Wednesday, March 14, 2007

Class plays

My current school has trimesters, each one twelve weeks long. I've been spending the first six weeks of each trimester on a variety of activities (Sculpture Garden, Building a Sonnet, Status, etc.). Depending on how the classes behaved and responded to the work, I spent the second six weeks of each trimester on public speaking assignments or a class play.

In the first trimester I did Henry V with three of my four classes, and in the second trimester I did Midsummer with only one of my classes. I cut the plays to less than 40 minutes in length, and split up the parts like we did for Julius Caesar. No student had more than 50 lines of text to learn.

The classes that did the plays were kind of lukewarm to the whole experiment. They liked that they weren't stuck with public speaking stuff, but they were never really invested in the play. There was simply too much down time for each student. I could work two or three scenes in a class period, which means I only worked with less than half of the students on any given day. I used feeders to try to get the rest involved, but many are poor readers or ESL and didn't like to feed, so a lot of them sat around every day getting bored.

I'm three weeks into the last trimester, so I need to start figuring out what to do for the last six weeks. I predict that two of my classes will respond well to the short scene work we're doing next week, so those two will do class plays at the end of the year. My question is, how do I get the students to be more invested in the work?

So far this year I haven't started with reading the play as a class or doing a lot of character and plot analysis because I didn't want my Communication Applications class to seem like an English class (no offense to the English teachers, I'm just playing the "this class should be totally different from your other classes" card to encourage students to take more risks). I've been casting the shows and diving right into scene work to keep the kids from being scared of the language, but now I'm questioning that tactic.

I'm also unsure of the splitting of roles. It keeps kids from having roles of wildly different lengths, but I think it makes them stop thinking of their character as THEIR character. If I didn't split the roles, I'd have to choose a play with at least 27 speaking roles, which eliminates most of the comedies. Also, a kid playing the lead would have forty times the lines of Messenger #3, which hardly seems like the right thing to do. On the other hand, my best class currently has a refugee of the theatre department who doesn't like the new theatre teacher, and he could totally tear up a leading role. It's not in his best interest to make him share the role with five other kids, but it's not in the best interest of the rest of the class to have him carry the show while them merely support him.

So what do you think I should do? Split, or not split? Study the play before rehearsing, or no? Should I try Henry V or Midsummer again, or should I try something new, like Macbeth?

Saturday, October 14, 2006

How I Wish I Had More Of You On Speed Dial!

I might have called all of you this afternoon if I did!

A local theatre company is starting a ClassicsLive touring program. Today, they did a performance of their three touring shows (Midsummer Night's Dream, Antigone, and Beowulf) for local teachers. We're already scheduled to take all our Sophomores to their non-touring production of Julius Caesar next month, so I wanted to see what the new program was about.

For starters, the shows are good. Their Beowulf used shadow puppets and choral speaking--so moving! I can really see it playing beautifully in a small space! They are willing to negotiate their already reasonable performance prices, so on some level, we're in for the tour. I'll find a grant. It will happen.

In the post performance chat, they start talking about the workshops they do as part of the package. For Beowulf, they let the kids play with shadow puppets, for Antigone, it's mask work. As the touring director talked about the Midsummer workshops, things begin to sound familiar. "We let the kids interact physically to the text. We might do some reading of the text around a circle and talk about what emotions come up for the words. We talk about the sonic meaning of these words..."

My head is spinning! Are you my cousin, lady?

During the obligatory post show snack time, this woman introduces herself. She remembers my name from email correspondence, is excited that we're bringing so many kids to JC, blah blah...

"Listen," I say, "I like the approach you're taking with your workshops. I spent a month this summer with Shakespeare and Company and..."

"Oh. My. Gosh!!" She exclaims, "Tina Packer came to the University of Oklahoma and did a workshop when I got my MFA!"

"No way!" I pipe in, "get some wine in me, wrap my head up in a bedsheet, and you can hardly tell us apart!"

No, I didn't say that. I thought about it. Maybe I wish I did. I probably said something about how lifechanging the whole study was for me and that I really was excited to see them working here in my hometown. I gave her my card and told her we would be in touch to use her but that if I could play any part in what they are doing in the schools, I would be thrilled to.

Two lesson here, friends:
  1. Potential friends and great experiences are everywhere in this small world.
  2. If Tina can make it out here, what makes you think you can't?

