Nicolette W. Perrault
WEEK 1: History of Drama (An overview)
(Read
Much Ado About Nothing
)
A.
Oedipus the King
B.
Oedipus At Colonus
C.
Antigane
WEEK 2: The Medieval Period
A. History of the Medieval Period
B. Discussion of
Everyman
WEEK 3 & 4: The Elizabethan Period
A. Introduction to the life of Shakespeare
B. Discussion of
Much Ado About Nothing
C. Movie Review of
Much Ado About Nothing
WEEK 5 6: The Modern Period
(Read The Colored Museum)
A. A Brief Overview of This Period
B.
A Doll’s House
by Ibsen
C.
Arms and the Man
by Shaw
D.
The Glass Menagerie
E. Discussions
F. Oral Readings
G. Essays
WEEK 7 & 8: Multicultural Theatre
(Read
My Children! My Africa
)
A.
The Colored Museum
B. Discussing The Play
C. Oral Readings
D. Essays
E.
My Children! My Africa!
(Practice scenes and prepare projects)
F. Discussing The Play
G. Oral Readings
H. Essays
WEEK 9: Lights! Camera! Action!
A. Presentation Of Projects
B. Monologues/Duet Scenes
C. Unit Exam
To initiate the activities presented each week in this unit I plan to use the following criteria to help me organize my ideas and remain focused on the goals that I want to achieve each week. Thanks for the suggestion Dr. Whitaker. I’ll call this my Seven Step System (SSS).
1. First, I will tell what I plan to do.
2. Next, I will present questions I would like to pose to students
3. I will tell what I want students to understand.
4. I will discuss what aspects of dramatic form and style concern me.
5. Next, theme or content will be discussed and analyzed.
6. Specific objectives will be stated for each section.
7. Measurement or Form of Assessment will be stated.
WEEK 1: History Of Drama (An Overview)
STEP 1: In this first week the unit will be introduced to students. A reading schedule, an assignment list, and a list of suggestive ideas for a final project will be issued to students in the form of handouts. During the first two days of the week students will attentively listen and record notes in class as I begin to give background information on the Greek Theatre.
STEP 2: Here are some sample questions I will be using in our discussions: When the actors performed on stage, how do you think they were able to be heard by the 20,000 spectators? Can you imagine the costumes of this day? Would they have been simple or ornate? what, do you suppose, were subjects of the plays? How did the playwrights of this period intensify certain scenes of their plays? What part did the chorus play in productions? Does any musical instrument come to mind when you think of Ancient Greece?
STEP 3: I want students to be familiar with the lifestyles of the people and realize the importance of the drama and the role it played in their daily existence. I want students to be able to identify specific sections of the theatre and be able to recall famous playwrights of this period. I would like students to be able to identify the plot in a Greek tragedy. I want students to read passages from the translations of
Oedipus the King, Oedipus at Colonus,
and
Antigone
and analyze the action using clues found in preceding scenes. I want students to be able to identify themes found in Greek tragedy.
STEP 4: Most students will find the language in a Greek tragedy to be a bit of a challenge. In order to achieve fluidity and any measure of comprehension, oral readings are a must. Students will practice speeches made by a character of his or her choice and read and interpret them.
STEP 5: Students will attempt to identify the theme(s) in
Oedipus the King
. Students will be afforded the opportunity of letting their creative juices flow when they develop their own Greek tragedies.
STEP 6: Students will be able to define the following terms: a) Dionysus b) dithyramb c) orchestra d) thymele e) skene f) proskenion 9) trilogy h) tetralogy
Students will be familiar with four playwrights of the Greek period. (Sophocles, Euripides, Aeschylus, and Aristophanes) Students will be able to fluently read and interpret a passage taken from a Greek play.
Students will be able to identify the qualities of a tragic figure in written form. (Essay)
Students will be able to identify the theme in three Greek plays: Oedipus the King: Oedipus at Colonus. and Antigone.
Students will develop characters, a setting, and a plot for a Greek tragedy.
STEP 7: Students will be assessed on their a) oral readings and interpretations b) essay on a tragic Greek figure c) plot development of a Greek tragedy.
