THE IMPROVISED SHAKESPEARE COMPANY
Applause Series Curriculum Guide April 27-29, 2016
GUIDE CONTENTS
About Des Moines Performing Dear Teachers, Arts Page 3 Thank you for joining us for the Applause Series presentation of The Improvised Shakespeare Company! This unique Going to the Theater and improvisation group displays a lightning quick wit and an Theater Etiquette incredible sense of comedic timing. Even more impressive, they Page 4 do so while channeling the language and themes of the greatest poet and playwright in the history of the English language — Temple Theater Field Trip William Shakespeare! In doing so, they manage to make Information for Teachers Shakespeare feel exciting, accessible, and relevant to even the Page 5 most reluctant young readers. About the Performance As you prepare your students for this Pages 6 experience, we hope that this study guide helps you connect the performance to your Shakespearean Glossary classroom curriculum in ways that you find Page 7 valuable. In the following pages, you will find contextual information about the About Shakespeare performance and related subjects, as well Pages 8-9 as a variety of discussion questions and activities. Some pages are appropriate to The Globe and London Theaters reproduce for your students; others are Page 10 designed more specifically with you, their teacher, in mind. As such, we hope that Guide: How to Write a Sonnet you are able to “pick and choose” materials Page 11 and ideas from the study guide to meet your class’s unique needs. Guide: How to Write a Play Actors improvise a scene Page 12 in Shakespearean style. See you at the theater, Pre-Show Exploration Activities Des Moines Performing Arts Education Team Pages 13-14
Post-Show Discussion and
Assessment Activities Support for Des Moines Performing Arts education programs and the Pages 15 Applause Series is provided by:
Alliant Energy, American Enterprise Group, Arts Midwest, Bradford and Resources and Sources Sally Austin, Bank of America Merrill Lynch, Bravo Greater Des Moines, Page 16 Casey’s General Stores, DuPont Pioneer, EMC Insurance Companies,, Hy-Vee, John Deere, Richard and Deborah McConnell, Polk County, Principal Financial Group, Sargent Family Foundation, U.S. Bank, Wells Fargo & Co., West Bank, Willis Auto Campus and more than 200 individual donors.
This study guide was compiled by Karoline Myers; edited by Michelle McDonald. Based on The Improvised Shakespeare Company Shake It Up! Study Guide © The Improvised Shakespeare Company
Des Moines Performing Arts Page 2 of 16 The Improvised Shakespeare Company Curriculum Guide ABOUT DES MOINES PERFORMING ARTS
Des Moines Performing Arts is a private, nonprofit organization and is an DID YOU KNOW? important part of central Iowa’s cultural community. It is recognized nationally for excellence as a performing arts center and is committed to More than 300,000 people visit engaging the Midwest in world-class entertainment, education, and cultural Des Moines Performing Arts activities. venues each year.
Des Moines Performing Arts presents professional touring productions, Des Moines Performing Arts including theater direct from Broadway, world-renowned dance companies, opened in 1979. family programming, comedy, and concerts. Des Moines Performing Arts Education and Community Engagement programs are core to Des Moines has three theater spaces: Performing Arts' mission as a nonprofit performing arts center. Civic Center, 2744 seats Stoner Theater, 200 seats Public education programs allow audience members and local artists to Temple Theater, 299 seats make meaningful and personal connections to the art they experience on (located in the Temple for our stages. Guest lectures and Q&As with company members allow the Performing Arts) audiences to explore the inner workings of the performance. In addition, master classes, workshops, and summer camps taught by visiting No seat is more than 155 feet performers give local actors, dancers, and musicians the chance to from center stage in the Civic increase their skills by working directly with those who know what it takes Center. to succeed on the professional stage. Cowles Commons, situated Through its K-12 School Programs, Des Moines Performing Arts strives just west of the Civic Center, is to ensure that central Iowa students have affordable access to high quality a community gathering space arts experiences as part of their education. More than 50,000 students and that is also part of Des Moines educators attend curriculum-connected school matinee performances Performing Arts. The space through the Applause Series annually. In addition, Des Moines Performing features the Crusoe Umbrella Arts sends teaching artists into the schools to provide hands-on workshops sculpture by artist Claes and residencies in special opportunities that engage students directly in Oldenburg. the creative process. And, through its partnership with the John F. Kennedy Center, Des Moines Performing Arts provides teachers with As a nonprofit organization, in-depth professional development training on how to use the arts in their Des Moines Performing Arts classrooms to better impact student learning. The Iowa High School depends on donor funding to Musical Theater Awards is Des Moines Performing Arts’ newest initiative support facilities, programming, to support the arts in Iowa schools, providing important learning tools and and education programs. public recognition to celebrate the achievements of students involved in their high school theater programs. The Applause Series started in 1996. You are joining us for our 20th season of school performances.
