Objectives
to encourage group problemsolving, cooperation, and collaboration while creating improvisations from short tales and given props.
Materials
tales and corresponding props:
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1.
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Sale of Broken Clocks
: Having a quantity of broken clocks, the peddler sells them to unsuspecting farmers, with the promise that he will replace the clock if it doesn’t work. He sells all but one which he takes back to the first farmer, who is happy to get a new clock. The peddler continues exchanging broken clocks. Props: A sack of clocks, or other such item.
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2.
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Sam Toleman’s Bonnets:
Sam travels to Nantucket where he knows fashion news is slow to reach. He carries with him two boxes of small bonnets. He convinces the ladies that the latest fashion trend is to wear two bonnets at a time, one on top of the head and one in back. Props: Two boxes of small paper plates with ribbons attached.
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3.
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Tablecloths for Sale
: Unable to unload a batch of tablecloths, our Yankee Peddler stops at a farm house before hitting the next town. He offers the lady of the house a free “shawl” on the condition that she wears it to church the next Sunday. She causes quite a stir and the women of town can’t wait until the peddler shows up on Monday. He unloads everyone of his tablecloths. Props: A suitcase of cloth squares.
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Activities
Divide the class into three groups and distribute the tales and corresponding props. (One to each group.) Allow each group enough time to read the story and to inspect the props. Have each group determine the Who, What, and Where of their tale, and a sequence of events. The leader should visit each group to see how they are doing, suggesting that they may add characters if needed so that everyone has a chance to participate when they do their improv. Have the students assign the parts.
Give each group a chance to perform their improv in front of the class.
Evaluate the improvs. (Stress objective criticism.) Could we tell who the characters were? Where were they? What was the trick played by the peddler? Was he able to get away with it? Could we observe a beginning, middle and end to the improv?
Conclusion
This work provides an introduction to the longer and more involved tale Gollywhopper’s Eggs. Have the class read the tale. Ask them to make note of the Who, What, and Where, and to write a sequential order for the tale, and five words or phrases that describe the Yankee Peddler’s character. This can be used in the next class session as a basis for more improvisation work, and eventually scripting.
