After teaching young playwrights for twelve years, I knew it was high time to evaluate my curriculum and consider some fresh ways to get my playwriting students started this summer. I have changed things consistently throughout those years, but the time felt ripe for something completely new. I browsed through my old plans and revisited my young playwrights bibliography and decided to try a few new things during Full Day Theatre Camp. In the process of that program last week, I discovered a tendency to model different steps in the process using examples that were independent of the others.
Today we began the class with a neutral scene of four lines between unspecified characters that I borrowed from CenterStage’s Teaching Playwriting in Schools: Teacher’s Handbook and set up the students with a scene between characters A and B. Students copied the dialogue and then continued the scene for three minutes. The difference between their stories was vast and best exemplified by two: one that involved an evil Lord commanding one of his servants and the other a more informal argument between friends about breakfast foods. This sparked a discussion of how dialogue can change depending upon the characters who speak them, the conflict between characters, and the location in which the conversation occurs. Students wrote a bit about their own characters using this information and then we moved on to an activity for outlining a story using the main character’s wants, the actions that character would be comfortable (and uncomfortable) taking to get what they want, and the obstacles that might stand in their way. Typically I start this exercise by referring to a common story with which everyone in the class (myself included) is at least casually familiar. However, finding such a story has become more difficult in recent years. My original reference (Star Wars) had become complicated by time and prequels. After a brief attempt at Harry Potter – of which I haven’t read enough of the series to keep up with the students – I moved to Cinderella. This has worked well given the variety of versions found in different cultures and the resulting discussions we’ve had about point of view and theme. The problem is that Cinderella works well with elementary students and adults (I love discussing Disney princesses with adults), but teens tend to tune out when I mention her name. So, without a strong common story to use with this group I planned to launch into the old Cinderella routine when I realized that we had just discussed a handful of perfectly good story ideas that developed from the neutral scene. Why not choose one of them?
I choose the story of the evil Lord and his servant and the class was immediately energized by the prospect of creating a new story. Actually, I was surprised by how quickly they jumped into the process – none of the usual prodding questions and encouragements needed here! In fact, I think using an example from the students’ writing may have deepened their understanding of the Want-Action-Obstacle model as they were applying it to a new story much as they would when they set off to outline their individual plays. They’ve been so involved that I’ve been able to write this post as they continue to work well beyond when I told them I would first interrupt! Can’t wait to see where their stories take them next.
Tuesday, August 5, 2014
Tuesday, May 20, 2014
Our First Experiences with Theatre
When I was eight, an opera company came to my school to present an assembly about their work. I remember sitting on the floor in the middle of the gym completely transfixed by their presentation. Of particular interest was their explanation of how to stay safe on stage. Before one scene, an actor showed us a starter pistol and explained that they used it because it made a realistic sound of a gun, but did not have any bullets, which, obviously would be very dangerous. He further explained that for added protection the person firing the pistol would not point it at another actor, but aim it in the air. And with that, this troupe presented a scene they called "I Hate Men" (which may or may not have included the song of the same name from Kiss Me, Kate). The scene was about a female teacher who had grown so disgusted with her male counterparts that she shoots each of them while singing her song; the men wound up in a cartoon-like dog pile on one side of the stage. I was at once entranced and completely horrified, but not by what had transpired (which was horrible and surprising given the context, even in 1985). Rather what offended me was the idea that firing the pistol in the air was in any way believable. I knew there had to be a better way.
Armed with my retractable four-color ballpoint pen, I opened my Trapper Keeper and proceeded to write my own version of "I Hate Men". I cast classmates in the roles and wrote their lines assigning each character their own color The plan was to perform the play at recess, but it never happened. But I kept writing: anything and everything that I could. Sometimes I wrote scripts that my friends and I would film using a VHS video camera that the kid up the street had; I loved doing research projects and creative writing assignments. I also wrote short comics based on doodles I drew in my notebooks. Writing also helped me cope with losing my hair just a couple years later and I kept a journal all the way through my freshman year of college. Now, while I write much less, I have built a career around mentoring young artists and writers. It wasn't a conscious decision, but something that progressed naturally as I made my way through the world. And it all stems from that one moment sitting on the gymnasium floor watching an opera company who thought enough to share their work - perhaps more importantly, their passion - with young people.
