Hamlet Dear Educator

The Acting Company’s production of Hamlet Dear Educator, As you make plans for your students to attend an upcoming presentation of the Arts for Youth program at the Lancaster Performing Arts Center, we invite you to prepare your students by using this guide to assure that from beginning to end their experience is both memorable and educationally enriching. The material in this guide is for you, the teacher, and will assist you in preparing your students before the day of the event, and extend the educational value beyond the walls of the theatre when the show is over. We provide activity and/or discussion ideas, and other resources that will help prepare your students to better understand and enjoy what they are about to see, and to help them connect what they see on stage to their studies. We also encourage you to discuss important aspects of the artistic experience, including audience and theatre etiquette. We hope that your students find their imagination comes alive as lights shine, curtains open, and applause rings through the Lancaster Performing Arts Center. As importantly, we hope that this Curriculum Guide helps you to bring the arts alive in your classroom! Thank you for joining with us to make a difference in the lives of our Antelope Valley youth. Bobbi Keay Arts for Youth Program Specialist Lancaster Performing Arts Center, City of Lancaster Bobbi Keay ArtsPRE for-PERFORMANCE Youth Program Specialist Lancaster Performing Arts Center, City of Lancaster Overview of California Content Standards for Public Schools .........................................................................3 Theatre Etiquette .............................................................................................................................................4 About the Show……………………...........................................................................................................................5 Biography of William Shakespeare....................................................................................................................6 How to Talk Like Shakespeare............................................................................................................................7 Quiz ………………………………………………..………………................................................................................................8 Vocabulary……………………....................................................................................................................................9 POST-PERFORMANCE Suggestions for Discussion.............................................................................................................................9-10 Resources .........................................................................................................................................................11 Our Arts for Youth program is aligned with the content standards for the California Visual and Performing Arts (and more) for K-12 education, and the Common Core State Standards (CCSS). Curriculum Connections: Visual and Performing Arts: Theatre; English Language Arts (Spoken Word, Poetry, Literature, Creative Writing); Physical Education, Creativity and teamwork, and Communication. History, Cultural studies, and Diversity. Applicable California Content Standards Samples easily applied in your classroom: English Language Arts - Reading • Grade 6: 1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. • Grade 7: 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. e.g Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). • Grade 8: 3.1 Determine and articulate the relationship between the purposes and different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, and sonnet). • Grade 11 & 12: 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. 3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare’s tragedy Macbeth). 3.7 Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern). LESSON PLAN IDEA: Allow students the opportunity to practice speech/performance by repeating a well-known prose, such as “To Be or Not to Be”. Stress the importance of personification, sounds, and gestures to evoke emotions. Suggested Common Core State Standards easily applied in your classroom: 7.RL.5: Analyze how a drama’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 9-10.RL 9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). 11-12.RL.7: Analyze multiple interpretations of a story or drama (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) LESSON PLAN IDEA #1: Students read the script prior to attending the performance. Students study, discuss, compare, and contrast the story with the live production and other versions. (Engage in further discussions: 7.RL.5, 7.RL.7, 9-10.RI.3, 11-12.RI.3, 11-12.RL.7) LESSON PLAN IDEA #2: Students study, produce, rehearse, and perform a condensed version of the play. (7.RL.4) • Please arrive on time. Plan for possible travel and parking delays; arrive a minimum of 30 minutes prior to show time. • Students: Leave recording devices of any kind at home or in your backpack at school. Video or audio recording and photography, including camera phones, are often prohibited by law and may disrupt the performance. They are not permitted and are considered very rude to the performers and to those around you. • Teachers: Turn off or silence all personal electronics. Beeps, clicks, tones, buzzes and light pollution emanated by personal electronics such as watches, Bluetooth devices, cell phones, etc. interrupt the performance and spoil the theatre experience. •Observe the instructions of the ushers. The ushers are present to offer assistance, ensure rules are observed and provide guidance in the case of an emergency. Please show them consideration. You will be asked to exit to the right of the theatre at the end of the performance. •Be Respectful. While entering and exiting the theatre: Please enter quietly. Once seated: Do not talk. Keep your feet on the ground and put your hands in your lap or fold your arms. •Abstain from eating or drinking inside the theatre. Crackling wrappers and beverage containers in the auditorium are unwelcome. Food, candy, gum and drinks should never be brought inside the theatre. •Avoid talking, waving and shouting during the performance. Laughing and applauding are encouraged at appropriate times. Shouting to actors/friends is disrespectful to others. Save personal conversation for after the show. If you must speak, please whisper very quietly. •Please avoid exiting the auditorium during the performance. Teachers, please arrive early enough to escort students to the restroom prior to the start of the show. If you must leave during the show, please wait for an appropriate break in the performance. •Do not get onto the stage or place items on the edge of the stage. To ensure the safety and security of performers and audiences, this behavior is strictly prohibited unless expressly permitted by a performer or staff member. •Dispose of garbage in proper receptacles. Help preserve a pleasant environment by depositing all debris in appropriate receptacles. •Extend common courtesy and respect to your fellow audience members. Civility creates a comfortable and welcoming theatre experience for all. •Bring very small children only to age-appropriate performances. Small children easily become restless at programs intended for older children, and may cause distractions. The Performance To be, or not to be—that is the question. Presented by The Acting Company of New York (of which Kevin Kline was a founding member), this will be the first production of William Shakespeare’s Hamlet in the Company’s 40-year history. The play dramatizes the revenge Prince Hamlet exacts for his father’s murder, setting him on a journey seeking his personal mortality. It vividly portrays overwhelming grief and rage while exploring themes of danger, revenge and moral corruption. Hamlet is among Shakespeare’s

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