The Story 2012 2013 Season PLAYGUIDE SHAKESPEARE 4.0 CATCO is Kids Touring Production, 2013 By William Shakespeare Adapted for the stage by Nick Baldasare About the Playwright Join CATCO is Kids as actors weave together the canon of Shakespeare in four exciting short play adaptations Julius Caesar, Taming of the Shrew, Hamlet, and Romeo & Juliet. Romeo will be engulfed in chaos, a woman will find her equal, a son will avenge a father, and love will overcome two families hatred. And there s a ghost! Watch our actors as they deftly slip from role to role, becoming the warring Brutus and Marc Antony, the tragic Hamlet and Ophelia, Juliet and her fair Romeo, Kate and her overzealous Petruchio all the characters that make Shakespeare timeless. Nick Baldasare is a writer and actor that has been involved in Shakespeare for more than 20 years. His credits include a starring role in Horatio s Hamlet, a short film adapted from his one-act play and co-produced by Bowling Green State University. In addition to his film and stage work, for the past several years, he has been writing and performing monologues based on classic literature in schools throughout the Midwest. His goal is to entertain and enlighten while sharing the beauty of Shakespeare s poetry. About William Shakespeare William Shakespeare was born on April 23, 1564 probably. In fact, not a lot is really known about the life of Mr. Shakespeare. In his time, no one really knew how famous he d become, leaving the events of his life not well recorded. But thanks to public records, we do know that he was baptized on April 26, 1564, in Stratford-upon-Avon, England. He married Anne Hathaway on November 28, 1582. They had three children Susanna, Judith, and Hamnet. Judith and Hamnet (twins) were born during what people call Shakespeare s lost years. Later in life, Shakespeare regained the spotlight by writing for the Lord Chamberlain s Men (later called the King s Men) a company of theatre players in London. By 1599, he and his business partners built the Globe Theatre. Even though Shakespeare was not very famous during his lifetime, he wrote almost 40 plays and 154 sonnets! William Shakespeare died in April, 1616.
s You can use this Playguide and your visit to CATCO is Kids to help your students meet the curriculum standards required in schools by the Ohio Department of Education. Look throughout our Playguide for the icon and you will find academic standards that correspond with the different activities listed. Cast of Characters in Shakespeare 4.0 Julius Caesar Soothsayer: Narrator and mystical presence Cassius: Conspirator against Julius Caesar Brutus: Conspirator against Julius Caesar Caesar: Dictator of Rome Antony: Triumvir after the death of Julius Caesar Taming of the Shrew Bianca: Kate s sister and play s narrator Katherine: Baptista s daughter Petruchio: Suitor to Katherine Baptista: Kate and Bianca s father Horatio s Hamlet Horatio: Hamlet s friend Hamlet: Nephew of the present king Claudius: King of Denmark Ophelia: Daughter of Polonius Gertrude: Queen of Denmark and mother to Hamlet Ghost: Hamlets father s spirit Laertes: Son of Polonius and the brother of Ophelia Players: Perform Murder of Gonzago through the art of pantomime Romeo and Juliet Romeo: Son of Montague and Lady Montague Juliet: Daughter of Capulet and Lady Capulet The Nurse: Juliet s nurse Mercutio: Romeo s close friend Tybalt: A Capulet; Juliet s cousin on her mother s side Benvolio: Romeo s cousin and thoughtful friend Contemplating Character Corner 1. Review the character descriptions above. After reading or reviewing each Shakespearean play, add on to these character descriptions by writing down more descriptive details. Find the differences between the characters in each play. Explain the relationships among characters. Activity www.kidsloveshakespeare. com/teaching-shakespeareto-children/ 2. Compare two of the plays listed above. Are there any characters that have similar traits? 3. (Classroom Activity) Choose a variety of characters from one of the above plays. Write each character s name on an index card. Assign each student a character. Have students write three or more facts about that character on the back of the index card. Recollect the cards. Reassign each character by paper clipping the character card to the back of each student s shirt. Have students give each other clues about the character pinned on them until they can correctly name the character. Drama/Theatre Perceiving/Knowing/ Creating Grade 6: Differentiate between character types and explain the relationship among characters.
