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WRITTEN BY JEFFREY HATCHER

DIRECTED BY DAVID ESBJORNSON

BASED ON THE -WINNING BOOK BY JOHN KENNEDY

IN TOOLE

NICK OFFERMAN

A CONFEDERACY OF DUNCES

CURRICULM GUIDE TABLE OF CONTENTS

Standards 3

Guidelines for Attending the Theatre 4

Artists 5

Themes for Writing & Discussion 7

Mastery Assessment 10

For Further Exploration 12

Suggested Activities 15

Poetry Out Loud 17

© Huntington Theatre Company , MA 02115

November 2015

No portion of this curriculum guide may be reproduced without written permission from the Huntington Theatre Company’s Department of Education & Community Programs

Inquiries should be directed to: Donna Glick | Director of Education [email protected]

This curriculum guide was prepared for the Huntington Theatre Company by: Pascale Florestal | Education and Community Associate with contributions by: Donna Glick | Director of Education Alexandra Truppi I Manager of Curriculum & Instruction COMMON CORE STANDARDS IN ENGLISH LANGUAGE ARTS

STANDARDS: Student Matinee performances and pre-show workshops provide unique opportunities for experiential learning and support various combinations of the Common Core Standards for English Language Arts. They may also support standards in other subject areas such as Social Studies and History, depending on the individual play’s subject matter. Activities are also included in this Curriculum Guide and in our pre-show workshops that support several of the Massachusetts state standards in Theatre. Other arts areas may also be addressed depending on the individual play’s subject matter.

Reading Literature: Key Ideas and Details 1 • Grades 11-12: Analyze the impact of the author’s choices regard- ing how to develop related elements of a story or drama (e.g., • Grade 8: Cite the textual evidence that most strongly supports where a story is set, how the action is ordered, how the charac- an analysis of what the text says explicitly as well as inferences drawn from the text. ters are introduced and developed). • Grades 9-10: Cite strong and thorough textual evidence to sup- Reading Literature: Craft and Structure 5 port analysis of what the text says explicitly as well as inferences • Grades 9-10: Analyze how an author’s choices concerning how drawn from the text. to structure a text, order events within it (e.g., parallel plots), and • Grades 11-12: Cite strong and thorough textual evidence to sup- manipulate time (e.g., pacing, flashbacks), create such effects as port analysis of what the text says explicitly as well as inferences mystery, tension, or surprise. from from the text, including where the text leaves matters • Grades 11-12: Analyze how an author’s choices concerning how uncertain. to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic Reading Literature: Key Ideas and Details 2 resolution) contribute to its overall structure and meaning as • Grade 8: Determine a theme or central idea of a text and well as its aesthetic impact. analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an Reading Literature: Craft and Structure 6 objective summary of the text. • Grade 8: Analyze how differences in the points of view of the • Grades 9-10: Determine a theme or central idea of a text and characters and the audience or reader (e.g., created through the analyze in detail its development over the course of the text, use of dramatic ) create such effects as suspense or humor. including how it emerges and is shaped and refined by specific • Grades 11-12: Analyze a case in which grasping point of view re- details; provide an objective summary of the text. quired distinguishing what is directly stated in a text from what • Grades 11-12: Determine two or more themes or central ideas of is really meant (e.g., , sarcasm, irony, or understatement). a text and analyze their development over the course of the text, including how they interact and build on one another to produce Reading Literature: Integration of Knowledge and Ideas 7 a complex account; provide and objective summary of the text. • Grade 8: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or Reading Literature: Key Ideas and Details 3 script, evaluating the choices made by the director or actors. • Grade 8: Analyze how particular lines of dialogue or incidence in • Grades 9-12: Analyze multiple interpretations of a story, drama, a story or drama propel the action, reveal aspects of a character, or poem (e.g. recorded or live production of a play or recorded or provoke a decision. or ), evaluating how each version interprets the • Grades 9-10: Analyze how complex characters (e.g. those with source text (Include at least one play by Shakespeare and one multiple or conflicting motivations) develop over the course of play by an American dramatist). a text, interact with other characters, and advance the plot or develop the themes.

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 3 MASSACHUSETTS STANDARDS IN THEATRE

ACTING • 2.8 — Improvise characters, dialogue, and actions that focus on the development and resolution of dramatic conflicts (By the end • 1.7 — Create and sustain a believable character throughout a of Grade 8). scripted or improvised scene (By the end of Grade 8). • 2.11 — Read plays from a variety of genres and styles; compare and • 1.12 — Describe and analyze, in written and oral form, characters’ contrast the structure of plays to the structures of other forms of wants, needs, objectives, and personality characteristics (By the literature (Grades 9-12). end of Grade 8). • 1.13 — In rehearsal and performance situations, perform as a TECHNICAL THEATRE productive and responsible member of an acting ensemble • 4.6 — Draw renderings, floor plans, and/or build models of sets (i.e., demonstrate personal responsibility and commitment to for a dramatic work and explain choices in using visual elements a collaborative process) (By the end of Grade 8). (line, shape/form, texture, color, space) and visual principals (unity, • 1.14 — Create complex and believable characters through the variety, harmony, balance, rhythm) (By the end of Grade 8). integration of physical, vocal, and emotional choices (Grades • 4.13 — Conduct research to inform the design of sets, costumes, 9-12). sound, and lighting for a dramatic production (Grades 9-12). • 1.15 — Demonstrate an understanding of a dramatic work by developing a character analysis (Grades 9-12). CONNECTIONS • Strand 6: Purposes and Meanings in the Arts — Students will Demonstrate increased ability to work effectively alone and • 1.17 — describe the purposes for which works of dance, music, theatre, collaboratively with a partner or in an ensemble . (Grades 9-12) visual arts, and architecture were and are created, and, when READING AND WRITING SCRIPTS appropriate, interpret their meanings (Grades PreK-12). • 2.7 — Read plays and stories from a variety of cultures and • Strand 10: Interdisciplinary Connections — Students will apply historical periods and identify the characters, setting, plot, theme, their knowledge of the arts to the study of English language arts, and conflict (By the end of Grade 8). foreign languages, health, history and social science, mathematics, and science and technology/engineering (Grades PreK-12).