My oldest son had a similar experience about a year ago when my wife took him to see his first live theatre performance: a touring company presentation of If You Give a Mouse a Cookie - one of his favorite books at the time. There were other picture book adaptations presented that afternoon and the one that he was most excited about was Borreguita and the Coyote. He enjoyed the story so much that he spent the next few days drawing pictures of the it, recreated it with his friends at day care, and eventually set up his own stage in the playroom in our house. One afternoon, my wife and I, along with our two other children, were directed where to sit, handed a program, and treated to a monologue about how the play would work - more a lecture on directing the piece than an actual performance.
This past Sunday, my son told me that he is writing a play about Star Wars (his newest interest) and wants to act it out with his friends at day care. Apparently, he asked his pre-K teacher if they could perform the play there, but he was not satisfied with her response. So, my wife and I have been recruited to help him make the play a reality. He is determined to make this happen and we're considering some ways that might work.
It is fun to think that my son and I had such similar responses to our earliest encounters with theatre. The resulting creativity and passion are wonderful benefits that I hope everyone might experience, if not for themselves then certainly for a child whom they accompany to the theatre. And I encourage all artists, if they are not already doing so, to share their work and their creative process with young people. It has an unbelievable impact and potential to benefit to that young person's life.
So, with that I wish everyone a very happy World Day of Theatre for Children and Young People!
Armed with my retractable four-color ballpoint pen, I opened my Trapper Keeper and proceeded to write my own version of "I Hate Men". I cast classmates in the roles and wrote their lines assigning each character their own color The plan was to perform the play at recess, but it never happened. But I kept writing: anything and everything that I could. Sometimes I wrote scripts that my friends and I would film using a VHS video camera that the kid up the street had; I loved doing research projects and creative writing assignments. I also wrote short comics based on doodles I drew in my notebooks. Writing also helped me cope with losing my hair just a couple years later and I kept a journal all the way through my freshman year of college. Now, while I write much less, I have built a career around mentoring young artists and writers. It wasn't a conscious decision, but something that progressed naturally as I made my way through the world. And it all stems from that one moment sitting on the gymnasium floor watching an opera company who thought enough to share their work - perhaps more importantly, their passion - with young people.
My oldest son had a similar experience about a year ago when my wife took him to see his first live theatre performance: a touring company presentation of If You Give a Mouse a Cookie - one of his favorite books at the time. There were other picture book adaptations presented that afternoon and the one that he was most excited about was Borreguita and the Coyote. He enjoyed the story so much that he spent the next few days drawing pictures of the it, recreated it with his friends at day care, and eventually set up his own stage in the playroom in our house. One afternoon, my wife and I, along with our two other children, were directed where to sit, handed a program, and treated to a monologue about how the play would work - more a lecture on directing the piece than an actual performance.
This past Sunday, my son told me that he is writing a play about Star Wars (his newest interest) and wants to act it out with his friends at day care. Apparently, he asked his pre-K teacher if they could perform the play there, but he was not satisfied with her response. So, my wife and I have been recruited to help him make the play a reality. He is determined to make this happen and we're considering some ways that might work.
It is fun to think that my son and I had such similar responses to our earliest encounters with theatre. The resulting creativity and passion are wonderful benefits that I hope everyone might experience, if not for themselves then certainly for a child whom they accompany to the theatre. And I encourage all artists, if they are not already doing so, to share their work and their creative process with young people. It has an unbelievable impact and potential to benefit to that young person's life.
So, with that I wish everyone a very happy World Day of Theatre for Children and Young People!
Tuesday, January 7, 2014
Happy 2014!