Des Moines Performing Arts Page 3 of 16 The Improvised Shakespeare Company Curriculum Guide GOING TO THE THEATER . . .
YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow Attending a live performance is a unique and exciting when you visit the theater: opportunity. Unlike the passive experience of watching a movie, audience members play an Leave all food, drinks, and chewing gum at school important role in every live performance. As they act, or on the bus. sing, dance, or play instruments, the performers on stage are very aware of the audience’s mood and Cameras, recording devices, and personal level of engagement. Each performance calls for a listening devices are not permitted in the theater. different response from audience members. Lively Turn off and put away all cell phones, pagers, and bands, musicians, and dancers may desire the other electronic devices before the performance audience to focus silently on the stage and applaud begins. only during natural breaks in the performance. Audience members can often take cues from Do not text during the performance. performers on how to respond to the performance When the house lights dim, the performance is appropriately. For example, performers will often about to begin. Please stop talking at this time. pause or bow for applause at a specific time. Talk before and after the performance As you experience the performance, consider the only. Remember, the theater is designed to following questions: amplify sound. Other audience members and the performers on stage can hear your voice! What kind of live performance is this (a play, a Use the restroom before the performance or wait dance, a concert, etc.)? until the end. If you must leave the theater during What is the mood of the performance? Is the the show, make sure the first set of doors closes subject matter serious or lighthearted? before you open the second — this will keep unwanted light from spilling into the theater. What is the mood of the performers? Are they happy and smiling or somber and reserved? Appropriate responses such as laughing and applauding are appreciated. Pay attention to the Are the performers encouraging the audience to artists on stage — they will let you know what is clap to the music or move to the beat? appropriate. Are there natural breaks in the performance Open your eyes, ears, mind, and heart to the where applause seems appropriate? entire experience. Enjoy yourself!
GOING TO THE THEATER information is adapted from the Ordway Center for the Performing Arts study guide materials.
Des Moines Performing Arts Page 4 of 16 The Improvised Shakespeare Company Curriculum Guide TEMPLE THEATER FIELD TRIP INFORMATION
Thank you for choosing the Applause Series with Des Moines Performing Arts. Below are tips for organizing a safe and successful field trip to the Temple Theater.
ORGANIZING YOUR FIELD TRIP PARKING Please include all students, teachers, and chaperones Police officers stationed at the corner of Tenth and in your ticket request. Locust Streets will direct buses to parking areas with After you submit your ticket request, you will receive a hooded meters near the theater. Groups traveling in confirmation e-mail within five business days. Your personal vehicles are responsible for locating their own invoice will be attached to the confirmation e-mail. parking. Payment policies and options are located at the top of Buses will remain parked for the duration of the show. the invoice. (Full payment and cancellation policies may be viewed at DesMoinesPerform- Buses are not generally permitted to drop off or pick up ingArts.org/education.) students near the theater. If a bus must return to DMPA reserves the right to cancel unpaid reservations school during the performance, prior arrangements must be made with DMPA Education staff. after the payment due date.
Tickets are not printed for Applause Series shows. ARRIVAL Your invoice will serve as the reservation confirmation for your group order. When arriving at the theater, please have an adult Schedule buses to arrive in downtown Des Moines at lead your group for identification and check-in least 30 minutes prior to the start of the performance. purposes. A staff member may be stationed outside the This will allow time to park, walk to the Temple for the building to direct you. Performing Arts, and be seated in the theater. DMPA staff will usher groups into the building as Performances are approximately 60 minutes unless quickly as possible. otherwise noted on the website and printed materials. Seating in the theater is general admission. Ushers will All school groups with reservations to the show will escort groups to their seats; various seating factors receive an e-mail notification when the study guide is including group size, grade levels, arrival time, and posted. Please note that study guides are only printed special needs seating requests may determine a and mailed upon request. group’s specific location in the theater.
We request that an adult lead the group into the DIRECTIONS theater and other adults position themselves The Temple Theater is located in the Temple for the throughout the group; we request this arrangement Performing Arts located at Tenth and Locust Streets in for supervision purposes, especially in the event that a downtown Des Moines. group must be seated in multiple rows. Directions from I-235: Take Exit 8A (downtown exits) Please allow ushers to seat your entire group before and the ramp toward Third Street. Travel south on rearranging seats or taking groups to the restroom. Third Street approximately six blocks to Grand Avenue.
