Option C: Play Study (continued)

Lesson Three: Responding to the Script

• increase awareness of various presentational styles and staging possibilities

Ask the students in what way they think the jail serves as a metaphor for Jase and Penny's lives. Discuss.

• understand how knowledge is constructed and evaluated in the arts (CEL: CCT)

Draw the student's attention to the playwright's statement in which she says that she was attempting to "write a short stage play where the set serves as a metaphor for the action." Ask the students how successful they believe the playwright was in achieving this aim. Ask them to suggest how the metaphor chosen by the playwright was extended beyond her choice of setting to other aspects of the script and how it might be extended further in a polished production of the play. Ask questions such as the following: What is the setting of the play meant to represent? How does the metaphor function to illuminate the audience's understanding of the dilemma of the characters? In what ways could the director and set designer extend this central metaphor in a production of the play?

• demonstrate an understanding of the processes and elements involved in creating works of dramatic art

• provide reasons or evidence to support analysis (CEL: CCT)

Have the students write journal entries in which they analyse the extent to which the playwright was able to manipulate each of the elements of theatre form -- focus, contrast, tension, symbol -- within this play. Ask them which elements she used most effectively. Ask them to support their answers by referring to specific moments in the play. Refer to the Planning Guide for information about the elements of theatre form ("Dramatic Elements").

• understand the universality of certain themes, characters and situations in dramatic expression

It is important for students to understand the "motivation" of each of the characters. Motivation is what impels characters to say what they say and behave as they do. Discuss how each of the characters functions within the play to illuminate the motivation of the other. "Status" is the relative importance of one character to another. In this play, status shifts subtly from one character to the other. Determine the status of each of the characters as the play unfolds and debate who has higher status as the play ends.

Remind the students that character and action are fundamental to drama. Character is determined by what a person does (his or her actions). Characters do what they do because of who they are and what they think. Divide the class into groups of four or five. Ask the small groups to discuss and describe Jase's and Penny's characters, based on their actions in the play. Ask one or two groups to present their findings, using examples from the script. Ask if any other groups have anything different to add.