I am off to put more of you in my speed dial. If something like this happens again, I have to catch one of you somehow!!

Tuesday, November 20, 2007

Anything For Money

At the 19th Annual Fall Festival of Shakespeare, a challenge grant was issued: if we could raise $5,000 from the audience in the four days of the festival, an anonymous donor would give us $10,000. To collect the money, Karen Harvey and the other education managers dressed up in red dresses and wandered the lobby.

Well, before one of the productions Kevin was doing his usual shtick explaining the challenge grant to the audience and said that if we raised $3,000 more dollars, we would stop shaking down the audience for money. A cheeky high school boy yelled out "will they still wear the red dresses?" Kevin, with perfect timing, retorted "if we make the money, I'll wear a red dress." The cash was earned in record time, leading to the following priceless moment:


("You Sexy Thing" played on the sound system to mark Kevin's entrance.)

I also had a mini NITS reunion with Trish in the lobby before Jenna's epic production of Midsummer (Trish was there with her daughter and students). I can't believe it's all over now. Although I'm exhausted after helping to load in and out ten shows, I'm exhilarated. I've now seen an audience of teenagers give the character Richmond a standing ovation after the killing Richard III. I've seen Pyramus ask the audience for a suggestion on how to die, only to get "death by allergy to polar bear." I've seen an audience gasp at Juliet's suicide as if her death came as a cruel surprise. It really is true: it's like a rock concert, a Thanksgiving day football game and a religious experience all in one.

But the best summation came on one of our student evaluations, where the kid responded to the prompt what have you learned as a result of participating in the festival? with this:
"I learned that storytelling is a way that people connect with each other to make the world make more sense, and that theater is telling a necessary story to a group of people who are willing to listen. Theater can change the way people think about how to live their lives, and I can say now that it has absolutely changed how I think about forgiveness."

Every state in America needs a non-competitive, totally supportive festival like this one. If you're ever in the Berkshires in November, this is an event not to be missed. Happy Thanksgiving to you all!

Tuesday, December 04, 2007

Curtain teasers

I helped herd kids at the school's choir concert tonight. There must have been 400 audience members packed into the cafetorium to hear the show. I'm told that the usual audience for theatrical performances is around 50. This leads me to believe I should include more kids in my next show, A Midsummer Night's Dream.

Our stage isn't all that big, so I can't just add 100 fairies to the show. I was thinking of starting a bit smaller and just having my sixth grade class perform a curtain teaser, and/or some kind of epilogue (a bergomask?). My only two ideas so far are a choral performance of "once more unto the breach" ending in an air broadsword battle, and a song and dance of "Brush Up Your Shakespeare."

Both these ideas seem a little twee. Any other ideas? Has anyone ever had success with any kind of curtain teaser that's unrelated to the show?

Monday, May 21, 2007

Happy Ending

We're wrapping up the year reading "Midsummer Night's Dream" and I couldn't have picked a better way to finish the year. The kids love a comedy and we're building on their prior knowledge of "Romeo and Juliet" as we discuss "Pyramus and Thisbe".

Today we did the play within the play and really had so much fun it was hardly like school (much less the last week!) but I'm afraid there might be a bit of a stir around the school as a result of this play. As my third hour played through the text today, we had a great wall--I was so proud of the way he spontaneously made the chink for the lovers to speak through--however, he got a bit chatty and was distracting Pyramus, Thisby, and the rest of us. Pyramus, totally frustrated with the situation, gave birth to what might become a catch phrase for the ages.

"Man, Jerome, you talk too much! You need to shut your chink!"

We did have a brief visit about how even though that joke is hilarious among Shakespeare scholars like us, we need to be aware that it might not be the best joke to share with people who wouldn't understand it.

I think they understood, but I can't help but wonder if I will have to call on you all as character witnesses.

Such a happy ending for this year!

Thursday, October 04, 2007

Screwed

My district’s one-act play competition is on December 1. I read a lot of plays (a LOT of plays) to try to find one I liked enough to direct. Finding a play for a middle school contest isn’t easy. Most plays are either way over their heads in subject and tone, or way below their intellectual level. Everything is Arthur Miller, or melodramas for six-year-olds.