Turn west on Grand Avenue and travel to Thirteenth Street. Turn south on Thirteenth Street and then east IN THE THEATER on Locust Street. In case of a medical emergency, please notify the Buses will park on the south side of Locust Street in nearest usher. front of the Nationwide building. See next column for We ask that adults handle any disruptive behavior in additional parking information. their groups. If the behavior persists, an usher may request your group to exit the theater. QUESTIONS? Following the performance groups may exit the theater Please contact the Education department at and proceed to the their bus(es). [email protected] or 515.246.2355. If an item is lost at the Temple Theater, please see an Thank you! usher or call 515.246.2355.
Des Moines Performing Arts Page 5 of 16 The Improvised Shakespeare Company Curriculum Guide ABOUT THE PERFORMANCE
For many students, the language SHOW DESCRIPTION COMPANY HISTORY of William Shakespeare can Based on one audience The Improvised Shakespeare seem intimidating, difficult to suggestion (a title for a play that Company, founded in 2005, has comprehend, and out of touch has yet to be written) The been performing its critically- with the contemporary reader. Improvised Shakespeare acclaimed show every Friday This special performance for Company creates a fully night at the world famous iO schools by The Improvised improvised play in Elizabethan Theater for over seven years and Shakespeare Company, is style. Each of the players has continues to entertain audiences designed to break down these brushed up on his “thee’s” and around the globe with its touring barriers. The goal of the “thou’s” to bring you a show filled company. The ISC continues to performance is to make with off-the-cuff comedy using the sell out their recurring limited Shakespeare feel exciting, language and themes of William engagements Off Broadway in accessible, and relevant to the Shakespeare. NYC and in Los Angeles at the young reader. comedy mecca, LARGO AT THE Any performance could be filled CORONET. The ISC has been Actors Performing: Likely 3-4 with a combination of: featured at The San Francisco Power struggles Sketchfest, UCB’s Del Close Star-crossed lovers Marathon, the Bumbershoot Music “Staggeringly brilliant” Sprites and Arts Festival, Bonnaroo, the —Time Out Chicago Kings, Queens, or Princesses Just For Laughs festival in
Fools Montreal and were a huge hit last “On-the-spot soliloquies and Sword-play summer at Outside Lands in San perfect pentameter … Go Rhyming couplets Francisco, where Sir Patrick laugh your iams off.” Stewart famously played with the Asides —New York Times group. The ISC has been named Insults Chicago's best improv group by Persons in disguise “The chemistry among the both the Chicago Reader and the performers was amazing, and Other tropes that we’ve come Chicago Examiner and has to expect from the Great Bard their play came together received a New York Nightlife Award for "Best Comedic seamlessly. By the time they Nothing is planned out, started to speak in rhyming Performance by a Group". The rehearsed, or written. Each play is ISC was recently honored by the couplets, the crowd was completely improvised, so each totally sold…” Chicago Improv Foundation as its play is entirely new! "Ensemble of the Year". —Time Out New York
Des Moines Performing Arts Page 6 of 16 The Improvised Shakespeare Company Curriculum Guide SHAKESPEAREAN GLOSSARY alas: used to express regret or mountebanks: a con-man who welkin: sky; heavens. sadness. “Alas, she is going to sells fake medicine. prom with another.” wherefore: why? ninny: a fool; a simpleton. anon: soon, in a moment. yesternight: last night. oft: often. “How oft I think of bodkin: a dagger thee.” yonder: over there. “Yonder lies my backpack.” century: one hundred. “I have a perchance: perhaps; possibly; century of assignments to finish.” maybe. “Perchance we shall meet zenith: the highest point of again.” something. cut-purse: thief. prithee: please. “Prithee pass the zephyr: a gentle breeze. don: to put on. “I shall don a hat salt.” for the ballgame.” dismount thy tuck!: take your posy: a short line of poetry, often sword out of its sheath! dram: a little bit, a small amount. inscribed inside a ring. drops of sorrow: tears. forsooth: in truth, truly. remembrances: memories; or “Forsooth, Hercules is very love-tokens, keepsakes. Dun’s the mouse!: stay quiet! strong!” saucy: naughty. God gi’ good-e’en: God give you gaskins: loose-fitting breeches. a good evening. slug-abed: a lazy person. gleek: a taunt, an insult. “Sticks have at thee: on guard! and stones may break my bones, smilets: little smiles. but thy gleek shall never hurt me.” man of wax: a man who is so spongy: drunk; soaked with perfect and handsome it’s as harpy: mythical creature with the alcohol. though he was molded out of wax. head of a woman and the wings and talons of a vulture; usually surmount: exceed; surpass. “Thy methinks: I think. used to symbolize revenge. beauty surmounts the sun.” perpetual wink: endless sleep; henceforth: from now on; from taper: a candle. death. this time forward. “Henceforth, I shall never forget to floss.” ‘tis: it is. rest you merry: “farewell!” or “be well!” jack: a man with mean and lousy trimmed: dressed up. manners. reverb no hollowness: be quiet. tristful: sad, sorrowful. kicky-wicky: girlfriend or wife sift him: question him; find out (used in a merry way). truepenny: an honest, what he knows. trustworthy fellow. knave: a scoundrel; or a young skimble-skamble stuff: rambling, boy; or a male servant. unbend: relax. incoherent nonsense. livings: possessions. untaught: unmannerly, ignorant. traveling lamp: the sun. loggerhead: numbskull. villanies: evil qualities. void your rheum: spit. love-shaked: lovesick (as though visage: face; appearance. wonder-wounded: awestruck; someone is shaking with a love overcome with wonder. fever). vizard: a mask. Glossary terms from The Improvised Shakespeare Company Shake It Up! Study Guide.