I will begin the unit by asking students to take an imaginary trip in time with me. Softly pulsating in the background ritualistic drums can be heard. (A tape of South African music is played throughout this segment of the discussion.) If we were to travel back to the very beginning of time when man was quite primitive, we would see that man has always been ceremonious. Primitive people would act out little dramas to communicate their desires to the all powerful spirits or gods. Most of these ceremonies were religious in nature. Sometimes they would perform dances or rituals in hopes of attaining a plentiful food supply, or they would desire the gods to open the heavens to bring forth rain in a dry season. Sometimes these ceremonies would last for hours, or sometimes they would last for days. Since these earliest dramas were not written they were preserved much like the myths and folktales of the past. They were passed down from generation to generation mainly by tribal and religious sanctions. But the point that I would like to make here is that drama has always been around.
Now let’s move forward in time. Let’s travel to a period in time to Ancient Greece. If the students want to close their eyes to travel back in time this would not be inappropriate. Softly, in the background Greek music, especially strings, would be played to create the mood or atmosphere closely akin to this period. As they listen to the music, I would ask them to imagine what it must have been like during that time. I would ask them to describe what they see. I would ask them to describe how the people are dressed. I would ask them what the people are doing. I would ask students to imagine and describe the houses of the Ancient Greeks. “Let’s knock on a door and see how hospitable the Greeks of this time period are. what luck! We have found someone at home.” I would then ask students to describe what they envision. Is the furniture simple or ornate? Are the rooms spacious? “Um! What is that I smell?” I would ask students to describe a typical meal of the Ancient Greeks. At the completion of the warm-up activity, I would ease into the first phase of the unit, The History of Drama. In lecture form I would give students information about the origin of drama.
You have studied Greek and Roman mythology. The Greeks worshipped many gods and goddesses. Belief in many gods ... what is this called? Polytheistic ... right. This means that they believed in many gods. The Greeks believed that the gods governed every aspect of their daily lives. one of these gods was called Dionysus, the god of wine and vegetation. Each year a celebration was held in his honor. “In all the country districts the villagers dressed in goat skins like the mythical satyr attendants on the gods, smeared their faces with wine lees, and danced about a man chosen as their leader to impersonate Dionysus.”l In their revelry the people became the mouthpieces of the god. In poetic language they would tell of the god’s triumphs or sufferings. On these occasions a choral hymn called a dithyramb was sung. Dances, impersonations, songs and narratives were also a part of the ritual. Now as time passed these ceremonies became more elaborate. Therefore, a permanent theatre was erected to honor the god.
“The famous Theatre of Dionysus in Athens was begun about 500 B.C.”
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The theatre was semi-circular in shape and situated at the foot of the Acropolis. (I will show students this location on a map.) This open arena resembles a large football stadium. Just as you sit in the bleachers to watch players on a field engaged in sport, so did the spectators of this period sit in the tiers to watch an eagerly anticipated performance. This theatre had very distinct areas as you see here on the overhead. (I would show students a slide or drawing of the theatre). This is the orchestra or dancing floor. (I would point to the large circular space). This section, the alter of the god, is called the thymele. Behind the orchestra a building called a skene serves as a dressing room for the actors. Later this became known as a proskenion. “This theatre held more than 20,000 people.”
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Everyone attended the performances. The state paid for the poor people of Athens to attend performances.
Now the festivities have begun, and we have been looking forward to this day with eager anticipation. It is now time for the presentation of drama. Each playwright is allowed one day to display four plays. “The term tetralogy was employed to denote such a group. When three of the plays dealt with the same myth, they were called a trilogy.”
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The fourth play was required to be a satyr drama, comic in intention and in character. The most outstanding playwrights of this period who participated in the competitions were Aeschylus, Sophocles, and Euripides. A comic playwright of this period was Aristophanes.
Just as writers today write about contemporary ideas, the playwrights of this period wrote about events of their time. “What do You think they wrote about?” Hopefully, students will come up with ideas to open a discussion about concepts which were the basis for plot development of Greek tragedies. I would ask students if they could think of a contemporary tragic hero. (ex. Steven Segal-
Above the Law
) What makes him a tragic hero? Can you name another tragic hero? (ex. Job from
The Book of Job
in the
Bible
.) I may briefly share the story of Job with students. Then in class or as a home assignment, students will write an essay whereby they will describe a tragic figure and relate the qualities or circumstances which qualify this person to he considered tragic.
Greek plays were excellent in both content and presentation. The actors wore platform shoes so that they could appear taller on stage. Even today we can’t seem to get away from those platforms. Now, so that they could be heard by spectators, mouthpieces were used to amplify their voices. All roles were played by men, for no females were allowed to perform. The chorus was dressed in colorful draped costumes on stage. They were accompanied by musicians. In order to emphasize the spoken word actors used broad gestures. Facial masks were used to indicate strong dramatic emotion.