I’m not much for making resolutions, so I won’t be officially announcing any big plans for change in the year ahead. However, there have been a number of posts and articles in the past week about the importance of establishing a writing routine that have piqued my interest. One is an article about journaling by Jeremy Anderberg posted at The Art of Manliness website (http://www.artofmanliness.com/2014/01/01/jumpstart-your-journaling-a-31-day-challenge/). This challenge to “jumpstart your journaling” lists 31 writing prompts to help develop the habit of writing every day, but also to encourage a writer’s exploration of topics, and potentially and overall theme, that he may be covered in the journal. I kept a journal throughout middle school and high school, which I enjoyed, and think was a good way to release and work through many of the challenges that I faced as an adolescent with alopecia. I rediscovered the journals a few years ago while cleaning out my childhood bedroom prior to my parents’ move to a new home. It was an opportune time for that project as I had been toying with the idea of developing a play for young audiences based on my childhood experiences with alopecia. Unfortunately, those spiral-bound notebooks did not contain the trove of material that I was hoping for. It was interesting to revisit some of the entries – I could picture some of the moments when I wrote them – but there was little that could be used. So, I kept what I felt was most important and sent the rest through the shredder. I’ll revisit the play when the time is right.
Journaling was enjoyable and I’ve often thought about taking it up again, but I’ve been hesitant to engage in a recap of the day’s events, which is all I can really think to write about. Anderberg suggests writing a journal with a purpose in mind. That reminds me of Benjamin Franklin’s autobiography, which I last read in Dr. Kot’s American Lit class over 16 years ago. Franklin began the work with the phrase “Dear Son:” which is interpreted as either being addressed to his actual son (William Franklin, the Royal Governor of New Jersey - http://www.nj.gov/state/archives/docfranklin.html), or to the young nation that he’d help establish. No nation building going on over here, but I do like the idea of writing something that my children can read when they are older. Their lives are just beginning and it may be interesting for them to see what that life was like from another perspective. I’m not sold on the idea, so we’ll see.
But the decision has been made that I will try to write every day. That is the suggestion of Michelle Welsch at Project Exponential, a networking blog that I’ve found to be very interesting and helpful in the few months since discovering it. Welsch’s most recent post (http://projectexponential.com/2014/01/07/write/) encourages us to try writing at least five minutes each day. She says that in writing “You’re offering yourself a valuable reference tool and creating a soundboard for yourself. Writing rituals are instrumental for self-analysis and reflection.” So, again, journaling. Or blogging, as the case happens to be today. And of course transcribing interviews, so that I can write that dissertation…
… because my research assistant hasn't been much help!
Journaling was enjoyable and I’ve often thought about taking it up again, but I’ve been hesitant to engage in a recap of the day’s events, which is all I can really think to write about. Anderberg suggests writing a journal with a purpose in mind. That reminds me of Benjamin Franklin’s autobiography, which I last read in Dr. Kot’s American Lit class over 16 years ago. Franklin began the work with the phrase “Dear Son:” which is interpreted as either being addressed to his actual son (William Franklin, the Royal Governor of New Jersey - http://www.nj.gov/state/archives/docfranklin.html), or to the young nation that he’d help establish. No nation building going on over here, but I do like the idea of writing something that my children can read when they are older. Their lives are just beginning and it may be interesting for them to see what that life was like from another perspective. I’m not sold on the idea, so we’ll see.
But the decision has been made that I will try to write every day. That is the suggestion of Michelle Welsch at Project Exponential, a networking blog that I’ve found to be very interesting and helpful in the few months since discovering it. Welsch’s most recent post (http://projectexponential.com/2014/01/07/write/) encourages us to try writing at least five minutes each day. She says that in writing “You’re offering yourself a valuable reference tool and creating a soundboard for yourself. Writing rituals are instrumental for self-analysis and reflection.” So, again, journaling. Or blogging, as the case happens to be today. And of course transcribing interviews, so that I can write that dissertation…
… because my research assistant hasn't been much help!
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