Des Moines Performing Arts Page 7 of 16 The Improvised Shakespeare Company Curriculum Guide ABOUT SHAKESPEARE, pg. 1
William Shakespeare is Shakespeare was likely removed ABOVE: William Shakespeare’s school in from the school at the age of Stratford-upon-Avon. Image courtesy of Stratford- considered by many to be the upon-avon.co.uk greatest playwright ever to write thirteen due to his father facing financial and social difficulties. in the English language. Read on Did you know? to learn more about the life and There is little reason to believe Shakespeare is said to have had works of the Great Bard. that he did not continue his studies elsewhere. After all, we do a vocabulary of 29,066 words. An know that he had a fine mastery average person today might use EARLY LIFE of both English and Latin just 2,000 words in everyday conversation. William Shakespeare was born in languages. Stratford-upon-Avon, England, in the year 1564, the son of John LOST YEARS and Mary Shakespeare. His actual Between the years of 1578 and date of birth is unknown, but it is 1582, little is known of commonly accepted to be April 23 Shakespeare’s whereabouts or of that year. His father was a doings. Some suggest he worked tanner of leathers (a glover) and as a butcher, a schoolmaster, or a dealt in farm products and wool. glover with his father. Others believe he continued to study Shakespeare likely intensely to become a master at began his education his literary craft and traveled at the age of six or outside of Stratford, working as an seven at the actor. About the only thing that is Stratford grammar known for certain about school. While there, Shakespeare’s “lost years” is that he learned basic during the time he married a reading and writing woman named Anne Hathaway. skills using a horn book, a primer Together, Anne and William had ABOVE: This portrait of Shakespeare was A horn book. made of wood three children: a daughter, created by English engraver Martin Image courtesy of Droushout and appeared on the cover of elizabethaneduca- printed with the Susanna, born in 1583, and a set the First Folio. It is one of only two images tion.blogspot.com. alphabet and the of twins, Hamnet and Judith, born of Shakespeare considered to be genuine. Lord’s prayer. in 1585. Image courtesy of Shakespeare.mit.edu.
Des Moines Performing Arts Page 8 of 16 The Improvised Shakespeare Company Curriculum Guide ABOUT SHAKESPEARE, pg. 2
CAREER IN LONDON surrounding areas, and gave ABOVE: This sketch shows the location of regular performances at court for the Globe Theatre in relation to the No one knows for sure how Thames River and other London area Shakespeare came to start a Queen Elizabeth I. theaters during Shakespeare’s time. career in the theater and how he Image courtesy of shakespearesglobe.com. came to leave Stratford for THEATRE OWNER London. Scholars do know that Shakespeare not only acted in CREATOR OF WORDS and wrote plays, he was one of Shakespeare was an established The English language was forever the owners of the theater actor in London by 1592. changed by Shakespeare. He buildings. For seventeen years he invented over 1,700 of our was one of the owners of the Shakespeare actively took on common words. He changed Globe Theatre and for eight years several roles in the theater during nouns into verbs, changed verbs he was also one of the owners of his career: into adjectives, connected words the company’s second theatre, never previously used together, the Blackfriars. PLAYWRIGHT added prefixes and suffixes, and
Shakespeare is best known for his created new words entirely. Below work as a playwright, having DEATH are some of the words he penned at least thirty-seven plays Shakespeare died on his birthday invented: over a period of twenty years. in 1616 of unknown causes at the age of 52. (The average life Accused • Addiction • Amazement His famous plays include expectancy in London at the time Bedroom • Birthplace tragedies, such as Hamlet and was 35.) He was buried in his Bloodstained • Champion Romeo and Juliet; comedies such hometown of Stratford. On his Compromise • Courtship as A Midsummer’s Night Dream gravestone is an epitaph that he Dawn • Deafening • Elbow and Twelfth Night; and history supposedly wrote himself: Excitement • Eyeball plays such as Richard III and Fashionable • Flawed • Gloomy Henry IV. Good friend for Jesus sake Gossip • Green-eyed • Hint forbeare, Jaded • Label • Laughable To dig the dust enclosed here. ACTOR Lonely • Majestic • Mimic Blessed be the man that spares Shakespeare not only wrote Moonbeam • Negotiate plays, he performed in many of these stones, And cursed be he that moves my Olympian • Premeditated them as an actor. For much of his bones. Puking • Radiance • Savagery career, he was a member of the Scuffle • Swagger • Torture Chamberlain’s Men. The troupe Tranquil • Undress performed regularly for the public Worthless • Zany at London theaters, toured
Des Moines Performing Arts Page 9 of 16 The Improvised Shakespeare Company Curriculum Guide THE GLOBE AND LONDON THEATERS
