Students will demonstrate an understanding of dramaturgical work within script analysis by creating a glossary of at least 15 words, phrases, and topics from their selected play.
Standards:
TH:Re9.1.III.a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.
TH:Cn11.2.III.b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
Handout copies of the script. Have students read the script quietly on their own. This read is to help them take in and understand the story.
“As a Dramaturg, reading and becoming familiar with the text is an important step. Becoming familiar with the text is essential as it is the basis of the world of the play. When I say world of the play, do you all know what I mean?” Allow students to answer. “The world of the play is the rules and context that the play takes place in. The world of the play may be the same world that we live in but sometimes there are other rules or circumstances that may be different. This is important to be aware of when clarifying a performance. These circumstances need to be clear to the audience so they understand that this is a different world than what we are used to.”
“So, when becoming familiar with the text it is best to approach the script with a dramaturg brain and analyze the script. What are some things you might be looking for when analyzing a script as a dramaturg?” Give students the chance to answer. “When looking at a script some key things to notice are vocabulary audiences might not be familiar with, important historical context, and topics and themes that are important to the play.”
“We are going to break up into groups of three. As a group you will read a scene from a show together. As you read make note of points that spark the interest of a dramaturg. The vocab, context, themes, and anything else you might be interested in learning more about as a dramaturg.”
Give students 5-10 minutes to read the script and mark the parts that intrigue their dramaturg brain.
“Now that we’ve all marked up our scripts, what things did you find in the text? With your group, discuss the points that you found would be interesting to a dramaturg. What topics do you think are important?”
Give students 10-15 minutes to discuss as a group. Bring the class back together.
“What is great about dramaturgy is that each dramaturg thinks a little differently. There are some things that are important to one person that someone else might not have thought of. Let us share some of the things you all have put on your lists.”
Write down the students’ ideas on the board.
“This list we have created is what we would call a glossary. It keeps track of all the important thoughts we have from the text. This glossary helps us have a better understanding of the world of the play. You can then use this glossary to help spark ideas when doing research or have in mind when you are watching a rehearsal. Having used script analysis makes it easier in the long run.”
“Since you have had a chance to practice script analysis in the mindset of a dramaturg, I would like you to start creating your own glossary, for your chosen play. As you read through your script, on a seperate piece of paper keep track of all items that you think will be important for you to know as a dramaturg. You will need to have at least 15 terms written in your glossary. Remember these can be vocabulary words, important historical context, and topics and themes that are important to the play.”
“I am also going to hand out a manilla folder to everyone, on this folder write your name and the name of your play. This folder is going to be your casebook, just the place where you keep all your dramaturgical work. Make sure to keep track of this folder as you will need to turn it in at the end of the unit with all your work inside.”
Give students the rest of class to read their scripts and create their glossaries.