AUDIENCE ETIQUETTE

Attending live theatre is a unique experience with many valuable educational and social benefits. To ensure that all audience members are able to enjoy the performance, please take a few minutes to discuss the following audience etiquette topics with your students before you come to the Huntington Theatre Company. • How is attending the theatre similar to and different from going to the movies? What behaviors are and are not appropriate when seeing a play? Why? • Remind students that because the performance is live, the audience’s behavior and reactions will affect the actors’ performances. No two audiences are exactly the same, and therefore no two performances are exactly the same — this is part of what makes theatre so special! Students’ behavior should reflect the level of performance they wish to see. • Theatre should be an enjoyable experience for the audience. It is absolutely all right to applaud when appropriate and laugh at the funny moments. Talking and calling out during the performance, however, are not allowed. Why might this be? Be sure to mention that not only would the people seated around them be able to hear their conversation, but the actors on stage could hear them, too. Theatres are constructed to carry sound efficiently! • Any noise or light can be a distraction, so please remind students to make sure their cell phones are turned off (or better yet, left at home or at school!). Texting, photography, and video recording are prohibited. Food, gum, and drinks should not be brought into the theatre. • Students should sit with their group as seated by the Front of House staff and should not leave their seats once the performance has begun.

4 A CONFEDERACY OF DUNCES CURRICULUM GUIDE ARTISTS

tuning it.” Like other adapters, Hatcher has had to sacrifice certain elements of the original work in order to serve the primary story. Hatcher admits, “You simply have to betray them for the sake of time and interest. The important part is to keep the thematic idea and central notions intact.”

In addition to adapting A Confederacy of Dunces, Hatcher recently completed an adaptation of ’s satirical tale A Connecticut Yankee in King Arthur’s Court, which had its first production in the spring of 2015 at the Guthrie Theater in Minneapolis, Minnesota. His most recent film adaptation premiered in July 2015; Mr. Holmes, starring Sir Ian McKellan, is a film adaptation of Mitch Cullen’s book A Slight Trick of the Mind which follows the final years of the famous detective Sherlock Holmes as he tries to solve his final case. Hatcher has also written screenplays for Casanova, The Duchess, and Stage Beauty, a film adaptation of his original play Compleat Female Stage Beauty.

Although Hatcher may be considered the Master of Adaptations, he has also written many original works that have been performed on Broadway, Off Broadway, and in regional theatres across the country and abroad. Some of Hatcher’s original works include Three Viewings, Scotland Road, A Picasso, Neddy, Korczak’s Children, and Mercy of a Storm. Hatcher also wrote the book for the Broadway musical Never Gonna Dance. Playwright Jeffrey Hatcher QUESTIONS: 1. What are the challenges of adapting a famous literary work into JEFFREY HATCHER — PLAYWRIGHT a script for stage or screen? Jeffrey Hatcher is no stranger to the world of adaptations. Not only 2. List some book-to-play or book-to-film adaptations you are has he adapted for the stage, he is also well-known for his familiar with. Were these adaptations successful? Why or why television and film adaptations; some critics have even referred not? to him as a Master of Adaptations. So when it came time to adapt A Confederacy of Dunces, Hatcher was up to the challenge 2. How would you feel if there was going to be a stage adaptation of transforming the cult classic and Pulitzer Prize winner, even of your favorite book? Would your love of the book influence though it initially seemed an impossible task. Hatcher is one of how you judged the adaptation? Or would you be able to many writers who have attempted to adapt the novel, but unlike evaluate the adaptation as an individual work? How do you think others, Hatcher found a home on the stage for his version of A this adaptation of A Confederacy of Dunces will be received by Confederacy of Dunces. Hatcher explained the challenges he faced fans of the novel? with this project: NICK OFFERMAN: FROM “ Adapting ’s A Confederacy of Dunces TO IGNATIUS J. REILLY into a play has been like wrestling Ignatius Reilly to the stage. The book is famously picaresque, episodic and Pawnee, Indiana may be an unfamiliar place for many people, digressive but the digressions are often the point. What but for the fictional character Ron Swanson and the fans of the I think we’ve arrived at is a play that focuses on the television show “,” Pawnee is home. Actor characters — Ignatius, his mother Mrs. Reilly, Burma Jones, Nick Offerman is well known for his breakout role as Ron Swanson Myrna Minkoff — without losing any of the book’s color, on the hit television show, which focuses on a group of employees atmosphere and humor.” in the fictional town of Pawnee’s Parks and Recreation Department and follows them through the trials and tribulations of government Although Hatcher wrote a complete draft of his A Confederacy of work. The show uses satire to poke fun at local government Dunces adaptation, he realizes that there may be some necessary and the ignorance most citizens have about the inner workings changes as the play develops in Boston. Hatcher states: “In terms of a local government agency. Famous comedian and former of writing, that project is done for now, but I’m sure as we go “Saturday Night Live” cast member led the “Parks into the rehearsal process, I’ll be making some changes and fine and Recreation” cast as , the perky and determined

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 5 deputy director of the parks so many shared qualities it seems as though the role of Ignatius department, while Offerman Reilly could have been written for Nick Offerman. Offerman is played the macho anti- also delighted to be returning to the stage, the place where he government and meat-loving began his acting career. Originally from Illinois, Offerman began his parks director Ron Swanson. professional life in Chicago where he worked with premier theaters such as Steppenwolf Theatre Company, the Goodman Theatre, Many critics say that Wisdom Bridge, and many others. In a New York Times article Offerman’s portrayal of Ron announcing his role, Offerman stated: “I am simply tumescent at Swanson is what inspired the prospect of assaying the character of Ignatius J. Reilly theatre producers to cast him with our team of magnificent and weird artistic champions.” as Ignatius Reilly. Although the characters are from two QUESTIONS: completely different worlds 1. Research Nick Offerman’s acting career, both on stage and and time periods, Ron and screen. What qualities are shared by the roles he has played? Ignatius seem to share a What makes Nick Offerman a good fit for the role of Ignatius J. Nick Offerman common worldview. Offerman Reilly? has stated, “It seems only fitting that I should follow seven seasons of Ron Swanson’s beef 2. Research roles that Nick Offerman played that are against with the pudding of [ John Kennedy] Toole’s corpulent the type of Ignatius Riley and Ron Swanson. What are some fop.” So how similar are these characters, really? Throughout things you notice about Nick Offereman’s performance as these the seven-season run of “Parks and Recreation,” Ron Swanson characters? expresses his views on the uselessness for the government and 3. What are some of the advantages and disadvantages of casting demonstrates a healthy disregard for the law, citing his position of a famous actor in an iconic role, rather than an actor who is Parks Director and American citizenship as motivations. Swanson largely unknown? says, “I think that all government is a waste of tax payer’s money. My dream is to have the park system privatized and run entirely for profit by corporations, like Chuck E. Cheese. They have an impeccable business model.”

