Students will identify \u201cThe World of the Play\u201d by preparing a brief list of 15-20 items from their selected one-act plays as research possibilities for their casebooks.<\/p>\n
<\/p>\n
Casebook and World of Play Handout<\/a> <\/p>\n Review\/assessment: Students will turn in a copy of their completed glossaries.<\/p>\n <\/p>\n 1. Introduce the Casebook <\/p>\n 2. The World of the Play: What to consider when researching a play <\/p>\n o Ask students to complete some of the items in the next section (Place) on the board or at their desks on paper using To Kill a Mockingbird. It will look something like this: <\/p>\n 1. Assignment (Due next class): Identifying the World of the Play Objective Students will identify \u201cThe World of the Play\u201d by preparing a brief list of 15-20 items from their selected one-act plays as research possibilities for their casebooks. Materials Needed Casebook and World of Play Handout Casebook Example –\u00a0Casebook Example.Mockingbird Make 11×8 posters of the following pairs of words\/phrases: Title page Contains playwright\u2019s and …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1525"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1525"}],"version-history":[{"count":5,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1525\/revisions"}],"predecessor-version":[{"id":3369,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1525\/revisions\/3369"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1525"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1525"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1525"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Casebook Example –\u00a0Casebook Example.Mockingbird<\/a>
Make 11×8 posters of the following pairs of words\/phrases:
Title page Contains playwright\u2019s and dramaturg\u2019s names and an image
Table of contents Lists items in the casebook
Playwright bio Born\/died, other works
Short articles Source material
Glossary Definitions of unusual\/obscure terms
Bibliography Reference list<\/p>\nLesson Directions<\/h4>\n
\u00a0<\/h5>\n
Anticipatory Set\/Hook<\/h5>\n
Instruction<\/h5>\n
Ask the following: What is something the dramaturgical casebook can give a production team and cast? [Answer (prompt a response if needed): Context; structure; a story in a form that can be acted.]
o Show a dramaturgical casebook and explain its contents. [Examples of some contents for this section are included at the end of this lesson, but in an actual classroom a real casebook would be shown.]
o A dramaturgical casebook will contain the following [define and clarify during discussion; a copy of this list will be handed out to each student]:
\u00b7 A title page; first page of the casebook; contains the title of play, an image, playwright\u2019s name, and dramaturg\u2019s name (Show examples from a casebook created for To Kill a Mockingbird, a play the students will have already read in the first unit of this class.)
\u00b7 A table of contents [show example]; lists the items that are included in the casebook in the order they appear. Uses capitalization appropriately.
\u00b7 Brief playwright biography: contains important information about the playwright: when he\/she wrote this play, when born\/died, other works; \u00bd – 1 page and an image if available [show example].
\u00b7 8-12 short articles\/other items pertaining to the play [show examples of a few articles]; some images may be included, but images by themselves do not count toward the 8-12 items; these articles are not original writings, but source material–gathered from the internet, books, magazines, programs from other productions–to give information to a production company about a play; some articles may need to be cut down. Use the world of the play [introduced in next section of this lesson] to guide ideas. Look for variety! What would you want to know if you were an actor\/director\/designer about this play? Let your curiosity guide you.
\u00b7 The glossary: definitions of obscure\/unusual terms in the play [already turned in]
\u00b7 The bibliography: a reference list of where materials in the casebook originally were found [show example].
o Be sure to point out: A professional casebook is usually 150-200 pages. The format of a printed casebook is standard in the theatre industry; the contentsof each play\u2019s casebook, of course, will vary.
Review\/assessment: Students will identify and describe the main parts of a dramaturgical casebook by playing a matching game.
