? 5. What things change in Grover’s Corners? What things do not? Humanities: 1. Who was president when “Our Town” Takes place? When “Our Town” was written? 2. What were the roles of women and men in the years between 1890 and 1912? 3. What was the difference between a small town and a big city during this period? 4. How might Grover’s Corner’s look today? 5. What kinds of media was available to people in small towns then? And now? Post-Program discussion questions: Arts: 1. Is Thornton Wilder’s view of small town life positive or negative? Can it be both? 2. Why is Emily unhappy when she tries to relive part of her life after she dies? 3. What are the children’s relationships to the adults and to each other? 4. What were the most and least important things in life to the people of Grover’s Corners? 5. What do you think the purpose was of having an obvious “staged” play? Humanities: 1. What is the American Dream? What does it mean to specific characters in “Our Town?” What does it mean to you? 2. Eric Stoltz says, “A limited worldview is both oppressive and freeing at the same time.” What does that statement mean to you? 3. How did the outside events of the world affect the characters in “Our Town?” 4. How much is your town like “Our Town?” How is it different? 5. Have you seen a character speak directly to the audience before? Where and when? How did you feel about it? Character Studies Productions, Inc © 2007 Page 5 Group Projects: Arts: Three-Minute Plays – Turn ordinary life into drama! When Thornton Wilder was in high school, he began writing what he called "Three Minute Plays for Three Persons." They each last three minutes, and involve three characters, and all have a distinct story to tell with a beginning, middle and end. Have the students try their hand at writing a "Three Minute Play for Three Persons." Then cast the play so that it can be read aloud in class. They can choose their own subject matter, or use some ideas from “Our Town” or Character Studies Conversations.
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