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

Character Studies Conversations

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.

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.

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. Some ideas: • The rituals of love, courtship and marriage, then or now • Small town setting • A wedding “farce,” as Mr. Gibbs describes it • Discussion of current events of 1890-1912 • Dreaming of the future from the point of view of a character such as, George, Emily or Simon • A play with a character speaking to the audience like the Stage Manager • Going back to revisit one day in your life

Music in People’s Lives “Our Town” takes place in a time of no radios, TV or movies. Where and how would music show up in people’s lives? Where does it show up in “Our Town?” How important was music to the characters in “Our Town?” What kinds of music were popular then?

Eleanor Rigby is a song written by John Lennon and Paul McCartney, two of the Beatles. Explore how the song’s metaphors and allusions offer a different take on “Our Town.”

Read the song lyrics and listen to the song. Who is similar to Eleanor Rigby in “Our Town?” Who is different? What does the music make you feel? Who is the loneliest person in this song? Why?

Humanities: Women’s Suffrage What were the actual life spans for men and women at the turn of the century? Compare small towns to big cities. Why did so many women die young? Remember Emily? The Great War led to the successful movement for Women’s Suffrage in 1919. Do some research on the women making public speeches during this time, the topics they spoke about, and the reaction they received in small towns across America.

Character Studies Productions, Inc © 2007 Page 6 Be Editor Webb Have several students play the role of Editor Webb. Editor Webb interviews the other students in class who are playing other characters from “Our Town”. Start with Simon Stimson and conclude by writing his obituary.

Discovering the stars Find two places in the play where characters talk about the Moon. Discuss the state of astronomy knowledge expands from the era of “Our Town”.

1901 1938 Today Since 1877, the search Canals still sought (and Orbiting satellites see for canals on Mars thought to be seen) by craters, not canals on continues. astronomers on Mars Mars. Thought to be remnant Landers do not detect of civilization. life. Milky Way the only Most nebulae are distant Visible Universe only six known galaxy. All other galaxies, vastly extending percent of total matter extended objects in the the size of the Universe. and energy required by sky considered nebulae, current theories. part of the Milky Way. Some have been observed with spiral structure. Eight planets in the solar Nine planets in the solar Dozens of planets: four system, ending with system, with the gas giants, four Neptune discovery of Pluto in terrestrial planets, and 1930 many dwarf planets, including Pluto and its two satellites.

What other changes have occurred?

“Your Town” Newspaper Create a newspaper for “Your Town”. Include sections on the political, cultural and social aspects of “Your Town.” Include a front-page story about a time capsule being buried and the contents that will be in it. Include an obituary section on the back. Study the format of other obituaries and have the students write one for their newspaper that captures the life of an average person from their town.

From Stage to Screen What changes can you detect between the play version and the original film version? Do they affect the central message of the play? How? Have the students study the accompanying article from Life Magazine and the correspondence between Thornton Wilder and film producer Sol Lesser during the pre-production of the film reprinted in Theatre Arts Magazine. What level of respect did Thornton Wilder receive as a living writer getting his work produced? Would that happen today? Why or why not?

Humanities:

20th Century Changes Using examples from the play, or from your notes watching Character Studies Conversations, find instances where the following events of the early 20th century have or will affect the specific characters in “Our Town.”

Emigration

Industrialization

Science and Technology

Women’s Suffrage and Political Influence

Prohibition

Financial Panic Events

The Great War (World War I)

Character Studies Productions, Inc © 2007 Page 8 Agriculture versus Industrialization Character Studies Conversations points out that the community of Grover’s Corners was “self-sufficient due to farming.” Prove or disprove this statement. With Industrialization, are we more or less self-sufficient? Compare this development with the introduction of Globalization. Explain your answer.

Two Presidents After President William McKinley was assassinated in 1901, his Vice-President Theodore Roosevelt held the highest office in the land until 1912. • Compare the political views of these two men • Discuss President Teddy Roosevelt’s major accomplishments and compare how his years paralleled the years in “Our Town.” • Discuss the presence or impact of the Federal government on the people of Grover’s Corners • Discuss the presence or impact of the Federal government on people now.

William McKinley Theodore Roosevelt

Character Studies Productions, Inc © 2007 Page 9 Essay / Research Idea George is sixteen when the play opens. Calculate when he was born. Thornton Wilder wrote the play in 1938. How old would George have been in 1938? What was America experiencing in 1938? What major events happened in the country between the time of Emily’s death and 1938? George was part of the dominant class of people - white males - who made the decisions that ran the country. Is George typical of the men who made the decisions that created the America of 1938? Why or why not?

Internet Activities: Instant Time Capsule! Search for a time capsule website and enter your date of birth. And your mother’s and grandmother’s. What were some of the interesting things you learned? What were the prices of milk, bread and eggs? How much for gas and a car? What were the headlines of the day? What were the most popular books and music for each era? Make a time capsule for your town.