In A Confederacy of Dunces, Ignatius is known for defying conventional ideals and his frank and inappropriate outspoken beliefs are very similar to the character of Ron Swanson. With

SUGGESTIONS FOR FURTHER READING

CULT CLASSICS A Confederacy of Dunces by John Kennedy Toole Infinite Jest by David Foster Wallace 1984 by George Orwell by Lee by J.D. Salinger

OTHER WORKS BY JEFFREY HATCHER Mercy of a Storm WORKS BY ACTOR NICK OFFERMAN Neddy, Korczak’s Children Gumption: Relighting the Torch of Freedom with America’s A Picasso Gutsiest Troublemakers Scotland Road Paddle Your Own Canoe: One Man’s Fundamentals for Three Viewings Delicious Living

6 A CONFEDERACY OF DUNCES CURRICULUM GUIDE THEMES FOR WRITING & DISCUSSION

WORK ETHIC Hard work pays off! Work Hard, Play Harder! Work Hard, Dream Big! Keep Calm and Work Hard!

In life’s journey, one encounters many slogans, phrases, and inspirational quotes about the importance of hard work. But what happens when you don’t work hard? What does it mean to have good work ethic? Jeffrey Hatcher’s adaptation of John Kennedy Toole’s novel A Confederacy of Dunces introduces audiences to multiple perspectives on work ethic and the rewards and consequences that may follow. The novel A Confederacy of Dunces won much acclaim as a literary tribute to the working man. Throughout the novel and play, we encounter characters struggles with finding gainful employment and then keeping the job. A good work ethic relies on the idea that hard work is intrinsically virtuous or worthy of reward; as we follow the characters throughout A Confederacy of Dunces, we notice that not all of them are in Ron Swanson (Nick Offerman) and Leslie Knope agreement with this concept. (Amy Poehler) in “Parks and Recreation”

One of the prime examples of a character who lacks a good work Ignatius strongly believes that he was more than qualified to work ethic is Ignatius J. Reilly, the outspoken and extremely intelligent at the school and maybe even wasted his time applying for a protagonist of the play. From the moment Ignatius is introduced, position at a university that was also too far from home. it is clear that he is very smart, complicated, and following his own rules. He is quick to let people know what he thinks even In today’s world the common wisdom says that success can only if it might be offensive or inappropriate to the situation, and he be achieved through hard work. African-American educator and is always ready to challenge “the man” or any higher authority. author Booker T. Washington stated, “Nothing ever comes to one Though Ignatius is extremely intelligent he evidently has a that is worth having, except as a result of hard work.” Washington’s major philosophical conflict with the concept of work, which is quote reinforces the timeless ideal that nothing worth having contradicted by his love for knowledge and power. When Ignatius comes easily, a view directly related to the concept of “The is questioned by Patrolman Mancuso about his resistance to work, American Dream.” Ignatius Reilly, however, has a different view. Ignatius responds with the observation that “employers sense in me a denial of their values, forced to function in a century I loathe. QUESTIONS: I am a delightful anachronism. People realize this and resent it.” 1. Why does Ignatius have such difficulty acquiring a job? An anachronism is a person or thing that belongs to a time period 2. a. In addition to a strong work ethic, what other qualities are other than that in which it exists. Ignatius’s belief that he doesn’t necessary to achieve success in life? belong to the 20th century, where one must work hard in order to prosper, seems to be at the center of his problems. It took him b. Is Ignatius a successful person? Why or why not? eight years to earn his master’s degree, which according to his 3. What do you imagine the path to your own success will look mother has not reaped any reward for him or . “All he like? How will you achieve it? What obstacles do you think does is lay around and insult me,” says Mrs. Reilly. you may face? Ignatius devotes significant time to defending his level of intelligence. He rejects the jobs he has been offered, describing IGNORANCE, JUDGMENT, AND PERCEPTION them as menial and degrading, and declaring that he is too How much do we know about current world events and the superior for that type of work. “Do you really think I would lower experiences of those who are different from ourselves? Do we myself to do menial laboring?” he asks. However, Ignatius’s really understand how our government works? As technology negative view of work is not only targeted at blue collar jobs but continues to advance, our methods of acquiring knowledge positions in higher education as well, which seems ironic coming have shifted from copious hours of library research to the from a man who considers his knowledge to be his most valuable instant gratification of Google. Some say that it is this shift in attribute. In a story he recounts to Darlene at the infamous Night technology that has caused more bias and prejudgment in the of Joy Bar, Ignatius recounts his adventures in Baton Rouge, world. Others cite a cultural lack of motivation to think critically where he traveled to interview for a position at a university: “My and spend time actually learning. Whatever a person’s reasons for tale begins with an invitation. I had applied for a position at a not understanding something, it is clear that ignorance is a real university beneath my talents but beyond my walking distance.” challenge in modern times.

