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0 American Theater Arts for Youth, C2008

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On Stage With

j\lllerican Theater Arts for Youtb

the Producer Letter from

Sceruc . !Numbers · fMUSlCa

Before you Go

Theater Etiquette .... .....

table of Contents: ...... ....... ....... ..... ..... ...... ... 3

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Synopsis ······ . .... ............ ...... ....... 7 ..................... 8-9 ...... .. ....

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After The

Show ........ · · · · · · · · · · · · · Think Theatrically ............. . ...... ...... ....... ........

Acrostic

Fan Letter

Theater Vocabulary

. t aReview Wne

Careers in the Arts

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Draw a Picture ......... . ...... ...... ......... ........ ....... ....... ....... ...... ........ . ......... . 16

d Reading List Suggeste . ..... . ..... . . .....

ous contribution from t by 8 gener din par d do Ring" is supporte . nd its Color Guar "Let Free m f the Revolution a

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On Stage With

j\111erican Theater Arts for Youth Dear Educator:

t letter frortl . ll.e Produce!·

This guide contains suggested Let Freedom Ring performance-related activities for various

grade levels. It is intended to help you meet national, state, and district standards in education and

augment the theater-going experience for your students. Please select those ideas that best relate to

your curriculum and classroom needs. We would appreciate knowing which suggestions you

actually incorporated into your lesson plans and how they worked for you.

Share your fun and ideas with us. We will be pleased to receive any projects that grow from

this experience ... letters, cassettes, original drawings, photos, etc. You may send them to:

American Theater Arts for Youth, Inc. 1429 Walnut Street

Philadelphia, P A 19102

Theater is, indeed, a superb learning tool that you and your students will share, cherish and

remember. We look forward to welcoming you and your classes to the theater.

Cordially,

Laurie Wagman Founder/Chairman

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On Stage . With

j\lllencan Theat b er Arts for Yout

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~9 Company

Scenic Breakdown:

SCENIC/MUSICAL NUMBERS

Introduction "Your Own Land" ............................................................ The Company

"Let Freedom Ring: We The People" ................................. . .... The Company

" Where Do I Fit In" ... . ... . ........... . . . .............................. . .............. Missy

"A New and Separate Nation" ....................................... Robert and Jonathan

"Reaching out to Freedom" ......................................... Stephen and Rebecca

"I Saw a Man ... Like Me" ... . .................... . ..... . ........................... . Soldiers

"Arriving at Tomorrow'' ............................................................. Rebecca

"Gossip" ............................................................ Rebecca and Tom Paine

"Let Freedom Ring" (reprise) ............................................................ The

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1> Before You ao: f9 REVIEW the Declaration of Independence and the Preamble to the Constitution with the

students. Post a copy of each in the classroom.

DISCUSS some of the major challenges facing the colonies at the time of the Declaration of

Independence and the American Revolution.

RECALL some of the compromises worked out in framing the Declaration of Independence

and the Constitution.

C REATE individual pictures or assemble collages to express personal views of early

American heroes and heroines, or of the theme "United We Stand."

IIA. VE the students recall important events and people in American History. Which is their

favorite period? Who are their favorite heroes? Then have the students make a list of all the events

and people mentioned and put that information in chronological order.

D ETERMINE what periods of American history are most recognizable to students. Why are

these times more well known than others? Are the students more familiar with certain events

because of movies, television programs, or books they have seen or read?

EXPLAIN to students that they are about to see a live, on-stage production of LET FREEDOM

RING. There will be songs and dances, as well as acting, to tell the story of our country.

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On Stage With

j\lnerican Theater Arts for Youth 'theater Etiquette:

The audience plays a key part in the overall theater experience. Each audience member affects those around him or her as well as the performers.

Remind your class that everyone will have an especially wonderful time at the performance by remembering their theater manners.

Here is how students can help:

•:• It is important to remain seated throughout the entire performance.

•:• Restroom visits are best made prior to seating.

•:• Photography and recording during the performance are not permitted.

•:• Give your full attention and energy to the performers. In return, the performers give it back to you with a better performance.

•:• Don't talk during the show unless you are asked. Sometimes we think that if we whisper, it is okay. But if everyone in the audience whispers, it can be disruptive to the performers.

•:• Tum watches, pagers and cell phones to silent.

•:• Do not interrupt performers with comments that may disrupt the performance for others.

•:• Show the performers your appreciation for their efforts by applauding.

Your cooperation will ensure a well-focused environment/or everyone to enjoy, cherish & remember. Thank you.

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On Stage With

American Theater Arts for Youth

"Let Freedom Ring ... A celebration of We the People" is a story within a story. Initially, we meet Missy, a contemporary American teenager who complains to her father that she doesn't understand why she must learn all that "old stuff'; who wonders where she fits in to American History.

The action moves back to 1776 where a variety of citizens are introduced:

Rebecca, a young wife; Her husband Jonathon who is leaving to join George Washington's forces; A loyalist; A British soldier; Assorted citizens including Thomas Paine, Abigail Adams and Benjamin Franklin who agree and disagree with the Declaration of Independence and the revolutionary process.

As the play unfolds, the characters express their hopes and uncertainties, their determination to achieve liberty.

When Rebecca, now the mother of a baby girl, receives word that Jonathan has been lost in battle, she realizes that her tomorrows have a changed reality; that the courage and vision of her husband have yielded independence for the new nation.

The story returns to Missy who learns that Rebecca and Jonathan were her direct ancestors; that she does, indeed, fit in to American History and the remarkable journey that produced our Democracy.

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After The Show:

1]) ID A SK students to recall the production they have just seen by taking turns, around the

class, to retell the storyline.

WmcH parts of the program did they like best?