The Information Age How did the people of Grover’s Corner’s get their news? How do we? And how has the news changed? Trace the evolution of the conduits by which we receive information. Discuss the role of a newspaper editor then and now. If the residents of Grover’s Corners were isolated, does Editor Webb bear some responsibility? What is considered “news”? What was the role of government in the development of new media such as Newspapers, magazines, radio, TV, cable, Internet, etc…

Norman Rockwell and Art of the Early 20th Century When most Americans think about the turn of the last century in America, they connect “Our Town” and Norman Rockwell. Both are set in rural New England. But Thornton Wilder disliked any notion of similarity between the works. Wilder looks at the darker side of life. Would Rockwell paint Emily in the graveyard? Perhaps the more sinister German and Austrian Expressionist movement at the time would be more appropriate for the work of Thornton Wilder.

Every painting has a story that goes along with it. Research some appropriate works by Norman Rockwell, Munch, Gustav Klimt , and Egon Schiele (particularly the death bed portraits of himself and his wife who both passed away during the Spanish Flu epidemic of 1918)

When you look at a painting, ask yourself these questions. • What are the important details? • What important details are left out? • What is centered in the painting? Why? • What message is the painter trying to give me?

Q1. If you could go back to one day in your life, like Emily, what would you choose and why?

Q2. What is the American Dream? What does it mean to specific characters in “Our Town?” What does it mean to you?

Q3. What are the three dream lives of George Gibbs? Why did those dreams change? What is your dream life?

Q4. Paul Newman says, “There is a great deal of envy in today’s audience for that kind of life.” What are they envious of?

Q6. Have you seen a character speak directly to the audience before? Where and when? How did you feel about it?

Q7. If you could see one day in the lives of your parents, what day would you choose? Would you like to see your Mother at age 12?

Q8. What does George want in his life? What about Emily? Who is smarter, Emily or George?

Q9. Did George make the right career choice? Why or why not?

Q10. How did the people in the graveyard die?

Q1. If you could go back to one day in your life, like Emily, what moment would you choose and why? A1. This Answer is subjective

Q2. What is the American Dream? What does it mean to specific characters in “Our Town”? What does it mean to you? A2. Possible answers include, Getting married, starting a family, having a career, honoring your parents and leading a good life. It could also mean doing better than the generation before us - Being more educated or wealthier.

Q3. What are the three dream lives of George Gibbs? Why did those dreams change? What is your dream life? A3. George first wanted to be a baseball player, then go to school for agriculture. Then he was a farmer and family man.

Q4. Paul Newman says, “There is a great deal of envy in today’s audience for that kind of life.” What are they envious of? A4. It’s slower, had a real sense of completion, a connection to nature, and a great sense of simplicity.

Q5. Is “Our Town” still relevant? What does that mean? What are some examples of other works? What are some examples of current works that won’t be “out of style” in two years. What will be out of style? Use examples for Film, TV, or Music. A5. William Shakespeare, Henrick Ibsen, Anton Chekhov, Arthur Miller and Tennessee Williams are examples of writers. Other answers are subjective.

Q6. Have you seen a character speak directly to the audience before? Where and when? How did you feel about it? A6. Some other examples of speaking directly to the audience includes: ! “The Fantasticks” (Tom Jones and Harvey Schmidt) ! “The Glass Menagerie” (Tennessee Williams) ! “Tally’s Folly” (Lanford Wilson) ! “A View From the Bridge” (Arthur Miller) ! “The Belle of Amherst” (William Luce) ! “Into the Woods” (Stephen Sondheim and James Lapine)

Q7. If you could see one day in the lives of your parents, what day would you choose? Would you like to see your Mother at age 12? A7. This answer is subjective Q8. What does George want in his life? What about Emily? Who is smarter, Emily or George?

Character Studies Productions, Inc © 2007 Page 12 A8. Emily is book smarter but is limited by her gender to a submissive role in the relationship, and in society. Q9. Did George make the right career choice? Why or why not? A9. At the time, baseball players did not earn a great deal of money and the work was almost part-time. Also, his talent may not have been equal to professional players Remember that other player from Grover’s Corners who was even better than George? Who talks about him in the play? Q10. How did the people in the graveyard die? A10. They died from a burst appendix, pneumonia, childbirth, suicide. The first three are rarely fatal today.

The Media Timeline project http://www.mediahistory.umn.edu/time/century.html

The Library of Congress learning page http://memory.loc.gov/learn/

The Thornton Wilder Society http://www.tcnj.edu/~wilder/

The PBS series; the 1900 House http://www.pbs.org/wnet/1900house/

The PBS series; Ken Burns Baseball http://www.pbs.org/kenburns/baseball/timeline/page2.html

The Baseball Almanac http://www.baseball-almanac.com

Eye Witness to History http://www.eyewitnesstohistory.com/20frm.htm

Norman Rockwell sites http://www.nrm.org/, http://www.normanrockwell.com/

Additional resources at www.films.com

Character Studies – The Glass Menagerie

Character Studies – A Raisin in the Sun

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