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 7 Ignorance is defined as having a lack of knowledge or “You learned everything at them colleges and universities except information about a topic, but what does it really mean to be how to treat a human being,” she says. Ignatius’s rebuttal to his ignorant in life? When people are ignorant about a particular mother’s argument is that “It is not in your nature to be treated topic, they may also be uninterested in the topic’s importance nicely. You’re an overt masochist. Nice treatment will only confuse or relevance to their own experiences. This lack of interest is a you.” Ignatius’ pre-judgment is also demonstrated through his view major theme and catalyst for the characters actions and comedy of work and his belief that he is a superior human being who does of A Confederacy of Dunces. The title of the book even alludes not need to work in order to prosper. to the characters’ ignorance; the term “dunce” is not commonly used in today’s society, but it is a synonym for “dumb,” “stupid,” QUESTIONS: or simply “slow at learning.” Toole’s characters’ ignorance is at 1. Why do you think Ignatius is ignorant about how to behave in the core of what makes them “dunces” and leads them into many social situations? complicated situations because of it. 2. A Confederacy of Dunces clearly depicts the power of knowledge and how quickly biases can spread through a community. Many of the characters in A Confederacy of Dunces are not only Ignorance is used as a comedic tool in the play but the points the misinformed about the world but also continue to perpetuate the show makes about the dangers of ignorance in the real world are spread of inaccurate information to others. One of these characters very serious. Identify two or three moments in the play in which is Claude Robichaux, the suitor of Mrs. Reilly. Claude Robichaux comedy is used to demonstrate the dangers of ignorance. attempts to interrupt Patrolman Mancuso’s arrest of Ignatius and proclaims to the crowd that Mancuso is a communist. He declares 3. What does the saying, “ignorance is bliss” mean? that “ was never like this before all the Communists 4. What current topics are people ignorant or misinformed about took over.” Robichaux’s claim that Mancuso and the other officers today? Why are they ignorant? Is there any subject or current are communists is incorrect, as America is a democracy and has event you claim to understand but may not be as fully informed never been led by the Communist Party. Robichaux is tapping into about as you’d like? Americans’ historical fear of communism, rooted in a period called 5. Why has the word “dunce” fallen out of use? the Red Scare in the first half of the 20th century. Toole wrote the novel in 1963 and although the Red Scare was essentially over, RACIAL INJUSTICE Robichaux’s adamant accusation represents the way ignorance can transform speculation and hysteria into inaccurate beliefs. In There are many forms of inequality in the world but the common his stage adaptation, playwright Jeffrey Hatcher also deliberately thread among them all of is of treating others spells “communist” as “communiss” in the script as a pronunciation differently because of some aspect of who they are. History has clue for the actor playing the role. taught us that this sort of belief system is likely to lead to hate and bloodshed. Playwright Jeffrey Hatcher and author John Kennedy Claude Robichaux is not the only character whose ignorance is Toole explore racial inequality in the jazz-soaked New Orleans on display. Mr. Gonzalez, the Levy Pants factory’s office manager, setting of A Confederacy of Dunces. also demonstrates ignorance about the mental health needs of The characters Burma Jones, Mr. Watson, and the factory workers the elderly. When Ignatius arrives at the Levy Pants factory, he experience racial inequality throughout the entire play. Though meets Miss Trixie, who is believed to be the company’s longest- they are not brutally punished or mistreated, it is clear that tenured employee. Her odd practice of asking Mr. Gonzalez for a because of their race they are treated differently from others. boiled ham and mistaking Ignatius as her former coworker, Gloria, When Claude is arrested and taken to the police station, he indicate to the audience that she is suffering from some form of encounters Burma Jones, an African-American man who has been memory loss and perhaps should have retired by now. Yet rather wrongfully convicted of a crime. As Claude enters the station, than offering assistance, Mr. Gonzalez keeps her working on staff Burma comments: “Whoo-ee Po-lice mus be gettin desperate now. because according to her Miss Trixie’s psychiatrist (who happens They pickin up color people all the time for doin’ nothing.” Burma’s to be Mrs. Levy’s cousin) work is what is best for her mental and claim that African-Americans are more likely to be arrested for physical well-being. simply “being black” than a white person is for actually committing a crime indicates that racial profiling is a problem in their When it comes to the central character of Ignatius J. Reilly, community. Racial profiling occurs when someone in a position playwright Jeffrey Hatcher and author John Kennedy Toole of authority assumes a person of color has committed a crime play with the relationship between ignorance and perception. or done something wrong based on . When Claude They give Ignatius a sophisticated vocabulary that suggests he explains to Burma that he was arrested for calling a police officer is highly educated and therefore cannot be ignorant, but Ignatius a communist, Burma replies, “I call a po-lice a cawmniss, my ass clearly does not understand many social constructs and cues. be in Angola now.” Burma’s comment exposes the racial inequality Is he ignorant or merely naïve? Ignatius is quick to speak whatever of his community and indicates that if an African-American were is on his mind regardless of how it might affect others. When Mrs. to call a police officer a communist or anything possibly offensive, Reilly reveals to Ignatius that Claude Robichaux has paid for his they would end up in jail without due process. medical bills he is offended by Robichaux’s generosity. “I will not have that man paying my medical bills,” Ignatius angrily declares. Unlike the other African-American characters in the play, Burma “I shall go back to the hospital until honest money buys my is very vocal regarding the mistreatment he faces. When Burma freedom.” Mrs. Reilly later confronts Ignatius about his tone: finds himself at the Night of Joy club asking Lana Lee for a job,

8 A CONFEDERACY OF DUNCES CURRICULUM GUIDE New Orleans, early jazz band

Lana Lee offers him a custodial position. Burma initially objects paid merely half of Ignatius’s own wage. The disproportionately to the job, not just because of its low pay but on the grounds low pay Mr. Watson receives for his hard work is an example of that it is a stereotypical job for an African-American. “They the modern slavery Burma Jones referred to earlier in the play. got me workin modern slavery. If I quit I get report for being a Ignatius, however, does not see the connection. He goes on to vagran. If I stay, I’m gainfully employ on a salry ain even minimal claim that he identifies with Negroes and that he even envies wage. What I sposed to do bout such a sityation?” Burma’s them. “Of course my exile is voluntary while an alarming number assertion of slavery implies that even though the institution of of contemporary Negros aspire to become active members of American slavery was over a century ago, African-Americans are the middle class,” he comments to Mr. Watson. “Well, although still treated as second class citizens. With such racial disparities such striving makes me question your values, I still far prefer the in the world, people of color are more likely to have lower paying company of Negroes like yourself to that of middle class whites. jobs than their white counterparts. This second class citizenship is The terror your race is able to inspire in the white proletariat? not only a challenge for Burma Jones but also for the workers in I envy it.” Ignatius demonstrates his ignorance of the plight the Levy Pants factory. African-Americans face on a daily basis. Ignatius’s belief that African-Americans inspire terror in white people is proof of the As Ignatius grows increasingly dissatisfied with his clerical job at pervasiveness of the that African-Americans are to be the Levy Pants factory, Miss Trixie, an elderly woman suffering feared and viewed differently from others. from memory loss, suggests that he try working on the factory floor. “You always come back happy when the black boys pinch QUESTIONS: your bumpus,” she comments. Miss Trixie’s claim that the “black 1. List three or four moments in the play that depict examples boys” make her happy by sexually assaulting her perpetuates the racial inequality. Why are characters like Ignatius quick to make stereotypical image of African-American men as overtly sexual assumptions about others? beings who are unable to control themselves, especially around white women. Ignatius goes on to reinforce this stereotype by 2. Have you experienced or witnessed instances of racial proclaiming that “were I a Negro, I would spend every waking inequality in your own community? How did you react? What hour on public conveyances, pressing my ample thigh against old long-term understandings did you take away from these white ladies just to elicit their shrieks of pain.” With this statement, experiences? Ignatius not only reinforces Miss Trixie’s stereotype of African- 3. How can people work to eliminate racial inequality in daily life? American men but also frames it as a privilege to be one because of their violent tendencies. 4. A Confederacy of Dunces was written in 1963 and exposes some of the racial inequality that still occurs in our society today. Ignatius’s racial comments continue when he makes his way to Research other social inequalities or current events that relate the factory floor where he is met by Mr. Watson. Ignatius asks Mr. to inequality. What are some similarities between the book and Watson how much he is paid and Mr. Watson reveals that he is these issues?