That’s why I was thrilled when I found the play I wanted to do. It’s a quirky little play about a twelve-year-old boy who flees from the oppressive military regime in an unnamed Latin country. The boy goes on a kind of hero’s journey, meeting characters from Mexican mythology and folk tales on his journey north. In the end, he is captured crossing the border into America, but he promises that his story will be remembered. The play is fun, challenging, thought-provoking, and age-appropriate. I have just enough time to start rehearsals and get it the way I want it for the contest. I have a clear vision in my head of what I want, and I know my kids will be successful.

Too bad my principal told me today that I can’t do it.

The city my district is in made national news recently because of a city ordinance requiring landlords to check citizenship papers before renting apartments. Those in favor of this policy say that it will force those who don’t pay taxes out of the city. Those who oppose this policy say that it’s illegal to turn landlords into INS agents. Immigration is a hot-button topic in my district, and my principal doesn’t want a play dealing with it.

I told her that the play’s plot really isn’t about immigration at all, it’s just a factor in the climax. This play is about immigration like King Kong is about skyscrapers. But even if this play was all about immigration, wouldn’t that make my school an ideal place to produce this play? Wouldn’t Little Rock’s Central High School have benefited by reading Langston Hughes poems in 1954?

She asked the head of fine arts what he thought, and he’s asking the guy above him, but I imagine they’ll uphold my principal’s decision. I’m so frustrated about this. Last year my school did The Yellow Boat, about an eight-year-old with AIDS, and Then They Came For Me, about the Holocaust. Is a story about a kid meeting Mexico’s mythological figures more controversial than that?

So now I have to start from the beginning and find a whole new play. I’ll probably do Midsummer, since I’ve already done a good cutting and I know the play well, but my heart’s just not in it.

Wednesday, June 20, 2007

Checking In

Happy Summer to us all. Wishing you all a restful and rejeuvenating break.

I can hardly believe NITS was a year ago. I'm thinking of you all as I'm teaching a few classes this summer at the Cleveland Play House (the country's oldest regional theatre). Cleveland can claim anyone and anybody! And often does. And we're home of the NBA Eastern Conference Champions!

Anyway, wanted to "check in." I think of you and NITS every day when I do check in, reinforcements, text layups or a Full Professor Bob Davis vocal warmup!

We're doing a Midsummer Night's Dream. And we are creating a green world for young people from the inner city and the private schools. It's very exciting and rewarding.

Best wishes for summer,


Christine
PS Even though I don't respond much, I'm so glad the blog lives on.

Monday, February 25, 2008

Shakespeare and the Language that Shaped a World


From the "you never know where life will take you next" files:
Today was our first performance of Shakespeare and the Language that Shaped a World. It's a 45 minute piece that Kevin wrote which mixes information about Shakespeare's life and times with scenes and monologues from his plays, tracing his development as a writer and some of the themes that weave throughout his works. There's also a whole lot of silliness, as you might imagine. We'll be touring it around to schools this spring (it's not the tour of Midsummer that is wending its way across New England from S&Co; this is the education artists from the spring elementary and middle schools teams, plus the guy who was dressed like a Mountie in Servant of Two Masters, for those of you who saw that show during our NITS summer.). There are six actors playing multiple characters we also do the narration.

It was a little frightening to be performing again (Outside of NITS, I haven't been on stage since high school), and it's a little intimidating to be part of a cast where everyone else is a trained actor, but rehearsals have been fun because everyone is so nice and I can already tell how much the experience of performing is going to help me when I'm back to directing kids. Today's audience was with the show the whole time. There were a few little kids in the audience who laughed at all the slapstick comedy stuff and squealed in disgust and horror when I (as Beatrice) kissed Benedick. Ah, it feels good to know that I am frightening children... After the show, some old ladies came up to us and said "we wanted to see scenes from Taming of the Shrew! And we wanted to hear the dirty jokes!" This is in reference to a section where the narration says "if anyone ever tries to tell you that Shakespeare's low comedy and bawdy characters were only for the no class, low class groundlings...Just mention that Queen Elizabeth loved a dirty joke as much as anyone. Certainly more than the Puritans. Probably more than your parents." During this narration, the actor who plays Shakespeare whispers a dirty joke in my ear (I'm playing Queen Elizabeth) I'm supposed to laugh and slap Shakespeare for being so naughty. Of course, the actor never actually tells a dirty joke, and never tells a joke with the timing to land at the moment where my laugh cue is, but I like thinking that those old ladies were imagining all sorts of scandalous things!