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Theater in Elizabethan-era THE GLOBE THEATRE ABOVE: Photos of the outside and inside of the Globe Theatre in London. This London was a popular form of One of the most famous theaters re-construction was build in 1966 based on entertainment but was very during the Elizabethan era was the descriptions of the original 1559 different from theaters today. the Globe Theatre. Shakespeare design. Read on to learn more about was one of its owners and wrote London theaters, audiences, and many of his plays with the Globe ACTORS the most famous theater of the in mind. The open-air theater At the time, the theater profession era — The Globe. routinely attracted up to 3,000 was not considered to be suitable people to its grounds . for women. All actors were men,
ON THE OUTSKIRTS and female characters were often AUDIENCES played by young boys. Many Londoners were strict Elizabethan audiences included Protestants and opposed the people from all walks of life. At the theater on religious grounds. All SCENE CHANGES Globe, poorer audience members, theaters located in the city were Stages during Shakespeare’s known as “groundlings”, would forced to move to the south side time did not use curtains or pay one penny (almost a day’s of the River Thames when backdrops, which meant scenery wage) to stand in front of the London authorities banned plays could not be changed between stage. Two pennies bought a within the city limits in 1596. scenes. Instead, the actors used patron a seat on a gallery bench words and dialogue to convey the protected from sun and rain by a CLOSURES setting of each scene. thatched roof. Three pennies Disease was common in London bought a cushioned seat close to COSTUMES during Shakespeare’s life. The the stage where one could see Theater companies owned city was overcrowded, infested and be seen. elaborate wardrobes, and with rats, and raw sewage ran audiences enjoyed watching the directly into the Thames River. The groundlings were a much extravagant costumes. During dangerous outbreaks of more boisterous audience than the Bubonic Plague, the theaters audiences today. Standing in front Did you know? were often closed to try to slow of the stage, they ate, drank, The first Globe Theatre burned to the spread of the disease. During fought, cheered, and hissed at the the ground in 1613 when a canon those times, theater companies action in the play, occasionally fired during a performance of often left the city and toured in the even critiquing an actor’s Henry VIII caught the thatched countryside, putting on shows in performance by throwing food, roof on fire. The second Globe courtyards and inns. such as an orange, at them. Theatre was built shortly after in 1614.
Des Moines Performing Arts Page 10 of 16 The Improvised Shakespeare Company Curriculum Guide HOW TO WRITE A SONNET
Try your hand at writing your Instead of saying “yours,” say Use metaphors when describing own Shakespearean-style “thine.” (“I wish I could be feelings, situations, a person’s sonnet using these helpful tips. yours” becomes “I wish I features, a person’s personality… could be thine.”) when you describe anything! A GETTING STARTED: good strategy for first creating an Your sonnet is going to be 14 VERBS elaborate metaphor or simile is to lines long. You can also make your verbs first decide what you think Each line will be roughly 10 more Shakespearean. someone or something is like. syllables long. Instead of “I will” say “I shall.” Let’s use a rose. Then, think of how that object feels, smells, Your sonnet will be written in Instead of “You are” say looks, etc. A rose is soft, smells rhyming couplets. “Thou art.” sweet, is beautiful. Think also of Instead of saying “It is”, say what that thing is used for or does. “tis.” THEE, THOU, THY, A rose blossoms, it is used to Occassionally, try adding THINE decorate, it even sometimes has “—eth” or “—est” to the end of thorns that prick fingers. Think of Sonnets are usually love poems. a present-tense verb. That means that in your sonnet all the ways that you can describe something using a simple rose! you will be talking to someone. In METAPHORS & SIMILES that case, you’ll need to know how You might liken the person in your RHYMING to translate the second-person poem to many wonderful things. pronoun “you” into the Here’s a tip on creating rhymes. You might liken the way you feel First choose the word you want to Shakespeare version. when that person is absent to rhyme. Then, think of words to set many terrible things. In situations up your rhyme. Suppose you want When “you” refers to the like these metaphors and similes subject of the sentence, it is to describe someone’s eyes. are handy. Metaphors and similes Think of several words that rhyme translated to “thou.” (“You are both liken something or someone beautiful” becomes “Thou art with eyes (skies, pies, flies, guys, to something else. The difference size), then choose one to set up beautiful.”) is that similes do this explicitly your rhyme. using “like” or “as.” When “you” is the object of a sentence it is translated to “When I gaze into the night’s Metaphor: starry skies, “thee.” (“I love you” becomes Thou are a rose in the blossom of “I love thee.”) Methinks there I see thy beautiful beauty. eyes.”