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 9 MASTERY ASSESSMENT

PROLOGUE Scene 7 1. To whom is Ignatius writing a letter? 29. Who does Mr. Gonzalez say Ignatius will be replacing at Levy Pants? 2. Where is Ignatius during the prologue? 30. What legend does Mr. Gonzalez tell Ignatius about the ACT ONE company? Scene 1 31. What does Mr. Gonzalez offer Ignatius that makes him accept the job? 3. What does Ignatius tell the patrolman he is doing? 32. What is wrong with Mr. Abelman’s shipment? 4. What does Ignatius say is his visible means of support? 33. What happened to Mr. Levy Senior? 5. What is Mrs. Reilly purchasing for Ignatius at ? 34. To which playwright does Mr. Levy compare the play? Scene 2 35. What is one of the titles of Ignatius’s essays? 6. What drink does Ignatius ask the bartender for? 36. How much does Ignatius get paid? 7. What is the name of the woman who is interested in Ignatius’s Scene 8 story of trauma? 37. Where is Mrs. Reilly going when Ignatius returns from his 8. Where does Dorian tell Mrs. Reilly his jacket is from? first night of work? 9. What does Mrs. Reilly sell to Dorian for $15? 38. Who is Mrs. Reilly with when Ignatius arrives at home? 10. How many times has Ignatius left New Orleans? 39. What does Myrna ask Ignatius to write back to her?

Scene 3 Scene 9 11. What does Claude say is his reason for being arrested? 40. Who did Darlene try selling a drink to at the Night of Joy? 12. Why was Burma Jones arrested? 41. Who keeps coming to the Night of Joy bar? 13. What happens to Claude and Burma when the sergeant Scene 10 enters? 42. What is Patrolman Mancuso’s aunt’s name? Scene 4 43. Where is Mancuso working the night shift? 14. What does Ignatius call the front seat of the car? 44. What does Santa tell Mrs. Reilly she should do with Ignatius? 15. How does Ignatius cause the car crash at the end of the scene? 45. Where did Santa meet Mrs. Reilly’s mystery date?

Scene 5 Scene 11 16. What does Patrolman Mancuso call his costume? 46. What does Mr. Gonzalez ask for when he enters the scene? 17. How long did Ignatius go to college? 47. What was Miss Trixie’s previous job? 18. How much is the cash settlement Mrs. Reilly must pay for the 48. Where does Miss Trixie suggest Ignatius go to make him damages of the crash? feel better? 19. What does Ignatius give to Patrolman Mancuso? Scene 12 20. What does Ignatius call himself to excuse him from performing 49. According to Mrs. Reilly, when was the last time she menial labor work? dressed up? 21. When was the last time Ignatius said “I love you” to his mother? 50. Who is Mrs. Reilly’s mystery date? 22. What company does Mrs. Reilly suggest Ignatius apply to 51. How old is Ignatius? work for? 52. What do Claude’s grandchildren call him? 23. What is Ignatius’ relationship to Myrna Minkoff? Scene 13 24. Where does Ignatius suggest Patrolman Mancuso go to find 53. To what does Burma Jones compare his job at the Night dens of perversion? of Joy Club? Scene 6 54. What does Watson tell Burma Jones is going to happen 25. How much does Lana Lee offer to pay Burma Jones? at Levy Pants? 26. Why is Darlene late? Scene 14 27. What is Darlene’s professional aspiration? 55. What is written on Ignatius’ banner? 28. What does George deliver for Lana Lee? 56. What happens on the factory floor when Mr. Gonzalez arrives?

10 A CONFEDERACY OF DUNCES CURRICULUM GUIDE ACT TWO 17. WHow does Mrs. Reilly describe her relationship with Claude? Scene 1 18. Where is Myrna’s postcard from? 1. What is Mrs. Reilly celebrating when Santa and Claude 19. What does Myrna tell Ignatius in her postcard? arrive at her home? Scene 4 2. What does Ignatius tell his mother when she brings out the cake? 20. What is Burma Jones doing at the Night of Joy bar? 3. Who does Mrs. Reilly say Ignatius never blames? 21. Who are the three women that approach Ignatius at the bar? 4. What does Ignatius pick up from his mother’s purse? 22. What does Ignatius ask the crowd to commit to? 5. What does Ignatius write to Myrna in his letter? 23. What happens when Ignatius appears on stage? 24. What is Lana Lee arrested for? Scene 2 6. What does George do to Mancuso to distract him? Scene 5 7. How many hot dogs does Ignatius eat? 25. Who pays Ignatius’ medical bill? 8. What does Clyde offer Ignatius for not paying for his 26. How long ago did Mr. Reilly pass away? hot dogs? 27. Who gives Ignatius back his book? 9. How much money is Levy Pants being sued for? 28. Who does Mr. Levy blame for writing the letter to 10. What does Miss Trixie tell Mr. Levy she will do if he doesn’t Mr. Ableman? give her a ham? 29. What does Mr. Levy change the company name to? 11. What is Ignatius dressed up as? Why? 30. To whom does Mr. Levy offer the Award of Young Idealist? 12. What does Ignatius find in the package delivered by George? 31. What does Mrs. Reilly ask Claude to do for her? 13. What does George thinks Ignatius wants from him? 32. Where does Claude ask Mrs. Reilly to go? Scene 3 33. Who is knocking on the door after Mrs. Reilly leaves? 14. What does Claude offer to do for Mrs. Reilly? 34. What did Myrna do to let Ignatius know that she was coming? 15. What happened to Rex? Who does Mrs. Reilly blame? 35. Where does Ignatius suggest they go? 16. Why does Ignatius call the priest a heretic? 36. What does Ignatius make Myrna do before the show ends?