There is a little bit from Julius Caesar in the show, and since I don't have any lines in that section, I took that moment today to think about our Caesar scenes out on the Rose stage. It's strange to think how unexpected some of the twists and turns of life can be, and just how far out of my comfort zone I am on this project. But surviving it! I hope you all are well and are continuing the wonderful work you do with your respective students.

Friday, April 06, 2007

One man in his time plays many parts

The bad news: I didn't get called back for Shakespeare Festival of Dallas. It sucks because they're doing lots of projects with lots of roles, and the three previous times I had auditioned for them I had always been called back.

The good news: A new company is doing a "condensed Shakespeare festival" this summer in Fort Worth. In June they're doing a night of 50-minute versions of Macbeth, Twelfth Night, and R+J, and in July they're mounting a full-length Midsummer.

I auditioned, and was just offered parts in all the shows. I'll be Lennox, Andrew Aguecheek, Capulet, and Snout. No leads, but at least it pays nothing!

Seriously though, I'm very excited about acting for the first time since NITS. And as cool as it would have been to be Spear Carrier #4 for Shakespeare Festival of Dallas, I like the challenge of playing multiple parts in multiple shows, most of them on the same night.

Monday, December 18, 2006

Lost Sheep Finds Blog

Greetings!
I thought I had forgotten my password and thus, lost forever my ability to post, but inspiration hit while I was watching Amanda's dancing videos. There clearly are good NITS vibes in the air today--I got some of my high school students to do a demonstration of Dibble dancing (the pavanne, the galliard and the country dance from this summer) at the 4th grade Renaissance Feast today. We're in the middle of exams, but my kids actually gave up their break period to dance. Said one kid: "I'm better able to do AP Physics after a good Galliard." Weird. I'm never able to do AP Physics.
After School we've just started working on "Midsummer" which was the seniors' choice for the winter play, but which I'm still trying to find my way toward.

However, we're using a folio text for the production which lead to the following rather brilliant moment:
9th Grade Egeus: "Thou, thou Lysander, thou hast given her rimes--whoa! wait! Is that some kind of STD??

Here's hoping none of you get rimes, but have happy holidays!
love,
Meg

Tuesday, September 26, 2006

Shakespeare in the News. Again!

THEATER
Speaking Shakespeare's language

Ron Rosenbaum hopes his new book deepens interest in the Bard's words
By Mark Feeney, Globe Staff September 24, 2006

NEW YORK -- Ron Rosenbaum's new book, ``The Shakespeare Wars ," bears the dedication, ``To Peter Brook and the cast of his `Dream. ' For changing my life forever."
That's a strong statement, but neither Rosenbaum nor the now-legendary production of ``A Midsummer Night's Dream" that Brook directed for the Royal Shakespeare Company 35 years ago is a stranger to strong statements.

Rosenbaum, one of America's ablest (and most idiosyncratic) journalists, has been making strong statements in print for more than three decades, perhaps most notably in his 1998 book ``Explaining Hitler. " And the Brook ``Dream" continues to inspire them. With its trapeze-riding fairies and white-on-white set, it has come to be regarded as one of the defining stage productions of the 20th century.

Not that Rosenbaum knew this when he bought a ticket in Stratford- upon-Avon one September evening in 1970. He just wanted to see some Shakespeare, as what former Yale graduate student in literature wouldn't have, and ``Dream" was what happened to be playing.
In a sense, ``The Shakespeare Wars" is Rosenbaum's way of paying the debt he incurred that night, an attempt to share the overpowering excitement Rosenbaum felt then -- and that Shakespeare has produced in him ever since.

Rosenbaum speaks tomorrow at 7 p.m. at Brookline Booksmith and Tuesday at 6:30 p.m. at Wellesley College.

Shakespeare's works have never lost their popularity. But the past decade has seen an upsurge of interest: the success of ``Shakespeare in Love" ; such other films as Julie Taymor's ``Titus" and the Ian McKellen ``Richard III "; the best-selling status of Harold Bloom's ``Shakespeare: The Invention of the Human" and Stephen Greenblatt's ``Will in the World."

