Woman

Take a Bow

Now that you've seen the show, let's unpack the experience!

Refresh Your Memory

Before you dive into our fun activities, jog your memory with these photos from the show. And you can use them as creative inspiration. Find even more at the bottom of this page.

Classroom Activity

Circle of Viewpoints

In a farce, every character takes their situation very seriously, no matter how ridiculous. They’re genuinely after something they need. What needs are tied to the crazy situations we see in the show?

 

Objective:

Students gain a deeper understanding of dramatic circumstances by reflecting on different characters’ viewpoints in the show.

Steps:

  • Divide the class into groups. Assign each group a character from the play:

    • Mrs. Wylie, the General Manager of the Cleveland Grand Opera Company

    • Jo, her timid assistant who dreams of singing on stage

    • Jerry, her son who is enamored with the Opera star (and dating Jo)

    • Elena Firenzi, a world-famous Soprano

    • Pasquale, Elena’s jealous husband

    • Beverly, a bellhop

    • Leo, a Tenor and ladies man with the Cleveland Grand Opera Company

    • Julia, chairwoman of the Opera Guild

  • Think of the events of the play from the viewpoint of your character and write 1-3 lines from their perspective. Here are some sentence starters to consider:

    • What I want most is...

    • But …......... is in my way

    • A question I have is....

  • Create a tableau (frozen stage picture) that shows your character’s viewpoint. Use everyone in the group – even if some people are playing inanimate objects.

  • Incorporate your lines into your tableau.

  • Present each to the class and polish together.

Classroom Activity

Hidden Talents

Abdul Wahhab for Noun Project, licensed under CC BY 3.0

"It's about having something inside yourself that other people can't see...you know you have something important to say to the world."

- Ken Ludwig

Objective:

Students will explore hidden talents and reflect on how their ideas and impressions have changed over time.

Steps:

  1. Working in groups, students brainstorm hidden talents or interests they have. It can be singing, playing an instrument, drawing, balancing a pencil on your nose, always knowing when your mom is about to call...there’s no shortage of talents out in the world! What’s yours?

  2. Create a tableau that showcases a hidden talent from your group. Incorporate everyone in the group – even if some people are playing inanimate objects.

  3. Present each to the class.

    • Can you guess the hidden talent?

 

Extended Discussion:

  • Think about Jo’s journey in the show...her hidden talent blossomed with some encouragement and practice. On the subject of “hidden talents”, finish this thought:

    • I used to think...

    • Now, I think....

  • Reflect in a journal, in pairs, or as a class.

Classroom Activity

Review

Objective:

Students will learn to think critically about a piece of theatre and begin to build familiarity with tools of literary analysis.

Steps:

Explain to students how to write a review using these guidelines: 

  1. Make sure your review is not simply a summary of the plot but that it includes specific details about the performance and your impression of it.

  2. Use names when describing people, including the playwright, the director, and actors. Your first sentence should also name the play and where and when you saw it performed.

  3. Include observations of the set, costumes, and special effects in addition to the acting.

  4. Support your opinions with your experience: If you liked the show, describe specific details about what you liked. If you didn’t like the show, explain why. Avoid simply saying the show was bad or good. We want to know why you felt that way.

  5. Your review should not address issues with the storyline or the words themselves, but how the story was performed. Your job is to describe the play truthfully and then to decide if it was done well based upon what you have seen and what you expected.

  6. The tone of your writing should be objective, meaning separated from your feelings. Remember that the people who put on the play have feelings too. You don’t want to be mean or nasty in your review. It’s okay to be critical, but that means that your words should be focused on making the show better, not hurting someone’s feelings. 

  7. In your review, consider what you thought the play would be like. Then discuss whether it met your expectations.

  8. Share with the class and explore ways to make each more dynamic.

Thank you!

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