Obviously, we won’t have time to read an entire Greek play, but I would like to share the plots of at least three of them with you. All three of these Plays were written by Sophocles:
Oedipus the King, Oedipus at Colonus,
and
Antigone
. Then in storytelling form I would begin to relate the plots of the plays in succession.
Now, I have fun off sections of the three plays and each of you have been assigned a given speech. You will take it home, practice reading it until you feel comfortable with the selection, and attempt to analyze it. Tomorrow come to class with your passage memorized and be prepared to read your analysis to the class.
As a culminating activity, I would like for each of you to select a theme on which to develop a Greek tragedy. Think about your characters. What will happen to them? How will you develop the plot? What tragic end will befall each of them? This essay should be a minimum of 300 words but no more than 500.
WEEK 2: The Medieval Period
At the beginning of the second week I will ask students if they have started to read the first play on their reading list. They should have begun to read
Much Ado About Nothing
. I would also ask if they have started to think about monologues or scenes for their final projects. Softly, in the background I would play The Love Theme from R
omeo and Juliet
by Nino Rota or Andre Castalan. I don’t know if it would be considered Medieval. but I simply love this piece. Again, students would Prepare to take notes and listen carefully as I begin the week’s discussion.
STEP 1: I will attempt to help students to understand what happened to bring about the decline of the Greek Theatre. Then I would like to focus on the period in drama when it was trying to make a come back. I would like for students to identify the types of plays of the period. namely, miracle, mystery, and morality plays. In introducing the play or rather excerpts from the play representing this section, we will be discussing theme. Since the representative play is
Everyman
the theme here will be death. Also, since the play falls into the category of what would be classified as an allegory, it would be beneficial for students to be able to define allegory.
STEP 2: Here are some suggested questions since drama was reborn in the church, what types of plays do you suppose were written? What do you think comprised the content of the plays? How were the plays presented? Do you think the plays of this period gained a large following? what were some of the issues you think were concerns of the people of this period? Every man or woman has his or her own ideas about death and what it’s like. What are your thoughts? Morality, good vs. evil, has been a constant theme since the beginning of time. Do you think good always triumphs over evil? Can you share instances of both sides from other forms of literature?
STEP 3: I want students to understand the nature of Medieval drama. I want students to see that this type of drama developed mainly out of a need for religious expression. I would like for students to be able to envision a display of pageant wagons depicting successive scenes in Biblical episodes. I would like for students to read through passages of the play
Everyman
and tell what the character is feeling or thinking. I would like for students to analyze the stages through which
Everyman
must pass before coming to the realization of what virtue is most important, according to the play, in the very end.
STEP 4: Students will read passages from the play
Everyman
so that they will be familiar with the language of it. Students will attempt to analyze specific speeches or dialogues in the play.
STEP 5: The theme of the play will be discussed as we read specific segments which show how
Everyman
tries to enlist the aid of worldly values to accompany him on his final journey. We will divide the play into three distinct sections, and we will call them The Summoning, The Transformation, and The Final Passage.
STEP 6: Students will be able to define and give examples of a mystery play, a miracle play, and a morality play. Students will be able to read and interpret verse taken from a Medieval play.
STEP 7: Students will submit a research report on “The Decline of The Greek Theatre.” This will involve library research. Students will prepare thesis statements and attempt to support them in a typed five page report. Mainly, they will focus on the dramatic developments which transpired between the Greek and Medieval period. Students will contemporize the scene which takes place between
Everyman
and Fellowship. (Lines 205-317)
Though Greek theatre with it’s wonderful spectacle left lasting impressions on thousands and thousands of spectators, the glory of this magnificent era sadly passed away. The beautiful temples and amphitheatres fell into ruin. Well, I think this is an ideal question for an assignment. Topic: What happened to Greek Theatre?
Drama remained dormant for several centuries. “About the ninth century A. D. there began to appear in the churches of Europe simple playlets enacted as part of the Easter or Christmas service.”
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As time passed these productions became more elaborate. The trade associations or guilds of the medieval cities became responsible for these elaborate productions. The poets of the period began to compose whole cycles of plays dealing with Biblical events from The Creation to The Judgment Day. “This religious drama was split up in 30, 40, or 50 episodes, and each one was put into the hands of an appropriate guild.”