VOCABULARY In A Confederacy of Dunces, Ignatius J. Reilly uses his power oof intellect to escape various complicated situations. Use a ddictionary to look up the following vocabulary words.

AcolytesA Disparaged Moorish AAlliterative Heretic Nemesis AAnachronism Inamorata Obliterate CClientele Indictment Proletariat CChameleon Interrogatory Segues CCollectivism Madrigal Sequestered CContretemps Mercantilism Socio-political DDécolletage Missive Trajectory DDe-synchronized Mongoloid Veracity

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 11 FOR FURTHER EXPLORATION

CULT CLASSICS Frankenstein among others. Some of the most famous and longest running musicals were inspired or adapted from books, including Monty Python’s Holy Grail, The Rocky Wicked, Les Miserables, South Pacific, and The Phantom of the Opera. Horror Picture Show, Harry Potter, Mean , A Clockwork Orange, When news breaks that a stage or and A Confederacy of Dunces; what screen adaptation of a beloved book do these books and films all have in is in the works, lovers of these stories common? They are all considered to and characters often wonder if the new be cult classics. Cult classics are stories version could possibly live up to the that have acquired such a large and book. Until playwright Jeffery Hatcher passionate fan base that includes its was asked to adapt the script, several own dedicated subcultures. How do attempts at bringing A Confederacy of you know if you’re a follower of the Dunces to the stage or screen failed. many cult classics? Die-hard fans of The first attempt at an adaptation cult classics participate in multiple viewings or readings, quote occurred in 1980. Film producer Scott the stories in their everyday lives, and sometimes participate in Kramer first came upon the novel by cosplay (the practice of dressing up as a character from a book, accident and initially had no interest movie, or video game). Another hallmark of the cult classic is its in it, but when he eventually read the increase in popularity over time. Many cult classics were considered book he had a major change of heart and decided the story needed controversial, inappropriate for their target audience, or simply not a to be shared. According to Peter Hyman in the article A Conspiracy strong artistic product when they were originally released. But over of Dunces: Will John Kennedy Toole’s comic masterpiece ever reach time, these works developed a following. the big screen?, “Kramer spent 26 years trying to make the book into a movie and his odyssey underlines a perennial Hollywood Many books that are considered important contributions to question: Can you adapt a satire without losing your shirt and your such as To Kill a Mockingbird, 1984, and A mind?” Steven Soderbergh, director of the films Ocean’s Eleven and Confederacy of Dunces, did not start out with such positive critical Traffic, dedicated ten years to try to produce the cult classic novel receptions. Long before John Kennedy Toole’s novel reigned in with no success. Many famous actors have been rumored to be the cult classic category, publishers rejected the book many times associated with potential adaptation projects — , John before it finally found its way onto store shelves and into readers’ Goodman, , Chris Farley, and Zach Galifianakis have all hands. Toole wrote the book in 1963 and died in 1969 before it was been considered for the role of Ignatius. published. His mother retrieved the manuscript in 1972 but was unable to have it published until 1980. The following year, however, A Confederacy of Dunces is not the only book that has been Toole’s book won the Pulitzer Prize for Fiction and its success challenging to adapt. Producers have tried for years to adapt has skyrocketed ever since. In the time since its publication, A J.D. Salinger’s Catcher in the Rye. Salinger died in 2010, and Confederacy of Dunces has been translated into 22 languages with unfortunately his agents refuse to sell or license the rights to the over 30 editions. book. Many attempts have been made to adapt Infinite Jest by David Foster Wallace, but with over one thousand pages, over QUESTIONS: one hundred characters, and about four hundred footnotes, an 1. Research some cult classic books from the last ten years. Compare adaptation of the prominent novel has been extremely challenging. and contrast these works in terms of themes and subject matter. QUESTIONS: 2. What gets you hooked on a book, movie, or television show? In your opinion, what makes for a good story? 1. Some say A Confederacy Dunces is a cursed book because of the troubles writers and producers have faced in their attempts to de- 3. What do you think encourages people to become fixated on a velop a stage or screen version. Do you agree? Why or why not? book, TV show, or film? 2. What books have you have read that have been transformed into LITERARY ADAPTATIONS films, television shows, or plays? How was watching the story different from reading it? Which experience did you prefer? Many films and television shows today began their lives as books before reaching the screen, and numerous popular stage plays are 3. What other books or plays you would like to see adapted into also adaptations of literary works. These adaptations provide the another art form? Why? audience with new perspectives on some of their favorite stories 4. In July 14, 2015, author published a prequel to her and characters. A Confederacy of Dunces is one of the many books famed book To Kill A Mockingbird entitled Go Set a Watchmen. that have now joined the canon of adapted plays, which includes How did critics and fans of To Kill A Mockingbird respond to this The Diary of Anne Frank, Grapes of Wrath, To Kill a Mockingbird, and newly published work?

12 A CONFEDERACY OF DUNCES CURRICULUM GUIDE Above: Portrait of King Louis XIV of France; New plan of La Nouvelle-Orleans (August 9, 1763); Plan of La Nouvelle-Orleans, Capital of Louisiana (1728); Page 14: Ferdinand “Jelly Roll” Morton, first great jazz composer and pianist; Louis Armstrong, father of Jazz; The New Orleans Saints football helmet TIMELINE—THE EVOLUTION OF NEW ORLEANS Director David Esbjornson and adapter Jeffrey Hatcher have described the city of New Orleans as being one of the major characters of A Confederacy of Dunces, and the city has a rich and full history and a flavor all its own.