Instead of saying “your,” say Simile: “thy.” (“Your nose is so Thou are like a rose in full bloom. pretty” becomes “Thy nose is ‘How to Write a Sonnet’ adapted from The Improvised so pretty.”) Shakespeare Company Shake It Up! Study Guide © The Improvised Shakespeare Company
Des Moines Performing Arts Page 11 of 16 The Improvised Shakespeare Company Curriculum Guide HOW TO WRITE A PLAY
ABOVE: ISC members engage in a sword The Improvised Shakespeare If you’ve answered the two fight. This conflict is fueled by something Company makes up a whole new character questions thoroughly, that their characters want. play on the spot based on the you probably already have a few audience’s suggestion for a title. conflicts in your play. Characters’ DIALOGUE wants often interfere with each Even though they are Remember that anything you want other. But, if you still need improvising, ISC members draw your audience to know will need conflict, remember that all sorts of on the same elements that all to come out in what the things get in our way when we are playwrights do when writing a characters say. Also remember to trying to get something play. make your dialogue true to your (ourselves, nature, other people, character. Who is speaking? What fairies, etc.). Read on for a helpful guide about is the character’s age? What is using the elements of the character’s personality like? In character, conflict, plot, setting, PLOT what time period is the character? dialogue and theme to write your As long as your characters are Where is the character? How own play! going after what they want, the would the character behave in plot will often take care of itself. that location? CHARACTER The action will rise as those characters try to achieve their THEME The characters are the persons in goals and it will build as things get This is the idea that you want the your play. For every character that in their way. When that action audience to think about after you write, make sure you answer reaches its intense moment, watching your play. This idea can these two questions. you’ve hit the climax. Then we will be a statement or it can be a What does my character see characters’ reaction to what question. It can be several want? has happened in the falling action. statements and/or several How will my character get The resolution will show us how questions! A good way to make what he or she wants? the characters’ lives have sure you have a strong theme is changed now that all of this has to write about something that CONFLICT happened. you’re excited about; something Conflict occurs when things get in that you love or something that the way of a character getting SETTING makes you really angry! If you’re what he or she wants. This makes The setting is the time and place excited to write your play, there’s your play exciting! The audience in which your play occurs. Try to a good chance that the theme will will want to find out if the be specific when you decide take care of itself! characters can overcome the where to set your play. Think of obstacles to get what they want. ‘How to Write a Play’ adapted from The Improvised locations that can fit on a stage. Shakespeare Company Shake It Up! Study Guide © The Improvised Shakespeare Company
Des Moines Performing Arts Page 12 of 16 The Improvised Shakespeare Company Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES
1) WRITE YOUR OWN SONNET 2) WRITE YOUR OWN PLAY
Goal: To explore the sonnet form and develop Goal: To explore playwriting elements of character, understanding of Shakespearean language. conflict, plot, setting, dialogue, and theme.