Rosenbaum hopes to deepen that interest -- not through describing great performances of the past or Shakespeare biography (``just raking over shopworn anecdotes for the tenth time," he says), but through what is most glorious in Shakespeare , what is most Shakespearean , his language.

``What I want to do," Rosenbaum says, ``is bring to the reader a lot of what I find to be incredibly exciting controversies over how to speak Shakespeare, how to play Shakespeare, how to listen to Shakespeare, how to watch Shakespeare. Controversies that have scholars at each other's throats, that have directors and actors pounding the table."

Literally pounding the table, as the director Peter Hall did, while describing to Rosenbaum his crusade to get actors to pause, ever so slightly, at the end of each line of iambic pentameter as they speak it onstage. A chapter examines the merits of printing Shakespeare's text with the original spelling (which makes more sense than you might think). Another relates the ongoing debate among scholars over agreeing on a standard text for ``Hamlet " and ``King Lear. " Or there's Rosenbaum raising the possibility, in the endless debate whether page or stage is the better way to appreciate Shakespeare, that screen may trump both.

``These controversies open Shakespeare up to people who've read him but maybe don't go back to him a lot. There's an excitement there you don't get from your usual regional theater productions or through just trying to plow your way through the works once again. But if you hear these directors and actors and scholars arguing about something like this, it's a way to reconnect, I think, with some excitement that's there that you may have lost or never experienced."

Rosenbaum, 59, is sitting in the Yale Club. Vaguely Tudor, its baronial splendor is probably as close to a Shakespearean space as you're likely to find in Manhattan. In this setting, he looks like an actor -- a dark suit for costume, an open beer bottle and crumpled napkin for props -- but not one likely to be appearing with the RSC. Rather, with his scraggly beard and intense gaze, Rosenbaum could be Billy Bob Thornton's spiffier, riffier older brother.

Rosenbaum speaks with a nervy intensity. Shakespeare matters to him, and he wants Shakespeare to matter to you, too. He brings a nervy intensity to most things he discusses. His Edgy Enthusiast column, which runs biweekly in The New York Observer , is something special in US journalism, a unique blend of intellect and loquacity, rant and celebration. In the column, Rosenbaum has mourned his late cat Stumpy , decried the popularity of ``Seinfeld, " and proposed marriage to country singer Rosanne Cash .

``When Ron is writing something there's a level of involvement, a level of obsession," filmmaker Errol Morris says of his friend. ``Ron looks at a problem and he looks at how people look at problems. His way of getting closer to Shakespeare, the meaning of Shakespeare, the cultural significance of Shakespeare, is to look at the same time at other people looking at Shakespeare, interacting with Shakespeare. It's a very powerful device."

One of those people was University of California, Berkeley English professor Stephen Booth , whose close readings of the sonnets move Rosenbaum to a level of passion he otherwise reserves for Rosanne Cash. What's it like to discuss Shakespeare with Rosenbaum?

``Very, very pleasant," Booth says. ``No energy was going into him looking good. His topic was what are all these Shakespeare scholars doing and why. What most struck me was his intelligence, his ability to focus instantly, really, on what he was concerned with, his absolutely unaffected modesty."

``The Shakespeare Wars" may have begun with Brook's ``Dream," but it needed Adolf Hitler to get rolling. ``I was in a really deep depression after finishing the Hitler book," Rosenbaum explains. ``I lucked into listening to some Shakespeare cassettes and CDs and then I couldn't stop. I'd walk from room to room carrying a boom box, so I wouldn't miss a word. Then I'd be on the subway. I have a distinct memory of hearing a great audio tape of `Richard III' on the No. 6 local of the Lexington Avenue line. It was somehow appropriate: Richard III at his most malevolent through the roar of the tunnel."

Asked which Shakespeare character he'd most want to play, Rosenbaum says, ``I like the fast-talking Shakespeare characters, Mercutio, Hotspur, Cassius, Ulysses, even the villainous Edmund. If I had to choose, Mercutio."

Mark Feeney can be reached at mfeeney@globe.com

Saturday, July 22, 2006

Speaking of Titus...


Another message from Michael...

Please click the following link to answer a two-question survey concerning "Titus." It will help me with "pre-production research."

Titus or Midsummer?

Thanks,

Michael