1682: On April 9, French explorer Robert Cavelier, Sieur de La 1861: On January 26, Louisiana secedes from the Union. Salle, and a small group arrive near the River. La Salle claims the region and names it Louisiana in honor of King Louis 1861: On April 12 Confederate forces fire on Fort Sumter, South XIV of France. Carolina. Civil War breaks out.

1699: Pierre Le Moyne, Sieur d’lberville, establishes the French 1862: On April 28, under the command of Rear Admiral David G. colony of Louisiana. Farragut, a Union naval fleet captures New Orleans. Union forces control of the city until the end of the Civil War. 1718: Jean Baptist Le Moyne, Sieur de Bienville, founds the city La Nouvelle-Orleans, which will later be known as New Orleans. 1868: Louisiana’s Reconstruction government approves a 1723: New Orleans becomes the Capitol of the Louisiana colony. constitution that extends voting rights to black males and integrates public schools and public accommodations. On June 1763: The Treaty of Paris is signed, ending the seven year war. 25 Louisiana is readmitted to the Union. Spain takes possession of Louisiana from France. 1872: Famed French impressionist artist Edgar Degas stays in 1788: On 21, a large fire sweeps through New Orleans New Orleans, where he creates at least 22 works of art. destroying more than 850 buildings. 1884: New Orleans hosts the World’s Industrial and Cotton 1800: After signing the secret treaty of San Ildefonso, France Centennial Exposition. acquires Louisiana from Spain. 1890: On July 10, the general assembly of Louisiana passes a 1803: On April 30, the purchases Louisiana from France for about $15 million. law requiring segregation of railway cars in the state.

1812: Louisiana becomes a state. 1890: Ferdinand “Jelly Roll” Morton, considered the first great jazz composer and pianist, is born on October 20 in New Orleans. 1814: The battle of New Orleans, between the United States and Great Britain, begins. 1892: On June 7, Homer Plessy, who is categorized as seven- eighths Caucasian and one-eighth African, boards a train in New 1815: General Andrew Jackson and his forces defeat the British. Orleans reserved for white passengers. He is arrested and fights 1853: New Orleans suffers an epidemic of yellow fever which the charge all the way to the US Supreme Court. kills approximately 9,000 people. 1896: On May 18, the US Supreme Court delivers the Plessy 1857: debuts in New Orleans with the establishment v. Ferguson decision, affirming the Louisiana state law that of the parading organization, The Mistick Krewe of Comus. mandated segregation.

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 13 1901: On August 4, Louis Armstrong, who would become known first black student to enroll in the formerly all-white school. Her as the father of jazz, is born in New Orleans. presence triggers protests and a migration of white students from the school. 1929: Albert Baldwin Wood invents the wood screw pump, which would be used to reduce flooding in New Orleans. 1962: On December 12, after a lawsuit is filed to desegregate the institution, the board of votes to admit 1921: An amendment to the Louisiana Constitution on the black students. preservation of New Orleans’ Vieux Carré, also called the French Quarter, leads to the creation of the Vieux Carré Commission to 1965: September 9-10, Hurricane Betsy strikes New Orleans, safeguard the area. bringing winds of 125 miles per hour, causing widespread flooding, and killing dozens of residents. 1927: On April 29, New Orleans dynamites the Poydras levee in an attempt to direct the flood waters away from the city. 1967: On September 17, the New Orleans Saints football team plays its first game at Tulane Stadium. 1942: On December 26, Tennessee Williams arrives in New Orleans. He would become one of the nation’s preeminent 1970: On January 11, New Orleans hosts its first Super Bowl. playwrights and set several of his works in his adopted Since then the city has hosted the Super Bowl nine times hometown. 1970: The New Orleans Jazz & Heritage Festival is held for the 1939: On February 13, The Little Foxes, a play written by New first time, with gospel singer and New Orleans native Mahalia Orleans native Lillian Hellman about the struggles of a Southern Jackson appearing. family, opens on Broadway. 1971: On July 6, renowned jazz trumpeter and vocalist Louis 1947: The film New Orleans, with Louis Armstrong and Billie Armstrong dies at his home in Queens, New York. Holliday, is released. 1975: On August 3 the New Orleans Superdome opens. 1948: On December 3, Tennessee Williams’s world renowned play A Streetcar Named Desire opens on Broadway. The play 1978: On May 1, the first black mayor of New Orleans, Ernest would win the Pulitzer Prize. A film version starring Marlon Morial, is sworn into office. Brando would be released in 1951. 1988: The Republican National Convention meets in New 1949: On March 1, Louis Armstrong is celebrated in his Orleans to select George H.W. Bush as the party’s nominee for hometown as king of the Mardi Gras by the Zulu Social and President of the United States. Pleasure Club. 2005: On August 23, hits New Orleans 1954: On May 17, the US Supreme Court decision in Brown and causes 80% of the city to flood. Over 1500 people are v. Board of Education strikes down the standard of Plessy v. killed and more than one million people in the Gulf region Ferguson. are displaced.

1960: On November 14, six-year-old Ruby Bridges enters the 2015: New Orleans observes the 10th anniversary of Hurricane William Frantz Public Elementary School in New Orleans, the Katrina with memorial services.

14 A CONFEDERACY OF DUNCES CURRICULUM GUIDE SUGGESTED ACTIVITIES

ADAPTATIONS BY YOU Jeffery Hatcher’s stage adaption of A Confederacy of Dunces opens a window into the world of John Kennedy Toole’s classic novel. Now it’s your turn to try out the process of adaptation! Work alone or in a small group to use the following suggested excerpts from the first chapter of the novel A Confederacy of Dunces to create a three to five minute scene. Each scene should have characters, dialogue, and stage directions that describe the setting and any important actions the characters take.

In the first chapter of the book, Claude Robichaux arrives at the police station after being arrested at D.H. Holmes for calling Officer Mancuso a communist. We are introduced to Burma Jones, who explains to Robichaux that he has been wrongfully arrested. After Burma has explained his situation, the sergeant summons Robichaux and determines that they must release him to his family.

Refer to the Grove Press 1980 edition for the following page numbers:

• Page 13 starting at “In the precinct the old man sat on a bench…” to page 17 “ ‘Ooo-wee!’ Jones said from the secrecy of his cloud.”

• Page 13 from the same place listed above but ending on page 15 at the line “A policeman summoned the old man up to the desk in the center of the room where a sergeant was seated. The patrolman who had arrested him was standing there.”