Matching game: Make 11×8 posters of the following pairs of words\/phrases:
Title page Contains playwright\u2019s and dramaturg\u2019s names and an image
Table of contents Lists items in the casebook
Playwright bio Born\/died, other works
Short articles Source material
Glossary Definitions of unusual\/obscure terms
Bibliography Reference list
Use magnets or tape to put cards facedown at random on the whiteboard [or place on floor facedown]. Place students in two groups (split the room, boys against girls, count off 1s and 2s, etc.). Teams will take turns sending one student to turn pairs of cards over and try to match an item contained in the dramaturgical casebook with its definition (teams may coach members\/make a plan before sending a teammate). If a team gets a match, they get another turn. If a team does not get a match, the next team gets a turn. The team with the most matches wins and is Coolest for the Day.<\/p>\n
Tell the students that they will be assigned to identify \u201cThe World of the Play\u201d by preparing a brief list of 15-20 items from their selected one-act plays as research possibilities for their casebooks. From these items, they will select 8-12 resources of information that will create their casebooks for their plays.
o Discuss with students ideas that they can base their dramaturgical research on. The body of the casebook can contain information based on the following suggestions (a copy of this list will be handed out to each student). These concepts (excluding the last two) constitute \u201cThe World of the Play.\u201d [During the discussion, show examples from the casebook where applicable (not included in this lesson).]
\u00b7 Time: time of day; length of time; season; period play takes place in; period play was written in.
\u00b7 Place: geographic place; immediate setting; locations of various scenes.
\u00b7 Economics and politics: economic system–capitalism, communism, socialism, etc.; economics of characters; democracy, monarchy, theocracy, etc.; family and\/or individual finances.
\u00b7 Social issues: Slavery? Women\u2019s rights\/suffrage? Racism? Alcohol\/drugs? Justice\/mercy?
\u00b7 Power: Who has power in the play? Who does not?
\u00b7 Playwright: Who? When? Why?
\u00b7 Previous productions: When? Who? Why? Different production approaches?
o Demonstrate how to write a brief item description: [Suggest: Bullet points or outline forms are easiest, but other formatting that is clear and easy to follow is acceptable.]
\u00b7 Suppose you are dramaturging To Kill a Mockingbird. Beginning with the list of possible ideas from \u201cThe World of the Play\u201d, write \u201cTime\u201d as your first item. Then simply answer the item suggestions that are applicable based on your reading and the context of the play, as follows:
\u00a7 Time:
\u00b7 length of time: several months
\u00b7 season: summer and fall
\u00b7 period the play takes place in: 1935
\u00b7 period the play was written in: 1962
o Ask\/discuss: How could the contextual elements in the world of the play lead to research that might be included in a casebook? [Ask for\/prompt examples.]
\u00b7 Seasons: weather\/temperatures in Alabama in summer and fall could inform actors\/costumers\/designers.
\u00b7 Periods: informs historical research–what is going on in 1935 in the USA? In Alabama? What is going on in 1962 in the USA? In Alabama?
[Point out that the above list under \u201cTime\u201d would qualify as 4 items toward the 15-20 minimum requirement list as research possibilities for their casebooks. The heading (Time) does not count, but the specific items listed do. The casebooks should not be heavy in one research area, but this initial list will aid students in choosing research items that will be most pertinent to their plays.]<\/p>\n
\u00b7 Place:
\u00b7 geographic place: Maycomb, Alabama, USA
\u00b7 immediate settings: street in front of Finch home; Maycomb courthouse
o Ask\/discuss: How could the contextual elements in the world of the play lead to research that might be included in a casebook? [Ask for\/prompt examples.]
\u00b7 Geography and immediate setting: might research what homes looked like in 1935; what people wore, what kind of entertainment they used, etc.
\u00b7 Many of these contextual elements cross over; knowing that the setting is in Alabama in 1935 will cross over into helping you ask other questions. For example:
\u00a7 The setting and time period of TKAM can lead to questions about economics: what is the major economic issue in Alabama in 1935? Can that serve as a good research item?<\/p>\nAssessment<\/h4>\n
Based on the suggestions above, and using the handout section called \u201cThe World of the Play\u201d included in this lesson, students will bring a paper briefly identifying and describing 15-20 possibilities (1 sentence or bullet point each) they can consider researching for their casebooks based on the plays they have selected. The playwright biography must be included as one item. Students will be prepared to make a short (informal) presentation, describing for the class 3-5 of the items they have included on their lists. The 8-12 research items that will make up their casebooks will come from this list.<\/p>\n","protected":false},"excerpt":{"rendered":"