Explanation: Noting that The Improvised Explanation: Noting that The Improvised Shakespeare Company creates its own Elizabethan Shakespeare Company creates plays on the spot, dialogue, have your students write their very own have students write their own short plays. sonnets. Materials: Materials: Paper Paper Pencils Pencils How to Write a Play hand-out, pg. 12 How to Write a Sonnet hand-out, pg. 11 Shakespearean Glossary hand-out, pg. 7 Shakespearean Glossary hand-out, pg. 7 Example of a Shakespearean sonnet (optional) Activity: 1. Individually or in groups, invite students to write Activity: their own short plays. 1. Invite each student to write their own 14-line poem 2. As a class, review the How to Write a Play handout in rhyming couplets. The poems should be written in on page 12 and discuss the elements of character, Elizabethan style. That is, try to sound like conflict, plot, setting, dialogue, and theme. Shakespeare! 3. Encourage students to consider each of these 2. As a class, review the How to Write a Sonnet elements when crafting their play. handout on page 11 for tips. 2. For additional help, encourage students to utilize Twists: words provided in the Shakespearean Glossary on 1. Have students write their plays in Elizabethan style. page 7. 2. Assign words from the Shakespearean Glossary OR have each student draw two vocabulary words Twists: from a hat. 1. Give extra credit if the poem is written in iambic 3. Give extra credit for puns and wordplay. pentameter. 4. Since The Improvised Shakespeare Company 2. Assign specific words from the Shakespearean makes up a play on the spot using a title from the Glossary that must be used in each sonnet OR have audience, give your students the title of their play in each student draw two vocabulary words from a hat. advance. 3. Give extra credit for a pun or wordplay. 5. Have students perform a staged reading of their 4. Have each student read his or her sonnet for the plays for the class. class. 5. Have each student write her or her sonnet to a Follow-up Questions: classroom mascot and read the sonnet before the 1. What makes a story one that is interesting to read class to the mascot. or watch? 6. Do this exercise in conjunction with analysis of an 2. What did one of your characters want in your play? actual Shakespearean sonnet. What tactics did they use to try to attain their goal? 3. What title would you give the play that you wrote? Follow-up Questions: Why? Does this title suggest an important theme or 1. What was challenging about this activity? What some other aspect of the play? was rewarding? 2. Why do you think people, including Shakespeare, would choose to write a sonnet? 3. What surprised you about trying to write your sonnet using Shakespearean-style language?
‘Write Your own Sonnet’ and ’Write Your Own Play’ activities adapted from The Improvised Shakespeare Company Shake It Up! Study Guide © The Improvised Shakespeare Company.
Des Moines Performing Arts Page 13 of 16 The Improvised Shakespeare Company Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES
3) IMPROVISATION GAME: 4) IMPROVISATION GAME: WHAT ARE YOU DOING? PASS THE BALL
Goal: To improvise, one must be creative and able to Goal: To improvise, one must be creative and able to think quickly on one’s feet. Students will practice think quickly on one’s feet. Students will practice these skills by playing the game ‘What Are You these skills by playing the game ‘Pass the Ball,’ a Doing?,’ a game where you say one thing but do game where participants pantomime throwing a ball. another. Activity: Activity: 1. Have students stand in a circle. 1. Have students stand in a circle. 2. Ask the players to pass a mimed ball to others (one 2. To play, the first person pretends to do an action ball at a time). To show whom they are ‘passing’ the like brushing their teeth or planting a garden. ball to, students should make eye contact with one 3. The person next to them then asks, “What are you another. doing?” 3. While the ball is passed between two students, the 4. The person who is pretending to do an action must other students should be sure to watch it. respond by saying an action that is different than what 4. As students become comfortable, give suggestions they are showing. For example, they might say “I’m about the nature of the ball. For example, it becomes playing the trombone.” heavier and heavier until it weighs a ton, or extremely 5. Then the person who asked must pretend to do the light, extremely big, or extremely small. action that was just said (playing the trombone). 5. The actors must convey the ball’s characteristics in 6. The next person then asks what that person is the way it gets passed. doing, and he or she will reply with another action. 7. The game continues around the circle. Follow-up questions: 8. Once everyone has grasped the game, you may 1. What sort of teamwork was needed to play this implement the rule that once you make a mistake you game? are out. To keep everyone thinking quickly, no actions 2. How did you show that the ball was ______? can be repeated. Keep it going as fast as you can! 3. Do you think The Improvised Shakespeare Company actors will use their bodies to portray the Follow-up questions: different characters? Do all actors use their bodies? 1. Did you find this challenge easy or hard? Why? Why? 2. What was the most difficult part?
Des Moines Performing Arts Page 14 of 16 The Improvised Shakespeare Company Curriculum Guide POST-SHOW DISCUSSION AND ASSESSMENT
DISCUSSION QUESTIONS POST-SHOW ASSESSMENT
Shakespeare’s Plays 1) Write a Letter to ISC 1. What type of Shakespearean play would you classify the performance that we saw? A comedy? A Explanation: Actors love praise! In this assessment, tragedy? A history? What led you to that conclusion? students will write letters to the actors about their reaction to the performance. 2. What types of Shakespearean themes did the actors include in their improvised play? (Examples Activity: that may have been used are listed on page 6.) 1. Have your students write The Improvised Shakespeare Company a letter telling the actors what Language they thought about the performance. 1. Was it difficult to understand the Elizabethan-style 2. Mail student letters to us and we will forward them language used in the performance? Why or why not? on to ISC.
2. If you didn’t understand some of the language in Des Moines Performing Arts the show, were you still able to understand what was Attn: Education Department happening? What did ISC do to give you the clues to 221 Walnut Street figure it out? Des Moines, IA 50309.