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“How do you suppose these individual scenes were represented? Right! They were represented on pageant wagons. It was very competitive. You’ve seen parades haven’t you? Well, pageant wagons were very similar to these the only difference being that the wagons were constructed with two levels. The upper level, of course, was used for the dramatization. For what, do you suppose. the lower level was used? The lower level was used for a dressing area.”
There were basically three types of plays presented during this period. They were mystery plays, miracle plays, and morality plays. “A dramatization of Biblical events is known as a mystery play; a presentation of an episode in the life of some saint or some prodigy performed in behalf of religion based on church history or tradition is a miracle play. Morality plays were plays which dealt with the struggle for man’s soul through the use of abstract or allegorical characters (personifications of the virtues and the vices).”
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Now for a word on
Everyman
. You have before You copies of the play that we will be reading, discussing, and analyzing as a representative work for this period.
Everyman
is a play of character conflict. It is a play which deals with struggle between vice and virtue.
Everyman
confronts dramatically the human horror of death. In fact, at the onset of the play death is imminent. Now, what makes
Everyman
the ideal example of a morality play? Take a look at the list of characters. You see Beauty, Knowledge, and Good Deeds. Abstract ideas such as these are represented as human forms. “
Everyman
is one of the three great English allegories. The other two are Edmund Spenser’s
Fairie Queene
and John Bunyan’s
Pilgrim’s Progress
.”
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As a means of expediency I have divided the play into three distinct sections. The first section I have elected to call The Summoning. Let’s read this section. (Lines 1-65) What is the purpose of the messenger? To what Biblical aspect does he elude in line 15? of what does he warn Everyman? In lines 29-35 what scene does God depict? Interpret lines 42 and 40. Why is God so angry?
An interesting conversation takes Place between Everyman and Death. Two fairly fluent readers will read lines 64-204. I will read the brief passage spoken by God. What does Death tell Everyman? What is Everyman’s reaction? How does Everyman try to put Death off? Now the scene which follows this one would be excellent as a choice for a duet scene. (Lines 205-318). The dialogue here is simple and easy to follow. After Everyman is unsuccessful in enlisting the company of Fellowship, so too is he unsuccessful in acquiring the company of Kindred, Cousin, and Goods.
In the next phase of the play which I have elected to call The Transformation, Everyman, through the assistance of Good Deeds, is introduced to Knowledge. Knowledge leads Everyman to Confession where his transformation begins to take place. Everyman begins his penance and Good Deeds rises and walks with Everyman. As Everyman puts on the garment of contrition. he is given the virtues of Discretion, Strength, Beauty, and the Five Wits. All earnestly promise to remain with Everyman.
In the final phase of the Play as Everyman approaches the grave, the virtues one by one desert him. (Lines 785-917). Let’s read this final section orally. After this final reading the question which remains is ... By what, according to the play, is the ultimate measure of every man’s worth? As a culminating activity, some students will share their written assignments with the class.
WEEKS 3 & 4: The Elizabethan Period
STEP 1: I think it’s time for a change in strategy. Instead of opening with a lecture format, I have elected to introduce this period through the use of film. The video is called
Introducing Great English Authors
, and it’s approximately 15 minutes. This is a short film which introduces the Elizabethan Age to students, and it also introduces the great playwright and poet William Shakespeare. At the conclusion of the video I may elect to give students additional notes.
STEP 2: All questions for discussion have been outlined below.
STEP 3: I want students to be able to recall significant biographical facts on the life of William Shakespeare, to read Shakespearean verse with ease and confidence, to follow the message being communicated in speeches or passages of great length, to trace the development of major characters throughout the play, and to relate details in chronological order .
STEP 4: The aspects of dramatic form and style with which I am most concerned are rather difficult for me to explain. My hope is that the students can capture the flair, the eloquence. and wit that can only be found in the style of Shakespeare when they attempt to read his lyric verses.
STEP 5: The age old theme of love will be discussed. I suppose we will have to discuss jealousy, betrayal, deceit, fidelity, the institution of marriage, and relationships, All of these and possibly more can be found in just this play.
OBJECTIVES
STEP 6: Students will be able to describe all characters in the play in written form.
Students will be able to depict the action in the play in individual scenes.
Students will be able to write a detailed summary of the events surrounding the plot of the play.
Students will be able to write a 300-500 word comparative essay based on their reading of the play and a screening of the video.
STEP 7: Students will be evaluated on numbers 2, 3, and 4 above.