THINGS TO THINK ABOUT AND DO Vocabulary Section Here are some quotes from Hamlet, Taming of the Shrew, Romeo and Juliet, and Julius Caesar. What do these phrases mean? What Shakespearean play is each quote from? Which character speaks each line? Can you translate the below phrases into modern English? How do certain words affect the tone of the quote? Friends, Romans, Countrymen, lend me your ears. I come to bury Caesar, not to praise him. The evil that men do live after them. The good is oft buried with their bones. So let it be with Caesar. No, not a whit: I find you passing gentle. Twas told me you were rough and coy and sullen, And now I find report a very liar; For thou are pleasant, gamesome, passing courteous, But slow in speech, yet sweet as spring-time flowers. Ah, the Players. Speak the speech, I pray you, as I pronounced it to You, trippingly on the tongue: but if you mouth it, As many of your players do, I had as lief the Town-crier spoke my lines. O Romeo, Romeo, Wherefore art thou Romeo? Deny thy father and refuse thy name, Or if thou wilt not, be but sworn my love, And I ll no longer be a Capulet. English Language Arts: Reading Standards for Informational Text 6-12 Key Ideas and Details Grade 7: Determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings. Analyze the impact of a specific word choice on meaning and tone. Additional Teacher Resources https://secure.ncte.org/library/nctefiles/resources/books/sample/51082intro_chap01_x.pdf This PDF is composed of many lesson plans integrating differentiated instruction methods. www.sharemylesson.com/mypublicprofile.aspx?uc=2148415 The above web site is a great resource of lesson plans devised by the Royal Shakespeare Company. www.bard.org/education/studyguides.html The Utah Shakespeare Festival web site has a great listing of study guides for Julius Ceasar, Romeo and Juliet, Hamlet, and The Taming of the Shrew. www.folger.edu/template.cfm?cid=618 This web site has online resources for teachers such as lesson plans, study guides, and videos.
THINGS TO THINK ABOUT AND DO Before the Show 1. Master Shakespeare s Meter Shakespeare plays were mostly written in iambic pentameter. Break down the meaning of iambic pentameter. What does the prefix penta mean? What does the word meter refer to? After researching the meaning of iambic pentameter, say the following two words: I AM. What syllable should be emphasized? I or am? How would you speak the following lines? What words would you emphasize throughout the whole phrase? But soft: what light through yonder window breaks? So foul and fair a day I have not seen. Find a Shakespearean sonnet online or at the library. Analyze how its structure helps contribute to its meaning. Activity www.folger.edu/ edulesplandtl.cfm?lpid=692 English Language Arts: Craft and Structure Grade 7: Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 2. Read one of the Shakespeare plays included in the production of Shakespeare 4.0. Research to find different media versions of the play you have chosen to study. What are the differences between, reading, seeing, and hearing the story? How does your perception change? Do this activity with a partner. Compare and contrast your interpretations. English Language Arts: Integration of Knowledge and Ideas Grade 6: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. Romeo and Juliet Season sponsor The Janet Leonard Reading,
After the Show 1. Reflect upon the tragic characters of Romeo and Hamlet from Shakespeare 4.0. Analyze the conflicts and emotions of each character. How are Romeo and Hamlet s characters alike? How are they different? How do each character s emotions affect their choices? Discuss your thoughts with a friend that attended the performance. Drama/Theatre Standards: Perceiving/Knowing Creating 21st Century Skills www.arteducators.org/ research/21st_century_ Skills_Arts_Map.pdf Grade 8: Analyze and discuss the conflicts and emotions of the characters in a selected dramatic work 2. In the one-act version of Julius Caesar, Caesar is brought to his death. Did you know that Julius Ceasar was a real person? In his lifetime, he held many important titles in the Roman Republic. Most notably, he made himself consul and dictator. Think of the great leaders throughout history. How many countries have dealt with a corrupt ruler? Use the internet and various library resources to research past and present leaders. Use the information you have gathered to create a first-person, narrative presentation. (Activity recommended for high school students.) 21st Century Skills: Initiative and Self-Direction Skill definition: 1) Monitoring one s own understanding and learning needs 2) Going beyond basic mastery of skills and/or curriculum to explore and expand one s own learning and opportunities to gain expertise 3) Utilizing time effectively and managing workload 4) Defining, prioritizing, and completing tasks without oversight 5) Demonstrating initiative to advance skill levels toward a professional level 6) Demonstrating commitment to learning as a lifelong process Outcome: Students will be motivated, self-directed, and reflective learners who independently manage their goals and time to continuously improve as artists. 3. After viewing the performance of Shakespeare 4.0, write your own one-act version of a Shakespearean play with your fellow classmates or friends. Work together to share the different responsibilities needed to produce a one-act play. Collaboratively assign specific roles as costumer, set designer, actor, and in these roles, analyze the script you have written and agree on an interpretation that will bring the play to life. (Activity recommended for 12 th grade students.) Globe Theatre 21st Century Skills: Collaboration Skill definition: 1) Demonstrating ability to work effectively with diverse teams 2) Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal 3) Assuming shared responsibility for collaborative work Outcome: Students will work together effectively to share and accept responsibility, comprise respectfully to reconcile diverse ideas, and accomplish a common goal.