The Title Twists: 1. What was the title of the show that ISC created 1. Have your students write their letter in when we attended? What did you think was going to Shakespearean-style prose or verse. happen in the play at first based on the title? 2. Encourage students to use one or two words from the Shakespearean Glossary list on page 7. 2. What ended up happening? How did the title affect 3. Have your students recall specific characters, plot the story? twists, or moments that they enjoyed.
The Company 2) REPORT AND REVIEW 1. What special skills or knowledge do the members of the Improvised Shakespeare Company need to Explanation: Students will reflect on the performance have in order to do what they do? experience by writing a review.
2. What do you think the actors do to prepare for their Activity: performances? 1. Remind students that all of the plays that the Improvised Shakespeare Company performs are General Reactions performed one time only. Your students were part of 1. What did you like about the performance? the only live audience that will ever see that play. 2. Invite students to write a review of the play as if 2. What surprised you in the performance? they were writing for a school newspaper. 3. In their review they should report on the play’s 3. If you were one of the ISC actors, what would you characters, plot, and conflicts. have changed about the performance that we saw? 4. In addition, have them review the story. What did they like? What would they change? 4. What were your impressions of Shakespeare 5. Remind students that they must paint a picture of before we attended the Improvised Shakespeare the experience with their words so that others who did Company performance? What do you think of when not see the performance can imagine it as vividly as you think about Shakespeare now? Why? possible.
‘Write a Letter’ and ‘Report and Review’ activities adapted from The Improvised Shakespeare Company Shake It Up! Study Guide © The Improvised Shakespeare Company.
Des Moines Performing Arts Page 15 of 16 The Improvised Shakespeare Company Curriculum Guide RESOURCES AND SOURCES
SHAKESPEARE WORKS CLASSROOM RESOURCES
Comedies: Theater and Improvisation Resources: All’s Well that Ends Well As You Like It Spolin, Viola. Theater Games for the Classroom: A Teacher’s The Comedy of Errors Handbook. Evanston: Northwest UP, 1986. Viola Spolin is the Cymbeline internationally recognized originator of theater games — the basis for Love’s Labours Lost improvisational theater. Measure for Measure Shakespeare Resources: The Merry Wives of Windsor
The Merchant of Venice “About Shakespeare.” Shakespeare Birthplace Trust. A Midsummer Night’s Dream A series of 13 videos that follow the journey of William Shakespeare’s Much Ado about Nothing life addressing frequently asked questions. Pericles, Prince of Tyre http://www.shakespeare.org.uk/explore-shakespeare/about- Taming of the Shrew shakespeare.html The Tempest Troilus and Cressida The Complete Works of William Shakespeare. Twelfth Night http://shakespeare.mit.edu Two Gentlemen of Verona Access Shakespeare’s complete works online for free. Winter’s Tale “Shakespeare for Kids.” Folger Shakespeare Library. Tragedies: http://www.folger.edu/template.cfm?cid=588 Antony and Cleopatra Interactive exploration of Shakespeare’s language, fun facts about his Coriolanus life, and games and puzzles. Hamlet Julius Ceasar Talk Like Shakespeare. http://www.talklikeshakespeare.org Site from Chicago Shakespeare Theater with fun tips and King Lear print-ables encouraging celebration of Shakespeare’s life and works. Macbeth
Othello Romeo and Juliet Timon of Athens STUDY GUIDE SOURCES Titus Andronicus Absolute Shakespeare. History Plays: http://absoluteshakespeare.com Henry IV, part 1 Henry IV, part 2 “Globe Theatre Facts.” Elizabethan Era. http://www.elizabethan-era.org.uk/globe-theatre-facts.htm Henry V
Henry VI, part 1 Improvised Shakespeare Company Official Website. Henry VI, part 2 http://www.improvisedshakespeare.com Henry VI, part 3 Henvry VIII “Improvised Shakespeare Company Shake It Up! Study Guide.” King John http://www.kidsentertainment.net/roster/shake-it-up/docs/Shake% Richard II 20It%20Up.pdf Richard III Mabillard, Amanda. Shakespeare Online. 20 Aug. 2000. (19 March Poetry: 2012.) http://www.shakespeare-online.com/biography/ The Sonnets wordsinvented.html A Lover’s Complaint The Rape of Lucrece Warner, Elise. “The Globe Theatre: London’s Woodon ‘O’”. Venus and Adonis http://www.timetravel-britain.com/articles/london/globe.shtml Funeral Elegy by W.S.
Des Moines Performing Arts Page 16 of 16 The Improvised Shakespeare Company Curriculum Guide