Preforming & Understanding Adaptations After you have finished writing your adaptation, cast, rehearse, and perform the scene for the class. Using the table below, ask the audience to list the similarities between the excerpt from the novel and the newly scripted performances.

NOVEL EXCERPT ADAPTED SCRIPT PERFORMANCE

SCENIC DESIGN Jeffery Hatcher’s suggestion for the scenic design for A Confederacy of Dunces is as follows:

The stage design should not attempt a slavish “realism.” Settings should be suggested by a few carefully chosen pieces of light furniture, and by the dialogue. Things that roll on and off are good. Things that don’t are bad. Back projections may come in useful. What is vitally important is a sense of New Orleans: wood, wrought iron, cobblestones, neon, streetcar tracks, etc. But these don’t have to be realistically rendered. They can be represented in various ways.

Use the references and descriptions in the play and/or the novel to design your interpretation of what one location in A Confederacy of Dunces should look like. Cite specific quotes from the text to support your design choices. Then compare and contrast your ideas with the actual design choices in the Huntington Theatre Company’s production.

A CONFEDERACY OF DUNCES CURRICULUM GUIDE 15 SUGGESTED ACTIVITIES

EXPLORING YOUR WORK ETHIC A Confederacy of Dunces clearly depicts Ignatius J. Reilly’s ideas about work ethic and shows how it has affected his life. Divide students up into groups of four. Ask them to brainstorm what a good work ethic looks like and come up with 3 to 5 interview questions from which they think they can determine a person’s work ethic. Have students pair up with someone from another group and interview each other.

After they have interviewed each other, have students determine what kind of work ethic they have and the person they interviewed has. They should then share with their partners what they determined and discuss how they arrived at their conclusions.

UNDERSTANDING STATUS Part 1 Throughout A Confederacy of Dunces, the characters’ lack of knowledge plays into their interaction with each other. The having or not having of knowledge strongly influences how characters perceive themselves and others.

Use a deck of playing cards (removing the joker) and distribute a card to each student. They should then hold the cards to their foreheads without looking at what number is on the card, so that they can see all other students’ cards but not their own. The card will represent their external status — how others perceive them. Instruct the students that the Ace is the highest status card and two is the lowest. Ask them to walk around the room as if they are at a social gathering. They should react to others according to the status level indicated by their card. The higher the status, the grander the interaction or gesture must be. After some time, ask students to put themselves in order from highest status to lowest status, based solely on their observations of how others reacted to them.

Shuffle the deck and redistribute cards to students, but this time let them see the card they have but not others’ cards. This time, the card will represent their internal status — how they perceive themselves. Ask students to walk around the room, performing their internal status through body language and gestures. After some time, ask them to again MOVIESCHOCOLATEBOOKS.BLOGSPOT.RO A bronze statue of Ignatius J. Reilly under the line up in order of internal status. Once they have lined up have students reveal their cards. clock on Canal Street in New Orleans. If they have not arranged themselves in the correct order, discuss why this might be.

As a class, compare and contrast the experience of the first round versus the second round.

Part 2 Break up students into two groups. From each group ask two students to volunteer and be the performers while the rest of the group is the observers/judges. The two students will then determine who will be A and B. Then they will start with the following simple dialogue:

A. Hello

B. Hello

A. Been waiting long?

B. Ages

Students will then continue the dialogue by asking who, what, where, when, and why questions. The students do not need to discuss the questions before they create the scene — this process should happen improvisationally on the spot. Students should work to obtain and hold high status or low status while asking and answering each other’s questions. Students observing should attempt to judge who “wins.” Elements to consider include eye contact, body language, rhythms, movement, and vocal quality. Discuss why someone would want to attain lower status than someone else.

16 A CONFEDERACY OF DUNCES CURRICULUM GUIDE REGISTER YOUR HIGH SCHOOL FOR POETRY OUT LOUD 2016! TO REGISTER: HUNTINGTONTHEATRE.ORG/POETRY

DAVID MARSHALL IMPORTANT DATES: • School Registration Deadline: Friday, December 18, 2015

• School Competition Deadline: Friday, February 5, 2016

• Semi-Finalist Registration Deadline: Friday, February 12, 2016 DAVID MARSHALL • Semi-Final Competitions: Saturday, March 5 and Sunday, March 6, 2016. Locations and times TBA

• Massachusetts State Finals: Sunday, March 13, 2016 9:30am at Old South Meeting House, Boston. (Please note, contestants must compete at the semi-final

DAVID MARSHALL level to be named a State Finalist.)

• Poetry Out Loud National Finals: May 2-4 2016 in Washington, DC.

JOIN US! The Huntington’s Education Department cordially invites you to the following FREE Performances and Events:

DAVID MARSHALL • August Wilson Monologue Competition: Boston Regional Finals: Monday, February 1 at 7pm, Calderwood Pavilion at the BCA

• Poetry Out Loud Semi-Finals: Boston, Cape Cod, Framingham, and Springfield, Saturday, March 5 and Sunday, March 6. For specific locations and times, email [email protected].

• Poetry Out Loud State Finals: Sunday, March 13 9:30am, Old South Meeting House, Boston

From top, 2015 Poetry Out Loud Massachusetts: State Finalists; Caroline Sprague, • 15th Annual Codman Spring Showcase: Champion; 2015 August Wilson Monologue Competition: Joshua Champagne, Friday, May 13 7pm, Boston University Theatre Maria Gonzalez, and Carla Velasquez, Boston’s National Finalists with Kenny Leon; Boston Regional Competition Participants; Codman Academy: Huntington- • Not Waiting on the World to Change student performances: Codman Summer Institute 2015 production of Macbeth; Not Waiting for the World to Change: Cast of the staged reading of The View From Here. Monday, May 31, 7pm, Calderwood Pavilion at the BCA

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NOV.20 SEPT.24 JUNE 10 2015-2016 STUDENT FEB.11 & MATINEES 26 A LITTLE NIGHT MUSIC A CONFEDERACY OF DUNCES MILK LIKE SUGAR AUGUST WILSON’S HOW I LEARNED WHAT I LEARNED I WAS MOST ALIVE WITH YOU

18 A CONFEDERACY OF DUNCES CURRICULUM GUIDE