Shakespearean Insults When watching The Taming of the Shrew one-act, you may have noticed that Katherine was not amused at first by Petruchios professions of love. In turn, Katherine retorts with classic Shakespearean insults. She cleverly uses her wit to shun Petruchio s words of love. View below some clever insults from Mr. Shakespeare himself! www.pangloss.com/seidel/ shake_rule.html Column 1 Column 2 Column 3 Artless base-court apple-john Beslubbing beef-witted barnacle Bootless beetle-headed bladder Goatish fly-bitten fustilarian Speenly onion-eyed minnow Activity (Recommended for high school students) Combine one word from each of the three columns below prefaced with Thou. Break into pairs. Choose three of your favorite insults from the provided list. Give each group an activity to do while actors use Shakespearean insults. a. Imaginary sword fighting. b. Dance off. c. Karate. d. Throwing a ball. e. Lifting weights. Have the students share their scenes for the class. Elizabethan Children s Games Taming of the Shrew Did you ever wonder what games children played during William Shakespeare s time? Have you ever played marbles or hopscotch? Look below for more fun games! MARBLES Form a circle using chalk or a piece of string with the marbles placed in a group inside. Use the shooter, or a larger marble, to shoot the other marbles out of the circle. HOPSCOTCH Draw (or tape) numbered squares with chalk and throw a pebble onto one of the squares, and attempt to alternate jumping on one leg to that square. BLIND MAN S BLUFF Blindfold one person and have them walk about trying to find other people playing the game who are frozen in the space around them. Once they find someone, they need to remain blindfolded, and identify who they are. HUMAN KNOT With a group of people, stand in a circle and grab the hand of two different people across the circle. Without letting go, untangle the knot so it is a circle once more. www.elizabethan-era.org. uk/elizabethan-games.htm NINEPINS Ninepins was an early form of modern bowling. On a bowling green, use a ball and try to knock down the pins. THE GUARD S KEYS Stand in a circle. Place one chair in the middle of the circle and blindfold the guard who sits in the chair. Those on the outside of the circle try to steal the keys without being caught by the guard. Without peeking, the guard must point when they hear a noise and if they point to someone, they must go back to the edge of the circle. Once the keys are stolen successfully, the person who retrieved the keys becomes the next guard.
COOKING CORNER Fun Facts About Elizabethan Foods Did you know that Elizabethan food and drink varied according to the social standing and wealth? If you ate meat, it meant it was a sign of great wealth! The upper class loved spicy and sweet foods, cooking expensive spices and sugars into their recipes. If you ate vegetables, you were considered fit for the poor. Interestingly enough, the diet of the poor was better than the diet of the nobles! The most common methods of cooking were spit roasting, baking, boiling, smoking, salting, or frying. To Satiate Your Hunger When Scribing Sonnets Rice Pudding, Old Elizabethan Dessert Recipe To make a Rice pudding to bake take three pints of milk or more, and put them in a quarter of a pound of rice, clean washed and picked, then set them over the fire, and let them warm together, and often stir with a wooden spoon, because that will not scrape too hard on the bottom, to make it burn, then let it boil till it be very thick, then take it off and let it cool, then put in a little salt, some beaten spice, some raisins and currants, and some marrow, or beef suet shred very small, then butter your pan, and so bake it, but not too much. Do you want a modern day version of this recipe? Here it is! www.simplyrecipes.com/ recipes/rice_pudding For more Elizabethan recipes: www.elizabethan-era.org. uk/old-elizabethan-recipes. htm Rice Pudding Ingredients 2 1/2 cups (600 ml) of whole milk 1/3 cup (66 grams) of uncooked short grain white rice Pinch of salt 1 egg 1/4 cup (50 grams) dark brown sugar 1 teaspoon of vanilla extract 1/4 teaspoon of cinnamon 1/3 cup (40 grams) raisins 1. In a medium-sized, heavy-bottomed saucepan, bring the milk, rice, and salt to a boil over high heat. Reduce heat to low and simmer until the rice is tender for about 20-25 minutes. Stir frequently to prevent the rice from sticking to the bottom of the pan. 2. In a small mixing bowl, whisk together an egg and brown sugar until well mixed. Add a half cup of the hot rice mixture to the egg mixture, a tablespoon at a time, vigorously whisking to incorporate. 3. Add egg mixture back into the saucepan of rice and milk and stir, on low heat, for 5 to 10 minutes, until thickened or about 160 F (71 C). Be careful not to have the mixture come to a boil at this point or it will curdle. Stir in the vanilla. Remove from heat and stir in the raisins and cinnamon. Serve warm or cold. Season sponsor The Janet Leonard Reading,