In preparation of the floor plan. The scene dictates certain specific ideas and movements such as exits and entrances. The first entrance is that of the supervisor who enters as the doctor is leaving. The next movements are performed by the Supervisor who bolts the doors, locks the windows and walks to the fireplace to shut the damper. The Ghost follows by an abrupt entrance through the “bolted” doors. These actions provided by the playwright suggest certain movements.
At the beginning of the scene Isabel asks the Supervisor to sit down. This tells us that we need at least one chair but logic tells us that no room would have just one. As the director of a school play I do not have the luxury of a set designer to confer with so I must consider my space and what is asked of me by the playwright.
ON STAGE
(figure available in print form)
Class Space
(figure available in print form)
Notes:
Isabel
is a young, innocent, torn between life and death. She is about to be confronted by the Ghost and the Supervisor. She must make her decision.
Supervisor
is dressed in “his Sunday best. Black jacket, striped trousers, gloves. He has a bowler in his right hand, a gold-head stick in his left. Isabel gazes at him in astonishment.”
7
The scene must build to point on page 563 where the door flies open and the Ghost appears. This is the
climax
of the scene where Isabel is faced with the forces of life and death and must choose one or the other. The falling action begins on page 567 where the Ghost tells Isabel that she is as false as the others. We see her run to the arms of her Ghost in a last desperate plea, he kisses her and pushes her away leaving her in a faint. This is the end of the scene but not the act. It is a logical place to stop, however it is important for the students to know the real ending which is that she is revived and the Inspector, Doctor, the Girls, the Mayor enter and it is the noise that awakens her and brings her to life and the natural conclusion that she will wed the Supervisor.
In summation the remainder of the unit would consist of rehearsals which would encourage the discussion of all the literary elements, character development, performance levels, blocking and finishing rehearsal, technical rehearsals and a final performance for other classes.
Related Assignments
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1. Students will develop and flesh out their character sketches into characterizations of their characters.
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2. Blocking will be memorized with lines on a day to day basis.
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3. Crews will work in their groups within the class while actors rehearse.
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4. Spot testing will occur on a weekly basis to be sure students are learning the vocabulary words.
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5. A time and audience will be selected for the performance.
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6. Students will be graded based on the criteria mentioned at the beginning of the unit.
Suggested Activities
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1. Arrange a tour of Long Wharf, Yale Rep, or Yale University Theatres.
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2. Use “Variety”, “Backstage” and “New York Times” to read about professional theatre, auditions and the business and job possibilities, etc.
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3. Encourage students to see a live stage performance.