W HAT were some of the attitudes expressed in the production in regard to famous

personalities? Do you agree (or disagree) with these attitudes

INTERPRET "united we stand, divided we fall." How can this philosophy be applied to

life today?

GIVE examples of what we Americans today are doing to preserve our freedom through

unity.

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After The Show: Continued

W HY have Americans always been worried about having a "king" for a leader? ;'t~:

W HAT makes a great leader? Discuss the problems of leadership from the leaders point of view.

DISCUSS the parallels between the cultural and political developments of our country.

W HAT is the value of disagreement in a democracy?

W HY does the show stress the importance of "people" consciousness in a democracy?

W HAT do the words "freedom" and "equality" mean to you?

How do the political processes of today compare with those of the 1770's and 1780's?

GIVE examples of how the letter and spirit of the Declaration oflndependence and the Constitution have held up for over 200 years.

IIA VE students create a time line of their families' history.

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~~ l1nNK THEATRICALLY: ABOUT THE PRODUCTION:

• How did the actors "change" from one role to another in front of your eyes?

• Describe how the postures and walks of the actors help them to define different characters.

(Demonstrate if you like.)

• How did the props add to the production?

• What kinds of music did you hear? How did the music provide backgrounds for the different

"scenes"?

TRY IT: • "Interview" one of the colonial persons from the play.

• Encourage each student to assume the identity of a particular historical person and the others

to try to guess who it is. If a wide time frame is used, students should state which period of

history they are from as part of their initial statements about themselves.

• Have students each select a favorite American hero or heroine. After research, the students

will give a speech to the class expressing that person's view on a designated topic.~ • After careful discussion, have students select various individuals who have made significant

contributions to American history. (Be sure to include not-so-famous people in this list.)

Prepare a presentation to share with the rest of the school. The presentation could possibly

take the following forms: a hall-sized mural, a window display of symbols and silhouettes, a

"Person of the Year" magazine cover display, a large time chart with figures and events.

• Produce a Let Freedom Ring skit, puppet show, or assembly program of your own.

Emphasize the principles expressed in the Declaration of Independence and the Constitution.

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<\crostic: An acrostic is a simple poem based upon a single word. Use the word Freedom and

try to find other words or phrases, beginning with those letters, that pertain to our show.

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Pan Letter: Write a letter to your favorite actor in the show. Express how you feel about the character in the show.

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ater Arts for Yollt:lJ

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~~ __ ""'\ tlleater~ ~~~~~ oc~w~/

I' t f d b t th th t f, t t t kn ' ere IS a IS o wor sa ou e ea er oryou o ge 0 ow. Actor A theatrical performer.

Applause Approval expressed by the clapping of hands.

Back-Stage The area behind and to the side of the part of the stage where the action of the performance takes place.

Choreographer The person who develops and arranges the dance movements for the dancers and actors.

Composer A person who writes, music.

A style of clothes, including garments, accessories and hair Costume style, characteristic of a particular country, period or culture,

worn on-stage during a theatrical production.

The group of people who run the various technical operations Crew during a performance, including the lighting, curtain, set, scene

changes, sound effects and props.

Designers Individuals who create the set, costumes, lighting and sound effects for the performance.

Director The person who supervises all the artists during rehearsals and instructs all dramatic aspects of the production.

Lyricist The person who writes the words for a song.

Musical Theater A play that uses music, song and dance to tell the story.

Play A staged representation of an action or story.

Playwright The person who writes plays.

Props All the objects used in a theatrical production.

Score The sheet music that the actor memorizes and performs.

Script Pages from which the actors read their lines.

Stage Manager The person who assists the director during rehearsal and supervises the physical aspects of a stage production.

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Write a Review:

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Accomp~ Actor/ Actress

Artist

Artistic Director

Art Teacher

Band Director

Casting Director N ~

Choir Director r Choreographer

Cinematographer

Computer Graphics Illustrator

Composer Instrumentalist

~areers iJ' the ArtS:

Props Designer

Publisher

Concert Singer Librettist Scenic Designer

Li!!l>ting Designer _i_special Effects

Makeup Artist Stage Director

Conductor

Costume Designer

Critic Music Teacher

Dancer Musician

Dialect Coach Orchestrator

Extra Painter

Fashion Designer Producer

Active Learning

Stage Hand

Stage Manager

Theater Director

Camera Operator

Vocalist 1.: What career would you consider interesting? Where do you think you could go to learn more about it?

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Make a picture of your favorite scene in the performance. Be sure to show costumes, the set and the actors ou like best.

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A 111erican The Ith r-v ater A ~ t}l

~ ~Ts for Yotl

Colonial Period

Grades 2-4 The Thirteen Colonies by Brendan January Colonial Life by Brendan January A Picture Book of Benjamin Franklin by David A. Adler African-Americans in the Thirteen Colonies by Deborah Kent

Grades 5-8 Your Travel Guide to Colonial America by Nancy Day The Colonies by Rebecca Stefoff Settlers on the Eastern Shore 1607-1750 ed. by John Anthony Scott Benjamin Franklin, Printer by David A. Adler Strange New Land: African-Americans 1617-1776 by Peter H. Wood

The American Revolution

Grades 2-4 The Boston Tea Party by Steven Kroll The Liberty Tree by Lucille Recht Penner If You Lived at the Time of the American Revolution by Kay Moore African-Americans and the Revolutionary War by Judith E. Harper American Kids in History: Revolutionary War Days by David C. King

Grades 5-8 The American Revolution by Bruce Bliven, Jr.

Suggested Reading List

The World Turned Upside Down: George Washington and the Battle of Yorktown by Richard Ferrie We the People: The Way We Were 1783-1793 by Suzanne Hilton Revolutionary Citizens: African-Americans 1776-1804 by Daniel C. Littlefield

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